Abstract

We focus on the Herbartian notions of “Bildung” and “pedagogical tact” evoked by Theo Hug in his insightful discussion of the interplay and relations between education and 4E cognition. We raise the question of whether the development of pedagogical tact in mathematics teaching needs to be grounded on embodied, enactive and extended cognition in the teacher-learner interaction. In particular, we discuss the current “learnification” of teaching and education, as highlighted by the author.