The thesis focuses on the importance of perception in the theory of enacted cognition. As Di Paolo (2017) suggests in his article, Piaget's genetic epistemology serves as the starting point for perceptual learning theory, more precisely the aspect that "cognitive structures arise from repeated sensorimotor patterns that allow action to be perceptually guided" (Varela et al., 2017: 274). The main question of the paper is to what extent, if at all, it is possible to combine the two theories, which at first glance differ in quite a few fundamental points of view, especially regarding the question of the function of representation and, consequently, if the interweaving is possible, in what way. First, I will focus on a more general presentation of both theories and then briefly on the importance of the body and perception, not only as pre-linguistic concepts, but as a basis and an ever-present foundation in our functioning and
development. The theory of building sensorimotor knowledge with the help of thought processes of equilibration, assimilation, and accommodation, understood as presented by Piaget, on the theoretical basis of enactive cognition, where cognition requires the interaction of the world and the organism, will then serve as a place of unification. The interweaving of theories will also indirectly answer the question of Meno's paradox, how it is possible to acquire new knowledge with current schemes of knowledge.
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