Technological Approach to Mind Everywhere (TAME): an experimentally- grounded framework for understanding diverse bodies and minds

Synthetic biology and bioengineering provide the opportunity to create novel embodied cognitive systems (otherwise known as minds) in a very wide variety of chimeric architectures combining evolved and designed material and software. These advances are disrupting familiar concepts in the philosophy of mind, and require new ways of thinking about and comparing truly diverse intelligences, whose composition and origin are not like any of the available natural model species. In this Perspective, I introduce TAME - Technological Approach to Mind Everywhere - a framework for understanding and manipulating cognition in unconventional substrates. TAME formalizes a non-binary (continuous), empirically-based approach to strongly embodied agency. When applied to regenerating/developmental systems, TAME suggests a perspective on morphogenesis as an example of basal cognition. The deep symmetry between problem-solving in anatomical, physiological, transcriptional, and 3D (traditional behavioral) spaces drives specific hypotheses by which cognitive capacities can scale during evolution. An important medium exploited by evolution for joining active subunits into greater agents is developmental bioelectricity, implemented by pre-neural use of ion channels and gap junctions to scale cell-level feedback loops into anatomical homeostasis. This architecture of multi-scale competency of biological systems has important implications for plasticity of bodies and minds, greatly potentiating evolvability. Considering classical and recent data from the perspectives of computational science, evolutionary biology, and basal cognition, reveals a rich research program with many implications for cognitive science, evolutionary biology, regenerative medicine, and artificial intelligence.

The Development of Positive Attributes of Character: On the Embodiment of Specificity, Holism, and Self-System Processes

Positive character involves a system of mutually beneficial relations between individual and context that coherently vary across ontogenetic time and enable individuals to engage the social world as moral agents. We present ideas about the development of positive character attributes using three constructs associated with relational developmental systems (RDS) metatheory: the specificity of mutually beneficial individual<-->context dynamics across time and place; holistic integration of dynamic processes of an individual with both context and all cognitive, affective, and behavioral processes; and integration of the character-system with other facets of the self-system. These features of RDS-based ideas coalesce on the embodiment of positive character development. We discuss the need for more robust interrogation of embodied features of the character development system by suggesting that coaction of morphological/physiological processes with cultural processes become part of a program of the integrated individual<-->contextual processes involved in the description, explanation, and optimization of positive character attribute development. We discuss moments of programmatic research that should be involved in this interrogation and point to the potential contribution of theory-predicated research about the embodied development of positive character attributes of to enhancing the presence of moral agency and social justice in the world.

Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools

Recent decades of education policy, research, and practice have brought focus on a positive education approach as applied within tiered service delivery frameworks to meet diverse needs of varied intensities. Related, the science of implementation has begun to increase understanding of supports to strengthen use of a positive education approach within tiered service delivery frameworks. To date, the body of work has fostered important shifts in how problems are viewed and addressed using a positive lens, supporting more equitable opportunity in education. To realize the full potential, however, there is a need to integrate theory and science as embedded within a whole child, school, and community lens. We propose that positive education will advance equity when grounded in integrated theory and science across developmental systems theory, prevention science, ecological systems theory, and implementation science. We first provide a brief overview of schools as a context to serve as assets or risks to equity, followed by a discussion of theory and science using a whole child, whole school, and whole community lens. We end with directions for science and practice in advancing a positive education approach.

“You Can Do So Much Better Than What They Expect”: An Arts-Based Engagement Ethnography on School Integration With Newcomer Youth

Newcomer adolescents make up a large minority of Canada’s population and their positive integration experiences with education systems across the country are critical for both their development and the country’s long-term success. The current study examined newcomer adolescents’ ( n = 4, between 16 and 18 years old) integration experiences using an arts-based engagement ethnography to understand what influences their positive integration into the school system. Artifacts, interview, and focus group data were analyzed systematically using ethnographic research guidelines. Five structures were identified: (1) barriers to advancement at individual, school, and macro levels, (2) fluctuating relationship with cultural identity, (3) limited trust in systems, (4) resilience through independent learning, and (5) facilitating factors to positive integration experiences at the family and school level. In keeping with a relational developmental systems theory framework, each structure accounts for multiple inter- and intra-individual factors at multiple environmental levels. These findings outline considerations for systemic issues in academic institutions and offer suggestions for how institutions can better support newcomer adolescents.

Quantitative Approaches to Study Retinal Neurogenesis

The study of the development of the vertebrate retina can be addressed from several perspectives: from a purely qualitative to a more quantitative approach that takes into account its spatio-temporal features, its three-dimensional structure and also the regulation and properties at the systems level. Here, we review the ongoing transition toward a full four-dimensional characterization of the developing vertebrate retina, focusing on the challenges at the experimental, image acquisition, image processing and quantification. Using the developing zebrafish retina, we illustrate how quantitative data extracted from these type of highly dense, three-dimensional tissues depend strongly on the image quality, image processing and algorithms used to segment and quantify. Therefore, we propose that the scientific community that focuses on developmental systems could strongly benefit from a more detailed disclosure of the tools and pipelines used to process and analyze images from biological samples.