Abstract

n our response, we provide theoretical clarifications on how the functional dynamic systems approach allows a monist theorization of offline cognition and imagination; highlight the importance, for ontogenetic cultural development, of the system’s sensorimotor dynamics as well as this dynamics’ reification; elaborate on the notions of “field of promoted action,” “zone of proximal development,” “scaffolding,” and “repetition without repetition” as well as purported relations among these notions. We stress the transformative potential both of culture’s proleptic anticipation and, conversely, individuals’ non-linear rebellion against it. We also address questions regarding educational applicability, design, and classroom practices. Finally, we unpack the ethical and transformative role of our theoretical work in 21st-century educational science.