The term "post-cognitive" is an outgrowth of critiques of the cognitive paradigm. These critiques largely focus on the reliance of cognitive paradigms on computational processing models as a way of understanding human thought and activity. A common set of approaches that is beginning to emerge in reaction to cognitive paradigms are based on the predication that human interactions are situated and improvised, not pre-scripted and rule-bound. The way that one researches interaction as an emergent (rather than prescribed) activity is radically different, and these frameworks are still being worked out.
The LRC is especially interested in working with faculty who are engaged in exploring how fields such as ethnomethodology, conversation analysis, discursive psychology, activity theory, and others inform praxis in the physical and virtual realms where language and culture learning are taking place.