The main aim of this article is to describe central elements of, and the relationships among, three interrelated domains of inquiry. The first domain is Charles Peirce's semiotic theory which offers five concepts of special relevance to the other two domains: primary components of the triadic sign, including the object, representamen, and interpretant; the unceasing process of semiosis, or continuous growth of the developing sign; the three forms of inference, of which Peirce's notion of abduction is of special interest; the (...) element of surprise in experience, and the universal categories of Firstness, Secondness, and Thirdness that ground Peirce's overarching theory. The second domain incorporates the discipline of psychosemiotics, which is defined as the study of how we learn, understand, and use the signs of culture. The article outlines the nature and scope of psychosemiotics and emphasizes its grounding in Peircean semiotics, meaning‐making, and the five concepts listed above. The claim will be made that signs, semiosis, and meaning act through the seven signways outlined in the article and thereby bind the individual into the surrounding physical and cultural environments. The third domain is formal education, for which implications are presented as derived from Peircean theory and viewed through the psychosemiotic lens. In this perspective, all forms of education are semiotic processes grounded in signs and meaning‐making. Further, formal education consists of learning a wide variety of culturally‐valued signs by way of the seven signways and through processes that often differ from a technocratic, standards‐driven, accountability‐oriented approach to learning and instruction. (shrink)

The main aim of this article is to describe central elements of, and the relationships among, three interrelated domains of inquiry. The first domain is Charles Peirce's semiotic theory which offers five concepts of special relevance to the other two domains: (a) primary components of the triadic sign, including the object, representamen, and interpretant; (b) the unceasing process of semiosis, or continuous growth of the developing sign; (c) the three forms of inference, of which Peirce's notion of abduction is of (...) special interest; (d) the element of surprise in experience, and (e) the universal categories of Firstness, Secondness, and Thirdness that ground Peirce's overarching theory. The second domain incorporates the discipline of psychosemiotics, which is defined as the study of how we learn, understand, and use the signs of culture. The article outlines the nature and scope of psychosemiotics and emphasizes its grounding in Peircean semiotics, meaning‐making, and the five concepts listed above. The claim will be made that signs, semiosis, and meaning act through the seven signways outlined in the article and thereby bind the individual into the surrounding physical and cultural environments. The third domain is formal education, for which implications are presented as derived from Peircean theory and viewed through the psychosemiotic lens. In this perspective, all forms of education are semiotic processes grounded in signs and meaning‐making. Further, formal education consists of learning a wide variety of culturally‐valued signs by way of the seven signways and through processes that often differ from a technocratic, standards‐driven, accountability‐oriented approach to learning and instruction. (shrink)

Without systems of public, external symbols for recording information, nonliterate communities have to rely on human memory for the retention and transmission of cultural knowledge. Religious expressions either evolved in directions that rendered them memorable or they were--quite literally--forgotten. Most religious systems, including all of the great world religions, emerged among populations that were mostly illiterate (even if there was a literate elite). Thus, it should come as no surprise that religious systems and ritual systems, in particular, have evolved so (...) as to exploit variables that facilitate memory. No doubt, the invention of literacy ameliorates these variables' influence, however, the availability of such cultural tools neither eliminates that influence nor even surmounts it. Experimental psychologists have clarified variables that contribute to extraordinary recall for events that arise in the normal course of life. Probably, the most obvious is frequency. Experiencing events of the same type frequently aids memory for that type of event, though not necessarily for the details of any of the particular instances of that type. When Jains carry out the Puja ritual day after day, they become adept at its performance. Although they are fluent with the ritual's details, it is possible that they do not remember even one of their previous performances distinctively. (shrink)

Only we must guard against this—not to strain our voice too roughly when conscious of a full stomach or sexual intercourse or physical fatigue. Many politicians and sophists experience this, being induced to engage in competitive debates, some through considerations of glory and ambition, others for pay or political contests. Thus our fellow citizen Niger, when a professional sophist in Galatia, happened to have swallowed a fishbone. But as another sophist had appeared on the scene from abroad and was engaged (...) in declaiming, Niger, fearful that he give the impression of having yielded to the newcomer, himself gave public performances, although the fishbone was still stuck in his throat. A serious and persistent inflammation in consequence developing, as he could not endure the pain, he submitted to a deep surgical incision from without. The fishbone was then removed through the wound site but thereafter the wound itself, becoming troublesome and purulent, caused his death. (shrink)

The chapter introduces and characterizes the notion of fittingness. It charts the history of the relation and its relevance to contemporary debates in normative and metanormative philosophy and proceeds to survey issues to do with fittingness covered in the volume’s chapters, including the nature and epistemology of fittingness, the relations between fittingness and reasons, the normativity of fittingness, fittingness and value theory, and the role of fittingness in theorizing about responsibility. The chapter concludes with a brief discussion of issues to (...) do with fittingness that aren’t covered extensively by the volume’s chapters in order to indicate avenues for further research. (shrink)

The present study applies a new method for investigating dynamic unconscious processes. The method consists of selection of words from patient interview and test protocols that in the clinicians' judgments capture the patients' conscious symptom experience and the hypothetical unconscious conflict related to the symptom, subliminal and supraliminal presentation of these words, signal analysis of event-related potentials obtained to the word presentations. Eight phobics and three patients suffering from pathological grief reactions served as subjects. A time-frequency ERP analysis revealed that (...) subjects' ERPs classified the unconscious conflict words better subliminally than supraliminally, while the reverse was true for the conscious symptom words = 2.82, p = .011). The relationship between frequency and latency revealed a similar mirror image pattern for the unconscious conflict and conscious symptom words . This method demonstrated that objective, brain-based evidence for unconscious conflict can be obtained. (shrink)

Knight has shown how the moral growth of medical students involves a spiritual journey. He may, however, present too sanguine a portrayal of the extent to which the medical education environment promotes this moral and spiritual growth. Medical school may indeed be more abusive than supportive. Admitting more women to medical school and teaching more humanities courses, while worthwhile, will not necessarily promote the goals that Knight appropriately advocates.

Our approach is based on a tri-partite method of integrating psychodynamic hypotheses, cognitive subliminal processes, and psychophysiological alpha power measures. We present ten social phobic subjects with three individually selected groups of words representing unconscious conflict, conscious symptom experience, and Osgood Semantic negative valence words used as a control word group. The unconscious conflict and conscious symptom words, presented subliminally and supraliminally, act as primes preceding the conscious symptom and control words presented as supraliminal targets. With alpha power as a (...) marker of inhibitory brain activity, we show that unconscious conflict primes, only when presented subliminally, have a unique inhibitory effect on conscious symptom targets. This effect is absent when the unconscious conflict primes are presented supraliminally, or when the target is the control words. Unconscious conflict prime effects were found to correlate with a measure of repressiveness in a similar previous study (Shevrin et al., 1992, 1996). Conscious symptom primes have no inhibitory effect when presented subliminally. Inhibitory effects with conscious symptom primes are present, but only when the primes are supraliminal, and they did not correlate with repressiveness in a previous study (Shevrin et al., 1992, 1996). We conclude that while the inhibition following supraliminal conscious symptom primes is due to conscious threat bias, the inhibition following subliminal unconscious conflict primes provides a neurological blueprint for dynamic repression: it is only activated subliminally by an individual's unconscious conflict and has an inhibitory effect specific only to the conscious symptom. These novel findings constitute neuroscientific evidence for the psychoanalytic concepts of unconscious conflict and repression, while extending neuroscience theory and methods into the realm of personal, psychological meaning. (shrink)

ISBN-13: 978-0-8229-4317-4 (cloth : alk. paper) ISBN-10: 0-8229-4317-4 (cloth : alk. paper) 1. Science — Philosophy. 2. Science — Social aspects. 3. Values. 4. Science and civilization. I. Carrier, Martin. II. Howard, Don, professor. III. Kourany ...

Based upon the timeless character devised by A.A. Milne, Winnie-the-Pooh's Little Book of Wisdom brings together the best of Pooh's ponderings, thoughts and wisdom about himself and life as it should be lived according to his own philosophy.

Next SectionThis article argues against two dominant accounts of the nature of nostalgia. These views assume that nostalgia depends, in some way, on comparing a present situation with a past one. However, neither does justice to the full range of recognizably nostalgic experiences available to us – in particular, ‘Proustian’ nostalgia directed at involuntary autobiographical memories. Therefore, the accounts in question fail. I conclude by considering an evaluative puzzle raised by Proustian nostalgia when it is directed at memories that the (...) nostalgist herself regards as non-veridical. (shrink)