Contempt is typically studied as a uniquely human moral emotion. However, this approach has yielded inconclusive results. We argue this is because the folk affect concept “contempt” has been inaccurately mapped onto basic affect systems. “Contempt” has features that are inconsistent with a basic emotion, especially its protracted duration and frequently cold phenomenology. Yet other features are inconsistent with a basic attitude. Nonetheless, the features of “contempt” functionally cohere. To account for this, we revive and reconfigure thesentimentconstruct using (...) the notion of evolved functional specialization. We develop the Attitude–Scenario–Emotion model of sentiments, in which enduring attitudes represent others' social-relational value and moderate discrete emotions across scenarios. Sentiments are functional networks of attitudes and emotions. Distinct sentiments, includinglove,respect,like,hate, andfear, track distinct relational affordances, and each is emotionally pluripotent, thereby serving both bookkeeping and commitment functions within relationships. The sentimentcontemptis an absence ofrespect; from cues to others' low efficacy, it represents them as worthless and small, mutingcompassion,guilt, andshameand potentiatinganger,disgust, andmirth. This sentiment is ancient yet implicated in the ratcheting evolution of human ultrasocialty. The manifolds of thecontemptnetwork, differentially engaged across individuals and populations, explain the features of “contempt,” its translatability, and its variable experience as “hot” or “cold,” occurrent or enduring, and anger-like or disgust-like. This rapprochement between psychological anthropology and evolutionary psychology contributes both methodological and empirical insights, with broad implications for understanding the functional and cultural organization of social affect. (shrink)

This theoretical integration of social psychology’s main cognitive and affective constructs was shaped by 3 influences: (a) recent widespread interest in automatic and implicit cognition, (b) development of the Implicit Association Test (IAT; A. G. Greenwald, D. E. McGhee, & J. L. K. Schwartz, 1998), and (c) social psychology’s consistency theories of the 1950s, especially F. Heider’s (1958) balance theory. The balanced identity design is introduced as a method to test correlational predictions of the theory. Data obtained (...) with this method revealed that predicted consistency patterns were strongly apparent in the data for implicit (IAT) measures but not in those for parallel explicit (self-report) measures. Two additional not-yet-tested predictions of the theory are described. (shrink)

Concerned with the issue of the I-thou encounter and the question of how to overcome the problem of the confrontation that occurs in the worldly existence among individuals, the Japanese philosopher Ueda Shizuteru (1926-), a leading member of the Kyoto School, addressed this issue in his phenomenology of the self. Ueda develops his ideas as a hermeneutical practice in the reading of the well-known Zen classic parable Ten Ox-Herding pictures, given that Zen Buddhism is the main tradition upon (...) which he critically and creatively draws. In accordance with Zen, Ueda argues that the emptied self is a non-self self boundlessly open and compassionate. As a result, the selfless self is open to the other in such a way that a genuine encounter with the other can take place. In the encounter, the closed ego realizes that its self-identity includes also its self-negation, such that, for the selfless self the other’s concerns are one’s concerns. The main aim of this contribution is to look at Ueda’s understanding of the interpersonal relations in what he conceives as a twofold world, that is, the worldly existence and the infinite openness that imbues this existence. In the infinite openness, the fundamental difference between self and other disappears into the state where the individual becomes emptiness while maintaining their “otherness” as separate and distinct. It means that the nullified self still preserves its identity, the other is accepted as different, and at the same time both share this common selfless ground. Thus, a particular conception of identity arises in which we can trace its roots back to Nishida Kitarō’s notion of “self-contradictory identity” (矛盾的自己同一 mujunteki jikodōitsu) and Nishitani Keiji’s “non-duality of self and other” (自他不二 jitafuni). According to the first, each of us, as individual bodies, also contains absolute negation within. The latter refers to a mode of being where self and other are one and simultaneously each one remains what it is in itself, probably inspired in Mahāyāna Buddhist logic whereby two different things are neither one nor two and yet both one and two. Given that the identification of the subject with its context and the emphasis on the sameness can entail the risk of suppressing other’s alterity and subordinating the individual to the whole, these views have been regarded as ambivalent. Therefore, the criticism and implications of this standpoint of “contradictory identity” are also examined. However, the assumption here is that due to the ethical import of this standpoint, it could certainly be of interest if applied to social and intercultural relations. (shrink)

BackgroundThe increasing debate on financial incentives for organ donation raises concerns about a "commodification of the human body". Philosophical-ethical stances on this development depend on assumptions concerning the body and how people think about it. In our qualitative empirical study we analyze public attitudes towards organ donation in their specific relation to conceptions of the human body in four European countries (Cyprus, Germany, the Netherlands and Sweden). This approach aims at a more context-sensitive picture of what "commodification of the (...) body" can mean in concrete clinical decisions concerning organ donation.ResultsWe find that moral intuitions concerning organ donation are rooted in various conceptions of the human body and its relation to the self: a) the body as a mechanical object owned by the self, b) the body as a part of a higher order embodying the self, and c) the body as a hierarchy of organs constitutive of the self.ConclusionThe language of commodification is much too simple to capture what is at stake in everyday life intuitions about organ donation and organ sale. We discuss how the plurality of underlying body-self conceptions can be taken into account in the ethical debate, pointing out consequences for an anthropologically informed approach and for a liberal perspective. (shrink)

Poverty is a complex subject in traditional African cultures. It is the lack of provision to satisfy the basic human needs of the population. The prosperity gospel as part of Pentecostal Christianity, with origins in the United States of America, presents itself as a new model for poverty eradication. Pentecostal Christianity and the proliferation of Pentecostal churches in Africa, many of whom are adherents of prosperity theology over a period of more than three decades, have not translated to a more (...) prosperous continent, and sub-Saharan Africa is still notably one of the poorest regions of the world. Poverty is a concept with many dimensions that attempts to ascertain the varying degrees of deprivation experienced by populations, individually or collectively. However, certain subjective and sometimes arbitrary interpretations of biblical texts on prosperity as the basis for prosperity theology have encouraged capitalist impulses that often supplant the pursuit of spiritual advantages, leading instead to an increase in crimes including robbery, financial fraud, kidnapping, ritual killings and many other social vices. This article examines the different perspectives of the prosperity gospel, the biblical sources and interpretations used as well as its interpretation of poverty. It shows how prosperity theology, with its own interpretation of poverty, erodes the valuable indigenous resources available to fight poverty within African religious communities, which emphasise community, positive family attachments, social support networks, moral values and accountability, and it examines the implications this has for socio-economic development in Africa. Contribution: This article challenges the theology of prosperity that characterises Pentecostal Christianity and is pervasive in Africa. It contributes to the discourse on how the challenges of poverty require the more community-centred approaches that traditional African values offer as against the self-centredness and greed promoted by the prosperity theology. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Beyond Personal Identity: Dōgen, Nishida, and a Phenomenology of No-SelfSteven HeineGereon Kopf. Beyond Personal Identity: Dōgen, Nishida, and a Phenomenology of No-Self. Richmond, Surrey, UK: Curzon Press, 2001. Pp. xx + 298.Beyond Personal Identity by Gereon Kopf is in many ways a brilliant work of comparative philosophy that does an outstanding job in taking on the challenge of relating the complex thought of Japanese giants (...) Dōgen and Nishida to various Western conceptions of the person. Kopf succeeds in developing his own philosophical approach to the main issues of nonduality and present-oriented self-awareness, while staying true to the respective thinkers involved in the examination. He is clearly bucking recent trends in the field of Buddhist studies that have emphasized increasingly social-historical methods, but has pulled off a major coup by adhering to his vision of the role of scholarship. Along with Dan Lusthaus' Buddhist Phenomenology: A Philosophical Investigation of Yogacara Buddhism and the Ch'eng Wei-Shih Lun (Curzon, 2003), which deconstructs the issue of idealism, this work goes a along way toward rehabilitating philosophical approaches to Buddhist doctrine by analyzing text as text rather than trying to relate-and in some cases reduce-text to a reflection or expression of its reconstructed context. At the same time, Kopf's work, understandably as it is his first book, has some basic limitations, which I will address with constructive criticism.The main value of this book is that it takes the reader on a fascinating journey through a wide variety of Western and Buddhist notions of what constitutes the person and the person's relation to the world. Kopf's "theory of personal identity investigates three central questions: How is it possible to identify a person (myself and others) as an individual human being? How is it possible to distinguish between two individual persons? What guarantees the constancy and identity of an individual person over time?" (p. 7). Chapter 1 is primarily dedicated to critiquing Western notions that have substantialist implications, either deliberately and directly or indirectly in an embedded fashion by favoring an essentialist view that personal identity persists over time. Here Kopf demonstrates a mastery of contemporary philosophical materials and of how to examine them critically.The four chapters in part 2 of the book simultaneously unveil Kopf's theory of the tripartite structure of the person-selfhood, otherness, and continuity-and the reasons why he considers that Dōgen and Nishida overcome the flaws and lacunae in Western views of a false sense of constancy. The reason for the fourth chapter (chapter 5) is that Kopf goes into more depth on the third part of the structure, that is, the matter of how the person seems to maintain its identity over a prolonged period, by dividing this into the issues of "continuity of experience" and "temporality." In each chapter, he makes it clear how Dōgen and Nishida appropriate the basic Buddhist doctrines of no-self, dependent origination, and impermanence in formulating their unique perspectives. He convincingly shows that Dōgen's notion of [End Page 569] the dharma-stage (jū-hōi) as articulated in the "Genjōkōan" and Nishida's notion of the discontinuity of continuity stake out the distinctive Zen view. According to Kopf, "the Zen Buddhist notion of immediate now and non-relative present should not be mistaken for a merely atemporal oneness, which melts all individual time-moments into an undifferentiated oneness, but rather as the dialectic of linear temporality and mystical atemporality" (p. 198).In part 3 Kopf fleshes out the meaning of the Zen phenomenology of temporal existence as the central component of a philosophy of personal identity-or, rather, of transpersonal nonessentialist experience-by providing a highly original interpretation of Dōgen's doctrines of the "presencing" (genjō) of "total-working" (zenki) in light of Nishida's paradox or self-contradictory identity of "walking eastward by walking westward." He concludes with a stimulating comparison of Derek Parfit's survivalist philosophy, which represents a Western approach to present-oriented experience, with the Zen view that "the experiential 'I' discovers in its process of self-awakening that it does not... (shrink)

Introduction. Higher education plays a particularly important role in the development of a country. The goal of the article is to describe the development of concepts about education in general and higher education in particular to explain the role of education in social life. Humboldt sees higher education as a process toward freedom and the search for true truth. Humboldt's philosophy of higher education is an indispensable requirement in the context of people struggling to escape the influence (...) of the state and church forces. The purpose is to find out the content and principles of higher education, especially meaningful suggestions for building an autonomous education in Vietnam today. Materials and Methods. The article uses materialist dialectic to analyze Humboldt's philosophy of higher education. In addition, the article also uses methods of analysis, synthesis, comparison and contrast to clarify views on education in the history of human thought from ancient, medieval, modern and modern times, from which to draw the basic contents and principles in the philosophy of higher education of Humboldt. Results and Discussion. Humboldt is the founder of the University of Berlin - known as the mother of modern universities. It is a new university model based on the philosophy of upholding freedom in learning and teaching, upholding the scientific spirit to seek and discover the truth, and at the same time, combining teaching with scientific research. His liberal education philosophy has contributed to affirming the strength and position of universities. He criticized state intervention in university institutions. Based on the anthropological foundation of emphasizing human diversity, Humboldt's higher education philosophy is truly liberating when it comes to bold views. Humboldt believes that a university is a pure place of science and research, so it is not influenced by any outside force, even from the state. A university is where academic freedom, scientific freedom and other autonomy are guaranteed so that the institution can run smoothly. Universities must have unity between research and teaching. However, Humboldt's philosophy of higher education still contains many issues that need to be considered thoroughly. Specifically, the promotion of internal self-determination requires financial autonomy while the state's investment capital in universities is still quite large; Calling for education to be privatized is still inadequate. The elitist spirit in the Humboldt model is no longer fully relevant in the context of a market economy that tends to lead to the pursuit of targets, which are often related to quality. Practical significance. Humboldt's liberal philosophy of higher education has a strong influence, dominates and becomes a reality in many countries with advanced education. For Vietnam, Humboldt's higher education philosophy is a meaningful suggestion to build an autonomous education under the country's socio-historical conditions. (shrink)

Interpreting the world through a social lens is a central characteristic of human cognition. Humans ascribe intentions to the behaviors of other individuals and groups. Humans also make inferences about others’ emotional and mental states. This capacity for social attribution underlies many of the concepts at the core of legal and political systems. The developing scientific understanding of the neural mechanisms used in social attribution may alter many earlier suppositions. However, just as often, these new methods will (...) lead back to old conundrums. Cognitive neuroscience will not dispel the hard problems of social judgment. (shrink)

In this paper, I show how phenomenological analysis of unreflective dimensions of our experience has implications for our participation in an increasingly urban and multicultural world. I draw on Merleau-Ponty’s account in Phenomenology of Perception of how bodily capabilities are rooted in unreflective, or “anonymous,” resources furnished by the environment. I apply his analysis to the experience of inhabiting a city, which I argue encourages the development of a perspective inclusive of diversity that offers a means of (...) challenging forms of social and political oppression. I consider how expression, as a further dimension of experience that draws on anonymous resources, plays a critical role in our developing the terms according to which we understand ourselves and the environment we inhabit. I argue that giving voice to diverse experiences is a crucial complement to the challenge to oppressive social and political structures we discover in the anonymous dimensions of urban experience. (shrink)

In the last decade, the migrant population in Chile has substantially increased, where the rates have not only increased in the adult population, but also among children and adolescents, creating a potential for social and cultural development in the educational system. The present work analyzes the relationship between self-concept, self-efficacy, and subjective well-being in native and migrant adolescents in Santiago de Chile. The sample consisted of 406 students, 56.65% women, with an age range that fluctuated (...) between 12 and 16 years, with an average of 13.36 years. Student’s t-tests were used to compare the average of the constructs evaluated between natives/migrants and boys/girls participants. Subsequently, two multivariate models of simple mediation were constructed, one for natives and another for migrants, which assumed subjective well-being as a dependent variable, academic self-concept as an independent variable and the general self-efficacy as a mediating variable. In both models, gender was considered as a control variable. Results show that migrant students present higher levels of academic self-concept and general self-efficacy than native students. There are no differences with regard to well-being. In the case of gender, differences are observed only for the case of general self-efficacy, where boys present higher levels. On the other hand, a partial mediation is observed for the model of native students and a total mediation for the model of migrant students. The study yielded interesting results regarding the differences in the evaluation of the constructs of self-concept, self-efficacy, and subjective well-being in both groups. Such data can be used as inputs for the development of public policies for adolescents. (shrink)

Guardians have been implicated in the development of children's academic self-regulation. In this case study, which involved naturalistic observations and interviews, the everyday practices of a working class family were considered in the context of self-regulated learning development. The family's practices, beliefs, dispositions and home structures were not aligned with conditions recognized as supporting self-regulated learning development. It is suggested that for the family to adapt or adjust home practices in a way that supports (...) their children's self-regulation means adopting a different logic of parenting, valuing and promoting certain kinds of self-knowledge, forming different kinds of social networks, and mediating and controlling affects of occupational conditions. It is suggested that shifting home practices to teach academic self-regulation in the family's home is value-laden and reflects class-based narrowness. (shrink)

Addiction: A Philosophical Approach CHAPTER ABSTRACTS “Introduction: Dismantling the Catchphrase” by Candice Shelby Shelby dismantles the catchphrase “disease of addiction.” The characterization of addiction as a disease permeates both research and treatment, but that understanding fails to get at the complexity involved in human addiction. Shelby introduces another way of thinking about addiction, one that implies that is properly understood neither as a disease nor merely as a choice, or set of choices. Addiction is a phenomenon emergent from a complex (...) dynamic system that is at once physical, psychological, social, and more. “A Philosophical Analysis of Addiction” by Candice Shelby Shelby brings much-needed clarity to the discourse surrounding the topic of addiction. Arguing that addiction can neither properly be understood as a disease nor as merely a set of choices, Shelby exposes the weaknesses of both approaches. She shows that addicted persons do not exhibit the elements characteristic of compulsion, nor does an account of addiction in terms of weakness of will, or irrational choosing, provide a satisfying explanation. Instead, by replacing traditional substance ontology with process ontology, and accepting the reality of emergent entities, a coherent account of persons, minds, and addiction can be provided. A fundamental philosophical shift is necessary to see that bodies, minds, values, and addictions are all part of the natural world. “Addiction at the Individual Level” by Candice Shelby Shelby discusses the most influential accounts of addiction as it is understood at the purely individual level. From hedonic theories to incentive sensitization, to habit theories of addiction, to behavioral theories and the ego depletion theory, Shelby considers a variety of approaches to understanding addiction in individuals, as framed in both psychological and in neuroscientific terms. She notes some important caveats that should be considered before accepting the research regarding addiction at the individual level, namely that the scanning studies that are so popularly used to characterize addiction in neurobiological terms are ambiguous, and rely on numerous assumptions that may be false, and that certainly mislead. Shelby provides much-needed critique of both disease and choices models as they characterize addiction at the individual level. “Addiction and the Local Environment” by Candice Shelby Shelby argues that human addiction cannot be understood without serious consideration of the individual’s local environment, her home and family. From the gestational environment to interactions with caregivers during post-natal development to the adult environment in which people become addicted, Shelby shows that no one becomes an addict in a vacuum. Stress is a major influence in the environment throughout life, and has serious consequences for addictive vulnerability. Genetic influences as well are important to addictive vulnerability, but genes always express in interaction with their environment. Social acceptance or rejection is another particularly important factor in the local environment with respect to both coming to be addicted and transitioning out of it. “The Relation Between Addiction and Culture” by Candice Shelby Shelby provides a groundbreaking analysis of the relation between addicts and the cultures that breed them. In this cultural critique, Shelby shows that addictions to certain substances have historically been both the solution to the problem of how to grow economies and control people, and a problem for economic productivity and controlling citizens. Not all cultures have even the concept of addiction, while others, such as the contemporary Western world, and the U.S. in particular, seem to foster it. Shelby shows that addiction is both a cultural construct and, from another way of thinking about it, the result of conditions created by particular cultures. Social inequities, alienation, driving capitalism, and in particular the power of pharmaceutical companies, all contribute to the spiraling endemic of addiction. “Addiction and Meaning” by Candice Shelby Shelby provides a unique argument that understanding how meanings work is essential to a complete analysis of addiction. Individuals experiencing addiction and those who care about and for them often utterly fail to communicate. This is because their respective systems of meanings come to be significantly different. Meanings are not, Shelby argues, best understood in the symbolic terms that characterized the theory of language in the 20th century, but are better apprehended as emotion-rich prototypes carved from repeated interaction with the world. Becoming addicted essentially changes one’s entire system of meanings. Requisite to transitioning out of addiction is a Gestalt-type shift in one’s system of meanings. This holistic way of understanding meanings also provides one level of explanation of what happens when an addict relapses. “The Phenomenology of Addiction and its Implications” by Candice Shelby One way of judging theories of addiction is by how well they capture the phenomenal descriptions that addicts give of their own experiences. Shelby considers variations on 5 basic patterns of addictive experience through the eyes of particular individuals who lived through addictive periods, and shows how even the most influential theories of addiction fail to capture all of them. She argues that an important implication of taking the details of individuals’ addictive stories seriously is that addiction must be understood as a personal phenomenon emergent from a particular complex dynamic system. As her theory of addiction would lead one to expect, no two addicts are the same, and no single-focus theory can explain why not. “Possibilities for Transitioning Out of Addiction” by Candice Shelby Shelby provides numerous strategies for transitioning out of addiction. Given that the vast majority of addiction treatment programs currently available are 12-step based and only successful about 5-8% of the time, it is essential that other approaches be undertaken. Shelby canvasses a variety of options for helping addicted individuals to make the transition out of their troubled pattern of thinking and behaving. From direct brain interventions to drugs to trauma therapy to exercise and nutrition to habit reformation to use of narrative and changing one’s social context as ways of redefining the self, Shelby shows that the possibilities for transitioning out of addiction are legion. Perhaps the best approach is to understand addiction treatment in terms of providing physical, psychological, and social tool kits. “Addiction Emerges from a Complex Dynamic System” by Candice Shelby Shelby considers whether there truly exists such a thing as “an addict” or “addictive thinking” in the universal sense. She concludes that within the context of disruptive substance use or repetitive engagement in certain activities, ordinary human cognitive biases and behavior patterns are categorized as addictive. Addiction, she argues, is best understood as an irreducible human reality, emergent from a sufficiently complex dynamic system (an organism with self-awareness, within a particular cultural milieu) that is both shaped by and contributes to the shaping of its environment. Attempts to simplify addiction into one or a few dimensions may create a solvable problem, but by doing so they fail to solve the real one. (shrink)

In this thesis I develop an account of how processes of social understanding are implicated in experiences of mental disorder, critiquing the lack of examination of this phenomena along the way. First, I demonstrate how disorder concepts, as developed and deployed by psychiatric institutions, have the effect of shaping the cognition of individuals with psychopathology through setting expectations. Such expectation-setting can be harmful in some cases, I argue, and can perpetuate epistemic injustices. Having developed this view, I criticise enactive (...) accounts of mental disorder for failing to consider how such terms like ‘dysfunction’ are open to interpretation and can come embedded with normative expectations. Enactive accounts consequently run the risk of perpetuating injustices in their account of the sociality of mental disorder. Similar concerns arise when we consider the attachment of enactivism to the medical model, I argue. But by adapting enactivism to consider other experiences of disorder, such as those described as ‘madness’, enactive psychiatry may genuinely provide ethical groundwork for a better conception of disordered experience. Then, I consider a further concern with a distinctly medicalised conception of mental disorder from the perspective of self-illness ambiguity, arguing that self-illness ambiguities appear to form a special class of ambiguities due to their proximity to disorder concepts which mark them as appropriate targets for therapeutic treatment. However, I argue further that we should be critical of the idea that self-illness ambiguities necessitate disambiguation, as, in cases where self and illness are demarcated, individuals may still experience distress because simply having a mental disorder can be socially alienating. The medicalised focus in self-illness ambiguity, and the explicit need from the medical perspective to disambiguate it, might then exacerbate the distress someone experiences in mental disorder. Moreover, drawing on Mad Studies, I suggest that one might not need a coherent self-narrative to live well. Because of this, one may not need to adopt a medicalised view of the self in the case of selfillness ambiguity. In order to support this analysis, I provide a phenomenological account of language and argue that the very thoughts implicated in mental disorder shape the individual’s perception of the world due to the way that language foregrounds particular aspects of our world. This demands a critical examination of the language adopted and used by both clinicians and disordered individuals. I thus conclude with some thoughts on how to approach research and developing understanding of mental disorder given that we, as people, are always implicated in this process and therefore socialisation of some kind will always be taking place. (shrink)

In this paper, I develop a phenomenological account of social anxiety disorder (SAD) as a disturbance of lived time through an analysis of first-person accounts informed by Minkowski’s notion of disordered temporality. The core psychopathology of the patient, I argue, is a constricted sense of relational time. Instead of the ordinary sense of a taken-for-granted shared future, the patient experiences time as running a predetermined course toward their social death. This manifests itself in a relational life lived as (...) if it might end at any moment or has already done so. Patients describe the end of their current relationships as self-evident and struggle against it by attempting to evade its immediate occurrence and to postpone it into the less eminent future. At times, patients succumb to passivity and self-blame, revelatory of a sense of an entirely lacking relational future. This phenomenological conceptualization provides an alternative to the predominant cognitive-behavioral (CBT) account of SAD. The CBT approach conceptualizes the core disorder as a set of dysfunctional beliefs about other people’s opinion of the patient. The phenomenological account elucidates a part of the subjective background on which these beliefs come to make sense to the patient. Further, with its concept of social death, the phenomenological account captures the existential contexts, which makes the intensity of the patient’s fear of rejection comprehensible. This way of understanding the patient and their psychopathology has important implications for diagnostic and psychotherapeutic practice. (shrink)

There are many religions in the human world, and people manifest their religiousness in many different ways. The main problem this paper addresses concerns the possibility of sorting out this complex world of human religiousness by showing that it can be phenomenologically reduced to a few very basic existential attitudes. These attitudes express the main types of ways in which a human being relates to his or herself and the world, independently of the worldview or religion professed by the individual. (...) I use Kierkegaard’s theories of the stages of existence and subjective truth as a model. The theory of the stages of existence provides five basic existential attitudes on the basis of which religious attitudes can develop: spiritlessness, the aesthetic, the ethical, religiousness A, and religiousness B. The theory of subjective truth shows how the concept of truth functions in an ethical and existential sense as the personal truth of an individual engaged in building their religious identity. In turn, I discuss the problem of the relation of Kierkegaard’s philosophy to phenomenology, briefly introduce his concept of subjective truth and the stages of existence, and show how existential attitudes can be transformed into religious ones. I also consider the problem of the demonic as the inverted order of this anthropological and existential model. Finally, I argue that the model developed herein may be useful for further research into the phenomenology of religious attitudes. (shrink)

ABSTRACT This paper aims to offer a new perspective on role modelling by examining adolescents’ own efforts to lead a morally virtuous life. While traditional approaches to moral education emphasize the importance of teachers as role models, this study proposes a shift in focus towards adolescents’ own role models. Drawing on the philosophical concept of moral self-cultivation and psychological insights on identity development and social cognitive learning, it is argued that adolescents have the ability to cultivate (...) their moral character by emulating others. However, empirical evidence suggests that adolescents often do not perceive teachers as their role models. Consequently, moral educational theories are advised to demand less of teachers as role models. Teachers could invest more time in understanding students’ personal role models and encourage them to compare these role models with their own behavior. By acknowledging and addressing students’ role models, teachers can facilitate the moral self-cultivation of adolescents. (shrink)

Background: Past research has highlighted the role of trauma in social adjustment problems, but little is known about the underlying process. This is a barrier to developing effective interventions for social adjustment of traumatized individuals. The present study addressed this research gap through a cognitive model.Methods: A total of 604 young adults from different backgrounds were assessed through self-report questionnaires. The data were analyzed through path analysis and multivariate analysis of variance. Two path analyses were conducted separately (...) for migrant and Australian groups.Results: Analyses indicated that cognitive avoidance and social problem solving can significantly mediate the relation between trauma and social adjustment. According to the model, reacting to trauma by cognitive avoidance can disturb the cognitive capacities that are required for social problem solving. Consequently, a lack of effective social problem solving significantly hinders social adjustment. There were no significant differences among the Australian, non-refugee immigrant and refugee participants on the dependent variables. Moreover, the hypothesized links between the variables was confirmed similarly for both migrant and Australian groups.Conclusion: The findings have important implications for interventions targeting the social adjustment of young individuals. We assert that overlooking the processes identified in this study, can hinder the improvement of social adjustment in young adults with a history of trauma. Recommendations for future research and practice are discussed. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Beyond Personal Identity: Dōgen, Nishida, and a Phenomenology of No-SelfCarl OlsonBeyond Personal Identity: Dōgen, Nishida, and a Phenomenology of No-Self. By Gereon Kopf. Richmond, UK: Curzon Press, 2001. 298 + xx pp.This work of comparative philosophy focuses on the problem of the self by comparing Western existential and phenomenological thought with Zen thinkers such as Dōgen and Nishida. In addition to such thinkers as (...) Jean-Paul Sartre, Merleau-Ponty, Edmund Husserl, and Martin Heidegger, the author also includes a discussion of such Western philosophers as Descartes, Kant, Leibniz, Lock, and Hume. The author demonstrates a knowledgeable command of his subjects and the central focus of the book.After discussing the problem of personal identity in the first part of the book, the author uses the second part of the book to place phenomenologists into dialogue with Zen Buddhist thinkers. The second part of the book includes the following topics: selfhood, otherness, continuity of experience, and temporality. In the final part of the book, the author considers the Zen conception of personal identity by discussing a Zen phenomenology of experience and personhood as presencing. Within the context of this final part of the book, Kopf wants to develop terminology that derives from both phenomenology and Zen Buddhism in order to consider the Zen notion of no-self as a process of presencing. This approach gives the author an opportunity to explore the philosophical implications of Zen Buddhist terminology and rhetoric and to suggest a way to theorize and discuss the self beyond personal [End Page 200] identity. Overall, each of the three parts of the book provides a different perspective: a discourse on personal identity, a comparative philosophical perspective, and a Zen viewpoint.This work of comparative philosophy embodies an internal tension between the position of the author and the impermanent nature of the non-self in Zen Buddhism. Kopf acknowledges his basic position in the following way: "It is my thesis that the framing of the question of personal identity already implies the notion of an enduring self" (p. xviii). In contrast, Dōgen rejects the notion of an enduring self or personal identity. The author's stated thesis and that of Zen Buddhism suggests that continuity is a crucial issue for this book.In chapter 4, Kopf elucidates his understanding of the continuity of experience: "The notion of continuity reflects the assumption that the 'I' of human experience is not without a history: It finds itself in the context of past experiences, which the experiental 'I' encounters in memories, as well as in a given situation" (p. 124). In short, a person finds oneself thrown into a situation. After discussing Sartre, Merleau-Ponty, the non-self doctrine in early Buddhism, how the Mahāyāna thinker Vasubandhu attributes continuity of experience to the habit energy produced by karmic activity, and how Nāgārjuna collapses the distinction between sam.sāra and nirvan.a, the author considers the positions of Dōgen and Nishida. The former defines the continuity of experience by two diachronically diverse dharma positions instead of three moments of time. This position suggests that Dōgen views continuity as the process from the present to the present and not as a process that operates from the past into the future. According to Nishida, the I-Thou forms a nonrelative contradictory self-identity, and it exists in the world of expression. This implies that the self is simultaneously continuous and discontinuous.In his chapter on temporality, Kopf distinguishes between abstract time, phenomenal time, lived time, and actual time, which is a fourth dimension suggested by Dōgen and Nishida. Abstract time is rejected because time is inseparable from existence. Grasping time as a dynamic event, the author discusses phenomenal time, in which the self realizes its own temporality and historicity. In contrast to the threefold structure of abstract time, phenomenal time possesses a twofold structure of past and future, whereas lived time embodies an internal unity in which the present unifies the past and future. A fourth dimension of time—actual time—is suggested by the work of Dōgen and Nishida. Actual time expresses a "modality of... (shrink)

Insights from the phenomenological tradition of philosophy can be fruitfully applied to ongoing scientific investigations. In what follows, I review and refine a methodology I have developed for the application of concepts from the phenomenology of technology—concepts which articulate bodily and perceptual relations to technology—to a specific context of scientific practice: debate over the interpretation of laboratory images. As a guiding example, I introduce a case study of a contemporary debate over images of Mars which reveal evidence of fluid (...) movement on the planet’s surface in the last decade. Next, the framework of phenomenological concepts is applied to this example, and contrasts are made with the results of previous case studies. I conclude with reflections on the implications of this perspective for both the use of imaging technologies in scientific research specifically, and for the phenomenology of technology generally. (shrink)

The Implications of Immanence develops a philosophy of life in opposition to the notion of “bio-power,” which reduces the human to the question of power over what Giorgio Agamben terms “bare life,” mere biological existence. Breaking with all biologism or vitalism, Lawlor attends to the dispersion of death at the heart of life, in the “minuscule hiatus” that divides the living present, separating lived experience from the living body and, crucially for phenomenology, inserting a blind spot into a (...) visual field.Lawlor charts here a post-phenomenological French philosophy. What lies beyond phenomenologyis “life-ism,” the positive working out of the effects of the “minuscule hiatus” in a thinking that takes place on a “plane of immanence,” whose implications cannot be predicted. Life-ism means thinking life and death together, thinking death as dispersed throughout life. In carefully argued and extensively documented chapters, Lawlor sets out the surpassing of phenomenology and the advent of life-ism in Merleau-Ponty, Derrida, and Foucault, with careful attention to the writings by Husserl and Heidegger to which these thinkers refer.A philosophy of life has direct implications for present-day political and medical issues. The book takes its point of departure from the current genocide in Darfur and provides conceptual tools for intervening in such issues as the AIDS epidemic and life-support for the infirm. Indeed, the investigations contained in The Implications of Immanence are designed to help us emerge once and for all out of the epoch of bio-power.“Lawlor’s novel way of treating the concept of life is stimulating, original, and necessary for the social well being of our time.”—Fred Evans, Duquesne University“The Implications of Immanence continues the most promising, rigorous, and fruitful ongoing research project among scholars of twentieth-century philosophy. . . .A wonderful new book.”—John Protevi, Louisiana State University. (shrink)

BackgroundThe COVID-19 pandemic has changed the healthcare landscape drastically. Stricken by sharp surges in morbidity and mortality with resource and manpower shortages confounding their efforts, the medical community has witnessed high rates of burnout and post-traumatic stress amongst themselves. Whilst the prevailing literature has offered glimpses into their professional war, no review thus far has collated the deeply personal reflections of physicians and ascertained how their self-concept, self-esteem and perceived self-worth has altered during this crisis. Without (...) adequate intervention, this may have profound effects on their mental and physical health, personal relationships and professional efficacy.MethodsWith mentions of the coronavirus pervading social media by the millions, this paper set out to collate and thematically analyse social media posts containing first-person physician reflections on how COVID-19 affected their lives and their coping mechanisms. A consistent search strategy was employed and a PRISMA flowchart was used to map out the inclusion/exclusion criteria.ResultsA total of 590 social media posts were screened, 511 evaluated, and 108 included for analysis. Salient themes identified include Disruptions to Personal Psycho-Emotional State, Disruptions to Professional Care Delivery, Concern for Family, Response from Institution, Response from Society and Coping Mechanisms.ConclusionIt is evident that the distress experienced by physicians during this time has been manifold, multi-faceted and dominantly negative. Self-concepts were distorted with weakened self-esteem and perceived self-worth observed. The Ring Theory of Personhood (RToP) was adopted to explain COVID-19’s impact on physician personhood as it considers existential, individual, relational and social concepts of the self. These entwined self-concepts serve as ‘compensatory’ to one another, with coping mechanisms buffering and fortifying the physician’s overall personhood. With healthcare institutions playing a vital role in providing timely and targeted support, it was further proposed that a comprehensive assessment tool based on the RToP could be developed to detect at-risk physicians and evaluate the presence and effectiveness of established support structures. (shrink)

(1994). Settling on what we are: The central place of the sense‐of‐self in education, and the implication of the concepts of the teleon and telentropy for the development of the sense‐of‐self. World Futures: Vol. 39, No. 4, pp. 165-181.

The purpose. Explore the major ideological patterns of development of a socially philosophies of education in the context of the problems of institutionalization of knowledge about human and social development. To analyse system-integration aspect of social philosophy and education management in interaction of concepts of an instrumentalism of a pragmatism and a neopragmatism with model of «new humanism» in formation of socially valuable orientations. Methodology. Classification existing in the western philosophy of education and education of directions (...) is spent, proceeding from basic principles of philosophical school or a current, first of all considering those the purpose and means which are really involved by them in process of education, social development and socially-moral education and being based on the basic installations, the purpose expressed by that or other direction, how its supporters imagine the person, its requirement, a social role, модус behaviour which the education system and education urged to form. Scientific novelty. In conditions when against crisis of an education system of the government of the USA and the leading countries of Europe are compelled to begin its long-term reform, its theorists substantially pay attention to democratic workings out of concepts of an instrumentalism of a pragmatism/neopragmatism in modern social philosophy of education, in particular on their aspiration to introduce in process of social development, education and education idea and practical model both educational, and a social equality. Considering growing requirement of a practical embodiment of ideas of freedom, justice, aspiration to realization of the human rights proclaimed a society, supporters of the concept of «new humanism» see the main objective in blocking a way to conformism, to a manipulation behaviour of the person and to create conditions for its free self-expression, for realization by the person of a fundamental choice of acts in a concrete situation and by that to warn danger of formation of the unified form of behaviour. In it principles of «new humanism» approach with a position of «new humanism» instrumentalism and neopragmatism. Conclusions. Before social philosophy of education/education it is necessary to define a problem factors which cause achievement of its main objective, to state an estimation to moral principles and personal qualities with which actually the education/education theory connects realization of the problems, to show, why these, instead of any other principles and qualities open to the person possibility to choose in a concrete situation socially powerful both morally defensible and comprehensible line of conduct in public the relation. Statement of a question on necessity of the philosophical analysis of problems of education and education in a social context serves as an indicator of understanding philosophers, teachers of an increasing role of the human and moral factor in society development. And, at last, the aspiration to develop socially-philosophical bases of pedagogics in general and education in particular, testifies that the western and domestic philosophers, teachers, representatives of social and psychological sciences, at least, the majority of them, have realized the public importance of an education system and education, its global character. (shrink)

Education, Self-consciousness and Social Action reconstructs the Hegelian concept of education, Bildung, and shows that this concept could serve as a powerful alternative to current psychologist notions of learning. Taking a Hegelian perspective, Stojanov claims that Bildung should be interpreted as growth of mindedness and that such a growth has two central and interrelated components, including the development of self-consciousness toward conceptual self-articulation and the formation of one's capacity for intelligent social action. (...) The interrelation between the two central components of education implies that learning is transformed into education only when it involves the self-consciousness and the identity of the learner. Since both are grounded in the ethical beliefs and values of the individual, transforming learning into education therefore requires that education also address students' everyday ethical assumptions, as well as their articulation and conceptualization. This claim has a number of implications for educational policy and pedagogy; one being that learning and teaching in schools are educative only if they have ethical significance for both students and teachers. Another implication is that the point of departure for educative teaching becomes the actual, everyday ethical beliefs and experiences of the students, rather than fixed curricular contents. Students' encountering with sciences and arts should aim at the conceptual articulation of those beliefs and experiences - an articulation which makes individual's rational autonomy and self-determination possible. Education, Self-consciousness and Social Action will be of great interest to academics, researchers and postgraduate students interested in the philosophy of education. It should also be essential reading for anyone engaged in the study of Hegel's work. (shrink)

This paper explores the question of embodiment/disembodiment discussed by Hwa Yol Jung mainly in his recent work, Rethinking Political Theory (1993a) in tandem with an examination of some recent developments in Korean scholarship on the same subject. To sum up, the following three points are emphasized. First, this living body does not exist except in specific modalities. In this sense, Gabriel Marcel''s paradigmatic affirmation that I am my body requires an elaboration of the specific modalities of the living body as (...) a being in the world. Second, the way a living body exists is not exclusively mental or physical, but both. In short, it is phenomenal. Third, the point of the whole argument can be summed up as follows: to conceal one''s own body is natural, but to forget it is dangerous. The primary task of phenomenology is not to denude human beings, but to reawaken ourselves to the idea that we are beings who live with and through bodies. (shrink)

The paper first gives a conceptual distinction of the first, second and third person perspectives in social cognition research and connects them to the major present theories of understanding others (simulation, interaction and theory theory). It then argues for a foundational role of second person interactions for the development of social perspectives. To support this thesis, the paper analyzes in detail how infants, in particular through triangular interactions with persons and objects, expand their understanding of perspectives and (...) arrive at a self–other metaperspective. This allows them to grasp the other’s as well as their own perspective as such, which is equivalent to an explicit third person perspective and to an explicit first person perspective or self-consciousness. The paper describes the major steps towards these perspectives, pointing to a close interdependence of both developments. It argues that embodied second person interactions are not only an enabling, but the constitutive condition for the development of an explicit first and third person perspective. (shrink)

Social psychologists often describe “implicit” racial biases as entirely unconscious, and as mere associations between groups and traits, which lack intentional content, e.g., we associate “black” and “athletic” in much the same way we associate “salt” and “pepper.” However, recent empirical evidence consistently suggests that individuals are aware of their implicit biases, albeit in partial, inarticulate, or even distorted ways. Moreover, evidence suggests that implicit biases are not “dumb” semantic associations, but instead reflect our skillful, norm-sensitive, and embodied engagement (...) with social reality. This essay draws on phenomenological and hermeneutic methods and concepts to better understand what social-psychological research has begun to reveal about the conscious access individuals have to their own racial attitudes, as well as the intentional contents of the attitudes themselves. -/- First, I argue that implicit racial biases form part of the “background” of social experience. That is, while they exert a pervasive influence on our perceptions, judgments, and actions, they are frequently felt but not noticed, or noticed but misinterpreted. Second, I argue that our unreflective racial attitudes are neither mere associations nor fully articulated, propositionally structured beliefs or emotions. Their intentional contents are fundamentally indeterminate. For example, when a white person experiences a “gut feeling” of discomfort during an interaction with a black person, there is a question about the meaning or nature of that discomfort. Is it a fear of black people? Is it anxiety about appearing racist? There is, I argue, no general, determinate answer to such questions. The contents of our unreflective racial attitudes are fundamentally vague and open-ended, although I explain how they nevertheless take on particular shapes and implications—that is, their content can become determinate—depending on context, social meaning, and structural power relations. (If, for example, a perceived authority figure, such as a politician, parent, or scientist, encourages you to believe that your uncomfortable gut feeling is a justified fear of other social groups, then that is what your gut feeling is likely to become.). (shrink)

Learning is a central component of human life and essential for personal development. Therefore, utilizing new technologies in the learning context and exploring their combined potential are considered essential to support self-directed learning in a digital age. A learning environment can be expanded by various technical and content-related aspects. Gamification in the form of elements from video games offers a potential concept to support the learning process. This can be supplemented by technology-supported learning. While the use of (...) tablets is already widespread in the learning context, the integration of a social robot can provide new perspectives on the learning process. However, simply adding new technologies such as social robots or gamification to existing systems may not automatically result in a better learning environment. In the present study, game elements as well as a social robot were integrated separately and conjointly into a learning environment for basic Spanish skills, with a follow-up on retained knowledge. This allowed us to investigate the respective and combined effects of both expansions on motivation, engagement and learning effect. This approach should provide insights into the integration of both additions in an adult learning context. We found that the additions of game elements and the robot did not significantly improve learning, engagement or motivation. Based on these results and a literature review, we outline relevant factors for meaningful integration of gamification and social robots in learning environments in adult learning. (shrink)

This study investigates the possible effects of self-concept, self-monitoring, and moral development level on dimensions of consumers' ethical attitudes. "Actively benefiting from illegal activities," "actively benefiting from deceptive practices," and "no harm/no foul 1—2" are defined by factor analysis as four dimensions of Turkish consumers' ethical attitudes. Logistic regression analysis is applied to data collected from 516 Turkish households. Results indicate that self-monitoring and moral development level predicted consumer ethics in relation to "actively benefiting (...) from questionable practices" and "no harm/no foul" dimensions. Actual selfconcept is also a predictor variable in relation to "no harm/no foul" dimension. Age and gender make significant differences in consumers' ethical attribute dimensions. (shrink)

This volume of essays brings a phenomenological focus to bear on the subject of education in order to provide a fruitful stimulus for educational philosophy. It is for philosophers, psychologists, sociologists and indeed anyone who seeks to understand the perennially interesting questions about the nature of self-consciousness and how our view of it might affect our thinking about education. Originally published in 1978, the essays explore some of the main phenomenological and existentialist themes in relation to the development (...) of consciousness. Two deal with Kierkegaard’s concern for our need to know the world that is true for ourselves, and with the part that imagination plays here. There are two on the development of thinking based round Piaget’s work on the child’s concept of causality and an alternative view proposed by Merleau-Ponty. The role of memory in education is considered and a distinction drawn between mere memorizing and that process of remembering which enables an individual to develop his self-image. Other essays discuss some of the child’s problems in establishing himself in the adult world, and explore the contact between child and teacher. The effects of bringing up a child in isolation from other children is considered with reference to Jean-Paul Sartre’s account of his childhood. (shrink)

Purpose. To analyse the philosophical and psychological contexts of social expectations of personality, to form general scientific provisions, to reveal the properties, patterns of formation, development and functioning of social expectations as a process, result of reflection and construction of social reality. Theoretical basis of the study is based on the phenomenology of E. Husserl, the social constructivism philosophy of L. S. Vygotskiy, P. Berger, T. Luckmann, K. J. Gergen, ideas of constructive alternativeism of (...) G. Kelly, psychology of social expectations of a personality as the unity of the mental process, mental state and properties of expectations. Originality. Social expectations of personality are considered as philosophical and psychological dimensions of the study, presented by analysing expectations in social constructivism, externalizing, building a model of the expected future. The authors clarified some theoretical and methodological aspects of the study of patterns of social expectations in the reflection and construction of social reality. The role of social institutions in the formation of expectations is outlined. The poly-aspect of the investigated problems is shown. It is substantiated that formation, realization of social expectations in organization of interaction of personality and social environment is possible in the presence of subject, object and content of activity. Conclusions. Social expectations influence social behaviour and determine the behaviour of an individual, small contact group, community, or large mass of people. Social expectations are able to set specific requirements, norms, sanctions, ideals that participants of the process must follow or must not violate. The philosophical dimension of the study integrates the ontological, epistemological, axiological preconditions for the formation and realization of the social ideal, represented by the study of the expected future in the forms of utopia, eschatology and thanatology. Psychological dimension of the study has a sufficiently developed content orientation from the psychological content parameters of social expectations to the role of expectations in social institutions and various spheres of human life. Systematic, actionable, self-regulatory, and subjective approaches have constituted a verified system of interpreting the social expectations of personality as a process, a result of the reflection and construction of social reality. The topic of social expectations of personality is far from being completed, in our opinion it is promising to create a deeper philosophical concept of social expectations of the personality. The specific topics are of particular relevance in the context of socio-political uncertainty, domination of the mass consciousness, loss of national and cultural identity. (shrink)

The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of (...) adult learners’ self-awareness and self-directedness in their learning processes. Adult learners need to be assisted in developing critical skills that can be used to eliminate distortions in their perception of social reality, in understanding their own personalities, their needs and decisions concerning continuing education. The problematization of the concept of human autonomy amid external influences, is first discussed in Immanuel Kant’s idea of maturity as an ability to use one’s understanding without guidance from another. I then turn to Habermas’s philosophy of communicative action and three knowledge-constitutive interests where the human interest in emancipation comes to the fore. Its significance for critical adult learning is further emphasized in line with Stephen Brookfield’s and Jack Mezirow’s association of self-directed learning with empowerment, understood as freeing consciousness from its dependence on hypostatized powers. Drawing on Foucault’s work, I argue that attaining the state of autonomy requires practice in “the care for oneself” which amounts to the lifelong endeavor to create and govern oneself and to learn how not to be governed. The agenda for adult education for citizenship opted for in this paper attributes essential significance to learnable skills of critical reasoning, deliberation, and self-reflectiveness which all operate within three proposed dimensions of adult education: experiential learning, literacy, and vocationalism. (shrink)

The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of (...) adult learners’ self-awareness and self-directedness in their learning processes. Adult learners need to be assisted in developing critical skills that can be used to eliminate distortions in their perception of social reality, in understanding their own personalities, their needs and decisions concerning continuing education. The problematization of the concept of human autonomy amid external influences, is first discussed in Immanuel Kant’s idea of maturity as an ability to use one’s understanding without guidance from another. I then turn to Habermas’s philosophy of communicative action and three knowledge-constitutive interests where the human interest in emancipation comes to the fore. Its significance for critical adult learning is further emphasized in line with Stephen Brookfield’s and Jack Mezirow’s association of self-directed learning with empowerment, understood as freeing consciousness from its dependence on hypostatized powers. Drawing on Foucault’s work, I argue that attaining the state of autonomy requires practice in “the care for oneself” which amounts to the lifelong endeavor to create and govern oneself and to learn how not to be governed. The agenda for adult education for citizenship opted for in this paper attributes essential significance to learnable skills of critical reasoning, deliberation, and self-reflectiveness which all operate within three proposed dimensions of adult education: experiential learning, literacy, and vocationalism. (shrink)

The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of (...) adult learners’ self-awareness and self-directedness in their learning processes. Adult learners need to be assisted in developing critical skills that can be used to eliminate distortions in their perception of social reality, in understanding their own personalities, their needs and decisions concerning continuing education. The problematization of the concept of human autonomy amid external influences, is first discussed in Immanuel Kant’s idea of maturity as an ability to use one’s understanding without guidance from another. I then turn to Habermas’s philosophy of communicative action and three knowledge-constitutive interests where the human interest in emancipation comes to the fore. Its significance for critical adult learning is further emphasized in line with Stephen Brookfield’s and Jack Mezirow’s association of self-directed learning with empowerment, understood as freeing consciousness from its dependence on hypostatized powers. Drawing on Foucault’s work, I argue that attaining the state of autonomy requires practice in “the care for oneself” which amounts to the lifelong endeavor to create and govern oneself and to learn how not to be governed. The agenda for adult education for citizenship opted for in this paper attributes essential significance to learnable skills of critical reasoning, deliberation, and self-reflectiveness which all operate within three proposed dimensions of adult education: experiential learning, literacy, and vocationalism. (shrink)

The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of (...) adult learners’ self-awareness and self-directedness in their learning processes. Adult learners need to be assisted in developing critical skills that can be used to eliminate distortions in their perception of social reality, in understanding their own personalities, their needs and decisions concerning continuing education. The problematization of the concept of human autonomy amid external influences, is first discussed in Immanuel Kant’s idea of maturity as an ability to use one’s understanding without guidance from another. I then turn to Habermas’s philosophy of communicative action and three knowledge-constitutive interests where the human interest in emancipation comes to the fore. Its significance for critical adult learning is further emphasized in line with Stephen Brookfield’s and Jack Mezirow’s association of self-directed learning with empowerment, understood as freeing consciousness from its dependence on hypostatized powers. Drawing on Foucault’s work, I argue that attaining the state of autonomy requires practice in “the care for oneself” which amounts to the lifelong endeavor to create and govern oneself and to learn how not to be governed. The agenda for adult education for citizenship opted for in this paper attributes essential significance to learnable skills of critical reasoning, deliberation, and self-reflectiveness which all operate within three proposed dimensions of adult education: experiential learning, literacy, and vocationalism. (shrink)

The purpose of this paper is to provide a brief sketch of Fichte’s account of the self and discuss it as significant contribution to the modern theory of the selfhood. This discussion focuses on thinkers’ Jena projects of Wissenshaftslehre, including the 1794/95 Grundlage der gesamten Wissenschaftslehre and Wissensftslehre novo methodo (1796/1797). For Fichte, the Jena period is a time of profound search for the ground and structure of his philosophical system. He finds such ground in a uniquely formulated conception (...) of the self. Furthermore, beginning with the self as a direct intuition and ending with the self as a necessary idea, Fichte’s Wissenschaftslehre become an immense description of the development of the selfhood. Providing a conceptual outline of the main points of Fichte’s account of the self, the paper shows it as a unique philosophical result that is key to the emergence of post-Kantian German idealism. (shrink)

The Internet and electronic communication technologies have taken the psychological field by storm. From the innovations of new web interventions for easier access to care to the increased ease of client scheduling and communication, these developments have greatly advanced mental health care. However, these advantages are also laced with ethical implications that warrant attention. Without judicious consideration, social media use by psychotherapists can lead to inadvertent self-disclosures to clients that risk damaging the therapeutic alliance, interfering with therapeutic (...) processes, and placing both the client and clinician at risk. A better understanding of the ethical implications of social media use is warranted so that guidelines for appropriate use can be developed and implemented. This article highlights the potential risks associated with social media use by psychotherapists and, in absence of formalized guidelines, offers recommendations for best practices. (shrink)

John Russon offers an engaging analysis of Hegel’s notion of embodiment, which, though not given priority in the Hegelian corpus, affords an enriching understanding of Hegel’s notion of sociality. Admittedly, Hegel does not offer those attempting to derive from his work a philosophy of embodiment a wealth of resources. Moreover, his few remarks on the body do not seem to fulfill his own philosophic criteria and aims, and so fail to offer an entirely self-developing position concerning human embodiment. However, (...) Russon casts Hegel as being an heir to the Aristotelian notion of personhood as a confluence of soul and body, and argues for the notion of Geist as the Idealist analogue to Aristotle’s concept of soul/psychology. Russon portrays Hegel as not only furthering Aristotle’s psychology, but also as emerging from the Scholastic and Enlightenment duality of mind or soul and body to act as a precursor of the postmodern account of discursivity as performativity. Embodiment remains, according to Russon, an explication of numerous levels of expression, socialization and habituation. Hegel’s concept of embodiment parallels Aristotle’s in abiding by an internal principle of self-explication, in which personal identity requires and is defined by self-expression. Russon argues that embodiment and self-expression are coextensive; embodiment is discursivity, in which our nature, habits, and express communication reflect and build upon our inherited and internalized culture and institutional relationships. (shrink)

Youth materialism excites adolescents’ unethical consumer beliefs (UCB-dishonesty). We develop a second-stage moderated mediation model, investigate the relationships between materialism and Generation Z teenagers’ consumer ethics (UCB-dishonesty), and treat two self-concept mechanisms (power and self-esteem) as dual mediators and culture as a moderator (China vs. France). We theorize that materialism enhances power (public self) and reduces self-esteem (private self). French adolescents’ sense of power increases UCB more than their Chinese counterparts. Chinese teenagers’ self-esteem (...) reduces UCB more than their French counterparts. We challenge the assumption that the interaction effects between consumers’ self-concepts and UCB are the same across cultures. We offer the following discoveries based on 1,005 (409 Chinese and 596 French) adolescents. First, the measurement model of consumer ethics with four subconstructs is superior to the model with one overall construct. Second, a sense of power and self-esteem mediate the relationships between youth materialism and consumer ethics, creating two positive and negative paths for power and self-esteem, respectively. Third, French adolescents display a higher magnitude and positive intensity between adolescents’ power (public self) and UCB-dishonesty than their Chinese counterparts across all four subconstructs. Chinese teenagers illustrate a lower magnitude but a higher negative intensity between self-esteem and UCB than their French counterparts across three subconstructs, with one exception: Adolescents’ self-esteem has no impact on “no harm, no foul” across cultures. Neither buyers nor sellers experience substantial financial gains or losses. Finally, cultures moderate the second-stage mediation effects. Scholars must enhance adolescents’ self-esteem and curb their power to promote honesty. We offer implications for materialism, consumer ethics, self-concepts, and culture for consumers and retailers. (shrink)

This paper discusses Merleau-Ponty’s use of idea of ambivalence and its role in psychological conflicts. Merleau-Ponty affirms ambivalent conflicts as lived and social rather than biologically determined, as one might have in some developmental accounts, or hidden, as in some psychoanalytic accounts. With this concept, the paper takes up feminist considerations of the conflicts experienced by mothers in breastfeeding. It argues that the Merleau-Pontian and feminist approach to considering breastfeeding provides a nuanced model for thinking about development (...) that is better suited to cases where both the child and the parent are co-evolving. (shrink)

The conception of conscience that dominates discussions in bioethics focuses narrowly on private regulation of behaviour resulting from explicit attitudes. It neglects to mention implicit attitudes and the role of social feedback in becoming aware of one's implicit attitudes. But if conscience is a way of ensuring that a person's behaviour is in line with her moral values, it must be responsive to all aspects of the mind that influence behaviour. There is a wealth of recent psychological work demonstrating (...) the influence of implicit attitudes on behaviour. A necessary part of having a well-functioning conscience must thus be awareness and regulation of one's implicit attitudes in addition to one's explicit attitudes; this cannot be done by an individual in isolation. On my revised conception of conscience, heeding social feedback, being emotionally self-aware and engaging in self-monitoring are important for the possession of a well-functioning conscience. Health professionals may need specific training to help them develop and maintain a well-functioning conscience, which should involve cultivation of awareness of implicit attitudes, emphasis on social feedback and techniques to enable better control over them. (shrink)

Today, the earth is an interconnected globe humming with electronic transmissions-a chattering planet nestled in the provident silence of space. The ethical question is whether this is contributing to authentic human development and helping individuals and peoples to be true to their transcendent destiny. The new media are powerful tools for education, cultural enrichment, commercial activity, political participation, intercultural dialogue and understanding. They also can serve the cause of religion. Yet the new information technology needs to be informed and (...) guided by solidarity in the service of the common good bridging the digital divide within and among nations. The value-laden message of Western secular culture to people and traditional societies in many cases ill-prepared to evaluate it leads to widespread crisis, for example, in regard to marriage and family life. This technology can be a means for solving human problems, promoting the integral development of persons, creating a world governed by justice, peace, and love. It also can help men and women in their age-old search for self-understanding. Like today's world itself, the world of media, including the Internet, has been brought by Christ, inchoately yet truly, within the boundaries of the kingdom of God and placed in service to the word of salvation. (shrink)

Recent developments in the psychological and social sciences have seen a surge of attention to concepts of embodiment. The burgeoning field of embodied cognition, as well as the long-standing tradition of phenomenological philosophy, offer valuable insights for theorising how people come to understand the world around them. However, the implications of human embodiment have been largely neglected by one of the key frameworks for conceptualising the development of social knowledge: Social Representations Theory. This article seeks (...) to spark a dialogue between Social Representations Theory and embodiment research. It outlines the position the body occupies in the existing theoretical and empirical social representations literature, and argues that incorporating concepts gleaned from embodiment research may facilitate a more comprehensive account of the aetiology of social representations. The value of analytic attention to embodiment is illustrated with reference to a recent study of social representations of neuroscience, which suggested that embodied experience can shape the extent to which people engage with certain topics, the conditions under which they do so, and the conceptual and affective content of the ensuing representations. The article argues that expanding Social Representations Theory's methodological and conceptual toolkit, in order to illuminate the interplay between embodied experience and social communication in the development of common-sense knowledge, promises productive directions for empirical and theoretical advancement. (shrink)

Recent developments in the psychological and social sciences have seen a surge of attention to concepts of embodiment. The burgeoning field of embodied cognition, as well as the long-standing tradition of phenomenological philosophy, offer valuable insights for theorising how people come to understand the world around them. However, the implications of human embodiment have been largely neglected by one of the key frameworks for conceptualising the development of social knowledge: Social Representations Theory. This article seeks (...) to spark a dialogue between Social Representations Theory and embodiment research. It outlines the position the body occupies in the existing theoretical and empirical social representations literature, and argues that incorporating concepts gleaned from embodiment research may facilitate a more comprehensive account of the aetiology of social representations. The value of analytic attention to embodiment is illustrated with reference to a recent study of social representations of neuroscience, which suggested that embodied experience can shape the extent to which people engage with certain topics, the conditions under which they do so, and the conceptual and affective content of the ensuing representations. The article argues that expanding Social Representations Theory's methodological and conceptual toolkit, in order to illuminate the interplay between embodied experience and social communication in the development of common-sense knowledge, promises productive directions for empirical and theoretical advancement. (shrink)

This dissertation investigates the complex phenomenon of familial intimacy as a distinctive and essential basis of self-identity and ethical obligation. The account of the family is developed in accordance with the social categories that Hegel articulates in the context of his two most developed studies of human institutions, the Philosophy of Right and the Phenomenology of Spirit, to demonstrate that Hegel's systematic approach to social and political issues provides us with indispensable insights into the inescapably intersubjective (...) nature of all dimensions of human experience and action. Familial sociality is shown to be distinguished from other forms of intersubjective relation by the fact that it has its basis in a primarily unconscious and affective experience of intimacy---an experience that implicates a person's identity and a person's actions in the identities and actions of others in ways that ultimately resist rational reflection and autonomous self-articulation. This analysis of the inner workings of familial self-identification is used as a lens through which to gain new perspectives on the manner in which social forces shape the very texture of human perceptual life. The unconscious nature of family intimacy is shown to complicate our understanding of collective responsibility for, and complicity in, social acts. This analysis also affords us with insights into the essentially communal basis of property holding, for, it is argued, within the familial sphere, property is best understood as the expression of an intimacy and ongoing communication with other selves, rather than as something that fences one off from others. (shrink)

Group dynamics play an important role in the social interactions of both children and adults. A large amount of research has shown that merely being allocated to arbitrarily defined groups can evoke disproportionately positive attitudes toward one’s in-group and negative attitudes toward out-groups, and that these biases emerge in early childhood. This prompts important empirical questions with far-reaching theoretical and applied significance. How robust are these inter-group biases? Can biases be mitigated by behaviors known to bond individuals and groups (...) together? How can bonds be forged across existing group divides? To explore these questions, we examined the bonding effects of interpersonal synchrony on minimally constructed groups in a controlled experiment. In-group and out-group bonding were assessed using questionnaires administered before and after a task in which groups performed movements either synchronously or non-synchronously in a between-participants design. We also developed an implicit behavioral measure, the Island Game, in which physical proximity was used as an indirect measure of interpersonal closeness. Self-report and behavioral measures showed increased bonding between groups after synchronous movement. Bonding with the out-group was significantly higher in the condition in which movements were performed synchronously than when movements were performed non-synchronously between groups. The findings are discussed in terms of their importance for the developmental social psychology of group dynamics as well as their implications for applied intervention programs. (shrink)

Objective Although patients exercise greater autonomy than in the past, and shared decision making is promoted as the preferred model for doctor-patient engagement, tensions still exist in clinical practice about the primary locus of decision-making authority for complex, scarce, and resource-intensive medical therapies: patients and their surrogates, or physicians. We assessed physicians’ attitudes toward decisional authority for adult venoarterial extracorporeal membrane oxygenation (VA-ECMO), hypothesizing they would favor a medical locus. Design, Setting, Participants A survey of resident/fellow physicians and internal medicine (...) attendings at an academic medical center, May to August 2013. Measurements We used a 24-item, internet-based survey assessing physician-respondents’ demographic characteristics, knowledge, and attitudes regarding decisional authority for adult VA-ECMO. Qualitative narratives were also collected. Main Results A total of 179 physicians completed the survey (15 percent response rate); 48 percent attendings and 52 percent residents/ fellows. Only 32 percent of the respondents indicated that a surrogate’s consent should be required to discontinue VA-ECMO; 56 percent felt that physicians should have the right to discontinue VA-ECMO over a surrogate’s objection. Those who self-reported as “knowledgeable” about VA-ECMO, compared to those who did not, more frequently replied that there should not be presumed consent for VA-ECMO (47.6 percent versus 33.3 percent, p = 0.007), that physicians should have the right to discontinue VAECMO over a surrogate’s objection (76.2 percent versus 50 percent, p = 0.02) and that, given its cost, the use of VA-ECMO should be restricted (81.0 percent versus 54.4 percent, p = 0.005). Conclusions Surveyed physicians, especially those who self-reported as knowledgeable about VA-ECMO and/or were specialists in pulmonary/ critical care, favored a medical locus of decisional authority for VA-ECMO. VA-ECMO is complex, and the data may (1) reflect physicians’ hesitance to cede authority to presumably less knowledgeable patients and surrogates, (2) stem from a stewardship of resources perspective, and/or (3) point to practical efforts to avoid futility and utility disputes. Whether these results indicate a more widespread reversion to paternalism or a more circumscribed usurping of decisional authority occasioned by VA-ECMO necessitates further study. (shrink)