Extended cognition in education. Psychodrama as an extended mind tool

Abstract

This article addresses the question of whether psychodrama can be viewed as an example of the extended mind thesis and can be applied in an educational context. The extended mind thesis (Clark & Chalmers, 1998) proposes that external artifacts can function as integral components of an individual's cognitive system, augmenting cognitive abilities. The article explores the notion that psychodrama, with its scenes, techniques, and social group dynamics, can be regarded as an extension of the mind. By examining this relationship, the article aims to provide a wider understanding of the implications of the extended mind thesis in the field of education. Viewing psychodrama through the lens of the extended mind thesis emphasizes the role of the environment in shaping cognition, underscores the significance of external resources in the educational process, and highlights the potential of psychodrama as an educational approach.