he aim of the present paper is to propose a radical resolution to this controversy: weassume that mind is a ubiquitous property of all minimally active matter (Heylighen, 2011). Itis in no way restricted to the human brain—although that is the place where we know it in itsmost concentrated form. Therefore, the extended mind hypothesis is in fact misguided,because it assumes that the mind originates in the brain, and merely “extends” itself a little bitoutside in order to increase its reach, the way one’s arm extends itself by grasping a stick.While ancient mystical traditions and idealist philosophies have formulated similarpanpsychist ideas (Seager, 2006), the approach we propose is rooted in contemporaryscience—in particular cybernetics, cognitive science, and complex systems theory. As such, itstrives to formulate its assumptions as precisely and concretely as possible, if possible in amathematical or computational form (Heylighen, Busseniers, Veitas, Vidal, & Weinbaum,2012), so that they can be tested and applied in real-world situations—and not just in thethought experiments beloved by philosophers

The experts were asked to independently provide a comprehensive list of levers and leverage points for global sustainability, based on the potential for disproportionate effects to address and reverse the deterioration of nature while meeting societal needs. They were asked to consider actions by the full range of possible actors, and both top-down and bottom-up effects across various sectors. The collection of all responses became our initial set of levers and leverage points. Ensuing processes were then informed by five linked conceptualizations of transformative change identified by the experts (Chan et al., 2019): ● Complexity theory and leverage points of transformation (Levin et al., 2013; Liu et al., 2007; Meadows, 2009); ● Resilience, adaptability and transformability in social–ecological systems (Berkes, Colding, & Folke, 2003; Folke et al., 2010); ● A multi-level perspective for transformative change (Geels, 2002); ● System innovations and their dynamics (Smits, Kuhlmann, & Teubal, 2010; OECD, 2015) and ● Learning sustainability through ‘real-world experiments’ (Geels, Berkhout, & van Vuuren, 2016; Gross & Krohn, 2005; Hajer, 2011).