In the field of Cognitive Sciences (CC), we find ourselves in the midst of a debate between paradigms and a wide variety of philosophical and scientific positions. In this context, two important questions have arisen: Which paradigm and theoretical position is the best and why/for what? Which perspective most closely matches our research and academic interests?  The members of this AD have been working within the framework of enaction and embodied cognition, although we identify ourselves more with the more general framework of Situated Cognition (SC): an important current of the CC that considers that the process cognition depends on the bilateral interaction between the cognoscent subject and his environment in certain situations. This increasingly successful and relatively new paradigm of CC, given the range of approaches it has generated and the wide acceptance in different disciplines such as robotics, psychology and biology, to name a few, has increased the possibility of strengthening ties, once distant and different, between philosophical perspectives such as analytical philosophy and continental philosophy that seek a positive approach to science. In this perspective, conceptual analysis, empirical research and phenomenology combine to optimize the study of cognition and the mind in general. The natural transdisciplinarity of our philosophical work at different levels (both of our common LGAC and of individual ones), our theoretical-practical interaction between philosophy and one or more sciences, allows and requires receiving and giving feedback to the rest of the disciplinary areas, adding above all an underlying ethical questioning to our philosophical work, facing our activity itself. and of the society and environment in which we are inserted. Thus, the CS, 1) not only highlights but comprehensively and relevantly addresses the epistemology and philosophy of mind and/or action; 2) it is the most comprehensive movement in CC, and 3) everything indicates that it is a very promising movement for the scientific study of cognition, without neglecting an ethical and social concern.