This qualitative study examined how social studies teachers implemented experiential instructional techniques by closely analyzing videotaped lessons taught over four years in third through 12th grade classrooms across 16 school districts. Data analysis indicated that of the 438 lessons, only 14 involved experiential instructional techniques, and their implementation generally failed to reflect the potential benefits of this instructional approach. Twelve of the experiential exercises (a) lacked a clear instructional purpose related to the content; (b) did (...) reflect an instructional purpose, but it was ultimately thwarted by the activity's unanticipated dynamism; or (c) encouraged the development of significant misconceptions about the content, while one of the two lessons without these problems demonstrated the strategy's use for reinforcement of factual recall rather than critical thinking. Implications for social studies education research and practice are considered. (shrink)

Spiritualist mediums are sought out from a variety of cultures for their advanced spirit communication healing techniques. Otherworldly spirits use mediums to create spirit art, which guides an individual to discover their authentic self and work through self‐limiting beliefs. To serve as a bridge for the spirit world, the medium develops an ability to enter an altered state of consciousness and use a multisensory embodied language to communicate with spirits. I describe this language as “dancing with spirits.” To investigate (...) this language, I use my own spirit art as an innovative experiential ethnographic tool that blends auto‐ethnographic perceptions of spirits with sensory and artistic ethnography, and cultural healing techniques. I provide three case studies of how my spirit art provides unique insights into the less explored experiential dimensions of spirit communication. I layer my experimental ethnographic approach with Deleuze and Guattari's “rhizome” to show that spirit communication overcomes limitations of normal linguistic models. The spirit language serves as a rupture for unconscious forces to offer individually tailored healing and insight to a recipient through heightened sensory and physiological phenomena. Art, altered states of consciousness, and anomalous sensory experiences may offer insights to address a pressing global challenge, mental ill‐health. (shrink)

Experience and science, being the two sources of technology, have different focuses. In experiential technology, techniques and skills are emphasized while in scientific technology tool or equipment. Experiential technology is generally regarded as local knowledge, and scientific technology universal. Traditional Chinese medicine is an experiential technology. In contrast, Western medicine is set up as a scientific technology with great efforts. Through the comparison of these two medicines, this paper attempts to illustrate the difference between the two (...) technologies and in turn, the difference between these two medicines by defining these two technologies. Finally, this paper further investigates the special values of Chinese medicine. Making use of the SSK theory, this paper deconstructs the idea of universality of science, and argues that, the universality is the feature that science pursues, but not what it already has. With more historical evidence, experiential technology is more stable, while scientific technology is less stable because it updates quickly, and often changes reversely. (shrink)

This article sets up a neurophenomenological approach to understanding cinema spectatorship in order to investigate how embodied engagement with technologies of sound and motion can foster a sense of experiential realism. It takes as a starting point the idea that the empirical study of emotive, perceptual, motor, and cognitive processes involved in film spectatorship is impoverished without a phenomenological account of the lived experience under investigation. Correspondingly, engaging with neuroscientific studies enriches the scope of phenomenological inquiry and offers new (...) insights into the film experience. Analysis of diverse films including Interstellar, Leviathan, San Andreas and The Thin Red Line reveals how technological innovations dating from Hale’s Tours to contemporary D-BOX and Dolby Atmos systems have enhanced the audience’s sense of immersion and corporeal investment in the film experience. Building on the research of Vivian Sobchack and Vittorio Gallese, I argue that aesthetic techniques including the use of low frequency sound effects and wearable cameras facilitate shared affective engagement and a form of embodied simulation associated with kinaesthetic empathy and augmented narrative involvement. (shrink)

Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by (...) these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies. (shrink)

Artificial intelligence (AI) and machine learning (ML) are increasingly integrated into the functioning of physical and digital products, creating unprecedented opportunities for interaction and functionality. However, there is a challenge for designers to ideate within this creative landscape, balancing the possibilities of technology with human interactional concerns. We investigate techniques for exploring and reflecting on the interactional affordances, the unique relational possibilities, and the wider social implications of AI systems. We introduced into an interaction design course (_n_ = 100) (...) nine ‘AI exercises’ that draw on more than human design, responsible AI, and speculative enactment to create experiential engagements around AI interaction design. We find that exercises around metaphors and enactments make questions of training and learning, privacy and consent, autonomy and agency more tangible, and thereby help students be more reflective and responsible on how to design with AI and its complex properties in both their design process and outcomes. (shrink)

In this essay, I muse upon aporia’s value as a pedagogical technique in the philosophy classroom using as a guide examples of aporia that are found in Plato’s Socratic dialogues. The word aporia, translated as “without passage” or “without a way,” is used metaphorically to describe the unsettling state of confusion many find themselves in after engaging in philosophical discourse. Following a brief introduction in which I situate aporia as a pedagogy amicable to experiential learning, I examine various ways (...) in which aporia appears in certain Platonic dialogues, which enables us to draw out some paradigmatic features of aporia. I then discuss how I apply aporia as a pedagogical technique in the contemporary philosophy classroom, taking up three specific concerns in detail: aporetic discomfort, right use, and potential misuse. (shrink)

Innovating new experiences is an innovation strategy that increases product differentiation and the perceived value of offers for future autonomous cars. Young Chinese customers are a relevant target group of lead users to co-create those experiences. We address the co-creation of memorable and engaging experiences with targeted potential users and the building of the meaning of experiential imaginary that results from innovations (based on digital media) echoing the need for sensory atmospherics while strolling in the city. We aim at (...) understanding how customers can co-create meaningful experiences. We analyze the narrative structures of the experiential imaginaries, considering the narratives as a major component of ambiance experiences and imaginary. With an empirical approach that associates projective techniques to semiotic analysis of the corresponding narratives, we describe the structural system of the experiential imaginary of young Chinese customers when imagining driving in the city in tomorrow’s cars. Semiotics offers a novel contribution to innovation marketing and idea generation of experiential innovations. This theoretical stance valorizes the outside-in paradigm of future lead-users as co-creators of innovative experiences, whose imaginary narratives are raw materials for creativity. This approach is an alternative to brainstorming and its limits for creating disruptive innovations. (shrink)

Innovating new experiences is an innovation strategy that increases product differentiation and the perceived value of offers for future autonomous cars. Young Chinese customers are a relevant target group of lead users to co-create those experiences. We address the co-creation of memorable and engaging experiences with targeted potential users and the building of the meaning of experiential imaginary that results from innovations (based on digital media) echoing the need for sensory atmospherics while strolling in the city. We aim at (...) understanding how customers can co-create meaningful experiences. We analyze the narrative structures of the experiential imaginaries, considering the narratives as a major component of ambiance experiences and imaginary. With an empirical approach that associates projective techniques to semiotic analysis of the corresponding narratives, we describe the structural system of the experiential imaginary of young Chinese customers when imagining driving in the city in tomorrow’s cars. Semiotics offers a novel contribution to innovation marketing and idea generation of experiential innovations. This theoretical stance valorizes the outside-in paradigm of future lead-users as co-creators of innovative experiences, whose imaginary narratives are raw materials for creativity. This approach is an alternative to brainstorming and its limits for creating disruptive innovations. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Merging Traditional Technique Vocabularies with Democratic Teaching Perspectives in Dance EducationA Consideration of Aesthetic Values and Their Sociopolitical ContextsBecky Dyer (bio)IntroductionConventional aesthetic values in dance traditionally have been wed to long-established authoritarian teaching approaches in American professional dance companies and university dance programs. Developed over time from a mixture of enduring cultural tastes, aesthetic ideals, and historical influences, aesthetic values play a significant role in teaching and learning processes (...) in the classroom, although the impact of their presence on learning is often indiscernible or paid little attention. As dance educators in higher education make efforts to move toward more democratic teaching perspectives, they often find themselves philosophically lodged between established approaches to teaching traditional, codified vocabularies and aesthetics and more contemporary, student-centered, and democratically oriented perspectives to teaching and learning dance. Attention to the sociopolitical contexts of dance training gives practitioners opportunities to consider aesthetic values of dance from differing cultural vantage points and the perspectives by which these values are taught and learned.Each learning circumstance in dance is a complex weaving of personal and social experience involving individuals, communities, movers, and viewers. Movement aesthetic values emerge from personal and communal morals and ideals as well as social mores of the body, which create contextual lenses for experiencing, interpreting, and making meaning of movement vocabularies created and perpetuated in dance communities. It is important that teachers who seek to incorporate more democratically oriented, student-centered teaching perspectives become mindful of ways social values and perceptual/contextual frameworks impact personal [End Page 108] and communal practices in dance. Approaches to learning technique that consider sociocultural factors of dance movement aesthetics—wherein teachers and learners are led to recognize and reflect upon personal, social, and aesthetic values embodied in movement and embedded in movement vocabularies—can lead teachers and learners to better understand the significance of learning in dance as it relates to personal and social worlds beyond the classroom.This article will suggest how movement analysis from a socially contextualized perspective can inform understanding about the significance of sociopolitical contexts and aesthetic values in Western dance training. Perspectives of movement analysis will provide groundwork for discussing perceivable ways to address discrepancies between democratic and authoritarian teaching viewpoints and to challenge the prominent linking of conventional aesthetic values and vocabularies, as well as codified techniques, to authoritarian practices. The discussion will address relationships between pedagogical perspectives and ideologies held by teachers concerning the place and worth of conventional aesthetic values and the nature of aesthetic experiences in the dance technique classroom, and the potential understandings and meanings their students construct.Foundations of Movement Analysis: The Ideas and Practices of Rudolf LabanRecognizing embedded personal and social aesthetic values in movement is an important initial stage in developing more critically reflective practices that promote meaning, agency, and student interest in learning. The task is challenging because the only values accessibly evident to the bystander, and often the mover, are visual ones. Yet, as Rudolf Laban (1879-1958) suggested, intangible values also inspire movement. Laban created a theoretical framework—referred to as Laban Movement Analysis—for movement exploration, description, and analysis to consider both noticeably apparent and less-tangible values of movement by investigating movement phenomena and factors that generate them.1 The praxis-oriented system involves reflecting on movement observations, considering emotional and mental facets of movement, and taking into account experiential bodily perspectives of the mover.2Although one of Laban's fundamental purposes for developing a descriptive vocabulary for movement was to facilitate the mastery of dance technique,3 his teaching emphasized the "harmonious expressiveness of the whole individual," as he aimed to facilitate dancers' ability to understand and use their bodies in order to discover individual ways of expressing themselves and communicating.4 Laban's attitudes toward training were in sharp contrast to approaches of the day, yet interestingly, they were not [End Page 109] opposed to them. For example, common dance gestures and postures were expanded into free exploration and studied from diverse points of view rather than a narrow range of perspectives, aesthetic values, and movement qualities.5Laban's theory of "Effort," which he linked to emotions as well as... (shrink)

Hybrid techniques and perceptual technologies that merge the physical and the virtual dimensions of reality are generating a conceptual and experiential working space to reconfigure relationships between the perceiver and the perceived. We are entering a new perceptual paradigm where form, content, and context are merging, generating radical new types of spatial construction. Through the development of hybrid spatial technologies we can now hack the individual’s sense of space and relationship to the world (transforming the subject/object relationship). How (...) can we develop and use emerging spatial technologies to reconfigure spatial perception? Can we adapt and transform the dominant perceptive regimen, which is still based on the Cartesian split (subject-object separation)? We continue to see ourselves as separated from the environment and still need to digest the new changes brought about by hybrid techniques and methodologies that are shaping these new dimensions of space. How adaptable is our perception? The ability to alter our understanding of space provides us with a new form of spatial (self) control; sub-merging identities. What are the biological risks? What are the limits of stretching the perceptive range of the body? This article will examine these questions as an opportunity to humanise technology and create a ‘Human Centric Hybrid Literacy’. We will examine which technologies, techniques and navigation methodologies are being used by artists, technologists and designers to enable this new era of spatial augmentation and perceptual adaptation. Some examples include macroscopic navigation, 360 degree vision, new types of perspective (including third and fourth person perspectives) and reverse engineering. The role that hybrid space plays in the construction and transformation of perception through the practice of context engineering will be examined. Context engineering (Smith, 2013) is understood as an ‘intermediality’ practice for the engagement and augmentation of perception; giving us control over our senses, allowing us to adjust them in real time. Context engineering creates a new economy where we focus less on transforming content (as the primary activity), and more on how we can make our own perception the ‘content’. (shrink)

This paper examines medical writing in Karl Philipp Moritz’ Journal of Empirical Psychology by looking at the alterations Moritz made to his sources. It shows how he rearranged the data in order to introduce a new type of text into psychology: the case or case study. He did so by altering the main parts of a report that had been published a few years earlier. In rewriting the report, Moritz introduced not only a new type of text but also a (...) style of reasoning; i.e. the casuistic form of thinking that became more widely acknowledged only later in the course of experiential psychology. The paper thus links writing techniques in psychology to the rise of a type of text and a new style of reasoning. (shrink)

Introduction: Experiential deconstructive inquiry -- Foundational philosophies and spiritual methods -- Non-duality in Advaita Vedanta and Zen Buddhism -- Ontological differences and non-duality -- Meditative inquiry, questioning, and dialoguing as a means to spiritual insight -- The undoing or deconstruction of dualistic conceptions -- Advaita Vedanta : philosophical foundations and deconstructive strategies -- Sources of the tradition -- Upaniads that art thou (Tat Tvam Asi) -- Gauapda (c.7th century) : no bondage, no liberation -- Aakara (c.7th-8th century) : there (...) is no apprehender different from this apprehension to apprehend it -- Modern and contemporary masters -- Ramana Maharshi (1879-1950) : who am I? -- H.W.L Poonja (1910-1997) : you have to do nothing to be who you are! -- Gangaji (b. 1942) : you are that! -- Advaita Vedanta summary : nothing ever happens -- Zen Buddhism : philosophical foundations and deconstructive strategies -- Sources of the tradition -- The Lakvatra Sutra and the Vajracchedik Prajñpramit Sutra all things ... are not independent of each other and not two -- Ngrjuna (c.113-213) : Sasra is Nirva -- Eihei Dgen (1200-1253) : if I am already enlightened, why must I practice -- Contemporary masters -- Ekai Korematsu (b. 1948) : return to the spine -- Hgen Yamahata (b. 1935) : why not now -- Zen Buddhism summary : neither being nor non-being is to be taken hold of -- Deconstructive techniques and dynamics of experiential undoing -- Deconstructive techniques common to both traditions -- The teacher-student dynamic -- Key deconstructive techniques -- Unfindability analysis -- Bringing everything back to the here and now -- Paradoxical problems -- Negation -- Dynamics of experiential undoing -- Non-dual experiential space -- Experiential mapping : practitioners in the space -- Experiential undoing in Advaita Vedanta -- Experiential undoing in Zen Buddhism -- Conclusion: Deconstruction of reified awareness. (shrink)

Systemic Constellation Work is a rapidly growing experiential healing process that is being embraced by a variety of helping professionals, both traditional and alternative, worldwide. This book explores the history, principles and methodology of this approach, and offers a detailed comparison with psychodrama - the original mind-body therapy - explaining how each method can enhance the other. Constellation work is based on the notion that people are connected by unseen energetic forces and suggests that the psychological, traumatic and survival (...) experiences of our ancestors are genetically passed forward to the next generation and may live within us. Using insightful case studies from a variety of client groups, this book shows how Systemic Constellation Work can expand the possibilities of psychodrama techniques, and can be successfully integrated with psychodramatic enactment, guided imagery, ritual, concretization and other methods of healing and personal growth. This book will be essential reading for students and practitioners of psychodrama and Constellation work, as well as counselors, mental health professionals, experiential therapists, creative and expressive arts therapists and alternative practitioners looking to widen their knowledge of mind-body therapies. (shrink)

Mitochondrial replacement techniques are intended to avoid the transmission of mitochondrial diseases from mother to child. MRT represent a potentially powerful new biomedical technology with ethical, policy, economic and social implications. Among other ethical questions raised are concerns about the possible effects on the identity of children born from MRT, their families, and the providers or donors of mitochondria. It has been suggested that MRT can influence identity directly, through altering the genetic makeup and physical characteristics of the child, (...) or indirectly through changing the child's experience of disease, and by generating novel intrafamilial relationships that shape the sense of self. In this article I consider the plausibility and ethical implications of these proposed identity effects, but I focus instead on a third way in which identity may be affected, through the mediating influence of the wider social world on MRT effects on identity. By taking a narrative approach, and examining the nature and availability of identity narratives, I conclude that while neither direct genetic nor indirect experiential effects can be excluded, social responses to MRT are more likely to have a significant and potentially damaging influence on the generation of MRT children's narratives of identity. This conclusion carries some implications for the collective moral responsibility we hold to ensure that MRT, if implemented, are practised in ethically justifiable ways. (shrink)

How to engage farmers that have limited formal education is at the foundation of environmentally-sound and equitable agricultural development. Yet there are few examples of curricula that support the co-development of knowledge with farmers. While transdisciplinary and participatory techniques are considered key components of agroecology, how to do so is rarely specified and few materials are available, especially those relevant to smallholder farmers with limited formal education in Sub-Saharan Africa. The few training materials that exist provide appropriate methods, such (...) as compost making, but do not explain relationships and synergies between nutrition, social inequalities, climate change and agroecology. Some food sovereignty and agroecology courses aim at popular political education for those with more formal education. Here we describe the process of development of an innovative curriculum, which integrates agroecology, nutrition, climate change, gender and other dimensions of social equity across 2 weeks of training explicitly for smallholders in southern Africa with limited formal education. The curriculum is highly participatory; we use concepts in popular education, transformative and experiential-based learning, and theatre. It is also integrative; we link agroecology with climate change, human and soil nutrition, gender, and related components of social equity. Developed in partnership with Malawian farmers, community development experts and academics from five countries, the curriculum was piloted with 520 smallholder farming households in Malawi and Tanzania, and evaluated using qualitative techniques. Clashes of language, cultural norms, and terminology were as great of a challenge as agreeing on and conveying technical information, to weave into a coherent whole. However, farmers who participated in the curriculum training demonstrated high interest, comprehension of material and interest in immediate application to their lives. (shrink)

This paper explores how engaging in and with philosophy in the streets has unique and special potential for children doing philosophy both inside and outside the classroom. We highlight techniques drawn from research into the political, social and activist potential of street art, and we illustrate how to apply these techniques in a P4C context in what we call guerrilla philosophy. We argue that guerrilla philosophy is a pedagogically powerful method to philosophically engage students whose ages range from (...) 11-13. In calling attention to the power of guerrilla philosophy to engage students philosophically, we are tacitly assuming a Deweyan philosophical approach, which emphasises the importance of promoting civic-mindedness as a social value; the reliance on imaginative, creative and experiential forms of learning as essential to education ; and a vision of the classroom as an embodiment of the larger civic community to which we all belong and in which we all must cooperate and engage. This paper traces these three themes in Dewey’s philosophical views of education and democracy, and considers how they are given a twenty-first century interpretation through street art, guerrilla philosophy and children’s activism. (shrink)

“Every practice is a mode of thought, already in the act. To dance: a thinking in movement. To paint: a thinking through color. To perceive in the everyday: a thinking of the world’s varied ways of affording itself.” —from _Thought in the Act _Combining philosophy and aesthetics, _Thought in the Act_ is a unique exploration of creative practice as a form of thinking. Challenging the common opposition between the conceptual and the aesthetic, Erin Manning and Brian Massumi “think through” a (...) wide range of creative practices in the process of their making, revealing how thinking and artfulness are intimately, creatively, and inseparably intertwined. They rediscover this intertwining at the heart of everyday perception and investigate its potential for new forms of activism at the crossroads of politics and art. Emerging from active collaborations, the book analyzes the experiential work of the architects and conceptual artists Arakawa and Gins, the improvisational choreographic techniques of William Forsythe, the recent painting practice of Bracha Ettinger, as well as autistic writers’ self-descriptions of their perceptual world and the experimental event making of the SenseLab collective. Drawing from the idiosyncratic vocabularies of each creative practice, and building on the vocabulary of process philosophy, the book reactivates rather than merely describes the artistic processes it examines. The result is a thinking-with and a writing-in-collaboration-with these processes and a demonstration of how philosophy co-composes with the act in the making. _Thought in the Act_ enacts a collaborative mode of thinking in the act at the intersection of art, philosophy, and politics. (shrink)

This paper investigates how deans and directors at the top 50 global MBA programs (as rated by the "Financial Times" in their 2006 Global MBA rankings) respond to questions about the inclusion and coverage of the topics of ethics, corporate social responsibility, and sustainability at their respective institutions. This work purposely investigates each of the three topics separately. Our findings reveal that: (1) a majority of the schools require that one or more of these topics be covered in their MBA (...) curriculum and one-third of the schools require coverage of all three topics as part of the MBA curriculum, (2) there is a trend toward the inclusion of sustainability-related courses, (3) there is a higher percentage of student interest in these topics (as measured by the presence of a Net Impact club) in the top 10 schools, and (4) several schools are teaching these topics using experiential learning and immersion techniques. We note a fivefold increase in the number of stand-alone ethics courses since a 1988 investigation on ethics, and we include other findings about institutional support of centers or special programs; as well as a discussion of integration, teaching techniques, and notable practices in relation to all three topics. (shrink)

Agroecology has been criticized for being more labor-intensive than other more industrialized forms of agriculture. We challenge the assertion that labor input in agriculture has to be generally minimized and argue that besides quantity of work one should also consider the quality of work involved in farming. Early assessments on work quality condemned the deskilling of the rural workforce, whereas later criticisms have concentrated around issues related to fair trade and food sovereignty. We bring into the discussion the concept of (...) contributive justice to welcome the added labor-intensity of agroecological farming. Contributive justice demands a work environment where people are stimulated to develop skills and learn to be productive. It also suggests a fairer distribution of meaningful work and tedious tasks. Building on the notion of contributive justice we explore which capabilities and types of social relationships are sustainably promoted and reinforced by agroecological farming practices. We argue that agroecological principles encourage a reconceptualization of farm work. Farmers are continuously stimulated to develop skills and acquire valuable experiential knowledge on local ecosystems and agricultural techniques. Further, generalized ecological studies recognize the significance of the farmer’s observations on natural resources management. This contributes to the development of a number of capabilities and leads to more bargaining power, facilitating self-determination. Hereby farm work is made more attractive to a younger generation, which is an essential factor for safeguarding the continuity of family farms. (shrink)

Decisions based on algorithmic, machine learning models can be unfair, reproducing biases in historical data used to train them. While computational techniques are emerging to address aspects of these concerns through communities such as discrimination-aware data mining and fairness, accountability and transparency machine learning, their practical implementation faces real-world challenges. For legal, institutional or commercial reasons, organisations might not hold the data on sensitive attributes such as gender, ethnicity, sexuality or disability needed to diagnose and mitigate emergent indirect discrimination-by-proxy, (...) such as redlining. Such organisations might also lack the knowledge and capacity to identify and manage fairness issues that are emergent properties of complex sociotechnical systems. This paper presents and discusses three potential approaches to deal with such knowledge and information deficits in the context of fairer machine learning. Trusted third parties could selectively store data necessary for performing discrimination discovery and incorporating fairness constraints into model-building in a privacy-preserving manner. Collaborative online platforms would allow diverse organisations to record, share and access contextual and experiential knowledge to promote fairness in machine learning systems. Finally, unsupervised learning and pedagogically interpretable algorithms might allow fairness hypotheses to be built for further selective testing and exploration. Real-world fairness challenges in machine learning are not abstract, constrained optimisation problems, but are institutionally and contextually grounded. Computational fairness tools are useful, but must be researched and developed in and with the messy contexts that will shape their deployment, rather than just for imagined situations. Not doing so risks real, near-term algorithmic harm. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reclaiming the Integration of Body and MindDeborah SpragueThe week before New Year’s Day has often spurred me to evaluate my personal path. I courted my own permission to apply to graduate school, charting scenarios, figuring options, but still I held back. Browsing the Colgate Rochester Crozer Divinity School website, I found a unique course offering: Deepening the Heart of Wisdom: Buddhist Christian Contemplative Practice and Dialogue. I knew I (...) had to take it! Class was going to start in a week and as yet I hadn’t even applied to the school’s graduate program. In a flurry I requested transcripts, garnered recommendations, and considered childcare options. My desire to engage this particular dialogue grew through my Christian practice of Centering Prayer1 and my Episcopal parish’s contemplative interfaith Vital Conversations program.These vital conversations began with an intentional time of silence in which we prepared the “eye of the heart” to perceive the conversation at a deeper level. Our rector invited a guest from a different faith tradition each month.2 He engaged the guest in questions and dialogue regarding his or her spiritual practices and personal story. Then, the guest received questions from the group. After hearing a Buddhist guest and visiting the local Zen center, I knew my own spiritual formation would be broadened and deepened by taking the two-week, intensive format course. Because actual spiritual practice from both traditions comprised a significant portion of the class, I surmised this course would foster a more complete, integrated form of understanding the two traditions.This essay will explore the contemplative pedagogy of this course, wherein the instructors hoped “students [would] walk away with a visceral understanding of these traditions as full-body disciplines for transforming the mind and heart.”3 First, I will give a brief description of the class participants and discuss the types of spiritual practices we encountered from each tradition. Then, I will share my experiences related to those practices and how the structure of the course supported an integrated epistemology. Finally, I will consider the phenomenon of Christian interest in Buddhist practices and what that implies about popular Christianity and its potential to become a fuller version of itself. [End Page 101]The student population of this class was largely Christian, with some Unitarian Universalists, a pagan, and an agnostic as well. That said, the spectrum of Christians reflected mainline denominations as well as some persons with roots in Catholicism and Eastern Orthodoxy. As might be expected from a varied group, the Christologies of participants varied from creedal to acreedal. This group came together to participate in a variety of Christian and Zen Buddhist spiritual practices.The class engaged the following practices according to Sōtō Zen: zazen, contemplative walking as a group, and, near the end of the course, Rev. Dr. Hickey led us in a portion of the Sōtō-shū morning service. Every class began with at least fifteen minutes of zazen, which gradually increased as the class progressed. Daily practice of the same meditation technique allowed us to enter that particular practice in a sustained way.In contrast to our Zen practice, we experienced a different type of Christian spiritual practice with each class session. This approach acquainted students with a variety of traditions but did not allow experiential depth in any one particular mode. The students and instructors took part in Taizé chanting,4 chanting of the Psalms from the Daily Office, lectio divina,5 praying with icons,6 the Jesus Prayer,7 the Rosary,8 and two guided reflections: an Ignatian9 meditation on a gospel text, and a meditation developed by Christian contemplative Anthony De Mello. I wondered how our experience of the class would have changed had the Christian practice focused on one or two types, in a sustained, daily manner. Perhaps the rationale for surveying a wide variety of practices reflected the need for Western Christians to gain familiarity with their own contemplative traditions.I consider Christianity’s analog to zazen to be Centering Prayer, because it is also based in no-thought. However, Centering Prayer was not included in our experience of spiritual practices. If we conceive of two... (shrink)

Since its origin bioethics has been a specialized, academic discipline, focussing on moral issues, using a vast set of globalized principles and rational techniques to evaluate and guide healthcare practices. With the emergence of a plural society, the loss of faith in experts and authorities and the decline of overarching grand narratives and shared moralities, a new approach to bioethics is needed. This approach implies a shift from an external critique of practices towards embedded ethics and interactive practice improvement, (...) and from a legal defence of rights towards fostering interdependent practices of responsibility. This article describes these transitions within bioethics in relation to the broader societal and cultural dynamics within Western societies, and traces the implications for the methodologies and changing roles of the bioethicist. The bioethicist we foresee is not just a clever expert but also a relationally sensitive person who engages stakeholders in reciprocal dialogues about their practice of responsibility and helps to integrate various sorts of knowledge (embodied, experiential, visual, and cognitive-scientific). In order to illustrate this new approach, we present a case study. It concerns a project focusing on an innovation in elderly care, based on the participation of various stakeholders, especially older people themselves. (shrink)

Putting feelings into words, or “affect labeling,” can attenuate our emotional experiences. However, unlike explicit emotion regulation techniques, affect labeling may not even feel like a regulatory process as it occurs. Nevertheless, research investigating affect labeling has found it produces a pattern of effects like those seen during explicit emotion regulation, suggesting affect labeling is a form of implicit emotion regulation. In this review, we will outline research on affect labeling, comparing it to reappraisal, a form of explicit emotion (...) regulation, along four major domains of effects—experiential, autonomic, neural, and behavioral—that establish it as a form of implicit emotion regulation. This review will then speculate on possible mechanisms driving affect labeling effects and other remaining unanswered questions. (shrink)

This paper outlines several of the challenges that are inherent in any attempt to communicate subjective experience to others, particularly in the context of a clinical interview. It presents the phenomenological interview as a way of effectively responding to these challenges, which may be especially important when attempting to understand the profound experiential transformations that take place in schizophrenia. Features of language experience in schizophrenia—including changes in interpersonal orientation, a sense of the arbitrariness of language, and a desire for (...) faithful communication of experience —are described, together with discussion of their relevance for the interview context. Furthermore, the interview presents a unique context in which both intersubjective and interpersonal aspects of experience will be described as well as evoked. It is proposed that phenomenological interviewers should not only be familiar with these and other experiences that can occur in schizophrenia, but also capable of applying the techniques of phenomenological and hermeneutic methods in order to understand the descriptions of interviewees with sensitivity and accuracy. (shrink)

If the notion of free will is to be retained by philosophers, psychiatrists and psychologists, then it will be a free will which is essentially non-conscious. The purpose of this paper is to demonstrate that a conscious free will (in the sense of consciousness initiating action) is incompatible with the evidence of neuroscience, and the phenomenology described in the literature of normal creativity, psychotic passivity, and the neurological syndrome of the alien limb or hand. In particular the work of Libet (...) and others who have directly stimulated the brain and measured activity from its surface leads to the conclusion that subjective states (be they sensory or intentional) are preceded by predictive neural activity. Subjective phenomenology is temporally distinct from the initiation of “voluntary” action. In addition it will be argued that free will is more than a belief and that it comprises a perceptual sensorimotor component. Free will is conceptualized as a three component phenomenon consisting of a perceptual, non-linguistic experience of freedom, an experiential belief which is linguistic, and related to a specified action in time, and an abstract belief which is linguistic but remote from any particular action and akin to philosophical discourse (the abstract belief or otherwise, in free will). A theoretical explanation of some of the pathological phenomenology of possession of action is offered in terms of temporal considerations. The direction of action within mental/virtual space is hypothesized to be a function of the temporal sequence of its initiation and awareness of the latter “reaching” consciousness. It is suggested that perturbation of this temporal sequence may lead to the misattribution of host-as-alien-initiated action. Work of this kind, which is beyond subjective introspection, is necessary if we are to develop adequate models to use in conjunction with modern investigation techniques. (shrink)

Context: There is a growing recognition in consciousness science of the need for rigorous methods for obtaining accurate and detailed phenomenological reports of lived experience, i.e., descriptions of experience provided by the subject living them in the “first-person.” Problem: At the moment although introspection and debriefing interviews are sometimes used to guide the design of scientific studies of the mind, explicit description and evaluation of these methods and their results rarely appear in formal scientific discourse. Method: The recent publication of (...) an edited book of papers dedicated to the exploration of first-and second-person methods, Ten Years of Viewing from Within: The Legacy of Francisco Varela, serves as a starting point for a discussion of how these methods could be integrated into the growing discipline of consciousness science. We complement a brief review of the book with a critical analysis of the major pilot studies in Varela’s neurophenomenology, a research program that was explicitly devised to integrate disciplined experiential methods with the latest advances in neuroscience. Results: The book is a valuable resource for those who are interested in impressive recent advances in first- and second-person methods, as applied to the phenomenology of lived experience. However, our review of the neurophenomenology literature concludes that there is as yet no convincing example of these specialized techniques being used in combination with standard behavioral and neuroscientific approaches in consciousness science to produce results that could not have also been achieved by simpler methods of introspective reporting. Implications: The end of behaviorism and the acceptance of verbal reports of conscious experience have already enabled the beginning of a science of consciousness. It can only be of benefit if new first- and second-person methods become well-known across disciplines. Constructivist content: Constructivism has long been interested in the role of the observer in the constitution of our sense of reality, so these developments in the science of consciousness may open new avenues of constructivist research. More specifically, one of the ways in which the insights from first- and second-person methods are being validated is by recursively applying the methods to themselves; a practical application of an epistemological move that will be familiar to constructivists from the second-order cybernetics tradition. (shrink)

Divination has been practiced as a way of knowing and communicating for millennia. Diviners are experts who embrace the notion of moving from a boundless to a bounded realm of existence in their practice. They excel in insight, imagination, fluency in language, and knowledge of cultural traditions and human psychology. During a divination, they construct usable knowledge from oracular messages of various sorts. To do so, they link diverse domains of representational information and symbolism with emotional or presentational experience. Their (...) divinatory acts involve complementary modes of cognition associated with these rather different symbolic forms. In representational symbolism, intentional reference, within a relatively controlled inductive reality, is paramount, while in presentational symbolism, implicit experiential immersion, within a free-flowing context, is grasped intuitively. Wherever a theory of divination has been elicited from diviners, there is a clear recognition of the overlapping of inductive, intuitive, and interpretive techniques and ways of knowing. In order to arrive at a theory of practice for divination, as a form of practical consciousness or knowledge within different modes of cognition, one must take what diviners say and do seriously. Recent scientific studies reveal that consciousness is connected both to electrical information in the brain and nervous system and to electronic semi-conduction in body tissues. Brain consciousness is embedded in body consciousness and coupled to it. This validates the experience of mind-body consciousness diviners have used for millennia in their performances. (shrink)

Science and technology studies concerned with the study of lay influence on the sciences usually analyze either the political or the normative epistemological consequences of lay interference. Here I frame the relation between patients, knowledge, and the sciences by opening up the question: How can we articulate the knowledge that patients develop and use in their daily lives and make it transferable and useful to others, or, `turn it into science’? Elsewhere, patient knowledge is analyzed either as essentially different from (...) or similar to medical knowledge. The category of experiential knowledge is vague and is used to encompass many types of experience, whereas the knowledge of the `expert patient’ may be assumed to have the shape of up-to-date medical information. This paper shows through a case study of people with severe lung disease that patient knowledge can be understood as a form of practical knowledge that patients use to translate medical and technical knowledge into something useful to their daily life with disease. Patients coordinate this with homegrown know-how and advice from fellow patients, weighing different values - of which `taking good care of one’s body’ is but one - that may conflict in a specific situation. These practices result in sets of techniques that may be made useful to others. The paper argues for two alternatives to state-of-the-art medical research to turn patient knowledge into science: ethnographies of knowledge practices and the collection and making accessible of techniques. (shrink)

Obsessive-compulsive disorder is a commonly occurring neuropsychiatric condition characterized by bothersome intrusive thoughts and urges that frequently lead to repetitive dysfunctional behaviours such as excessive handwashing. There are well-documented alterations in cerebral function which appear to be closely related to the manifestation of these symptoms. Controlled studies of cognitive-behavioural therapy techniques utilizing the active refocusing of attention away from the intrusive phenomena of OCD and onto adaptive alternative activities have demonstrated both significant improvements in clinical symptoms and systematic changes (...) in the pathological brain circuitry associated with them. Careful investigation of the relationships between the experiential and putative neurophysiological processes involved in these changes can offer useful insights into volitional aspects of cerebral function. (shrink)

This paper presents a pilot study that explores instances of objectless awareness during sleep: conscious experiences had during sleep that prima facie lack an object of awareness. This state of objectless awareness during sleep has been widely described by Indian contemplative traditions and has been characterised as a state of consciousness-as-such; while in it, there is nothing to be aware of, one is _merely_ conscious (cf. Evans-Wentz, 1960 ; Fremantle, 2001 ; Ponlop, 2006 ). While this phenomenon has received different (...) names in the literature, such as ‘witnessing-sleep’ and ‘clear light sleep’ among others, the specific phenomenological profile of this state has not yet been rigorously studied. This paper aims at presenting a preliminary investigation of objectless consciousness during sleep using a novel tool in qualitative research that can guide future research. Five participants experiencing objectless consciousness during sleep were interviewed following the _Micro-phenomenological Interview_ technique (MPI; Petitmengin, 2005, 2006 ). All participants reported an experience they had during sleep in which there was no scenery and no dream. This period labelled as ‘No Scenery/Void’ was either preceded by the dissolution of a lucid dream or by other forms of conscious mentation. The analysis of the results advances four experiential dimensions during this state of void, namely (1) Perception of absence, (2) Self-perception, (3) Perception of emotions, and (4) Perception of awareness. While the results are primarily explorative, they refer to themes found in the literature to describe objectless sleep and point at potential avenues of research. The results from this study are taken as indications to guide future operationalisations of this phenomenon. (shrink)

Recent AI progress led to a boost in beneficial applications from multiple research areas including VR. Simultaneously, in this newly unfolding deepfake era, ethically and security-relevant disagreements arose in the scientific community regarding the epistemic capabilities of present-day AI. However, given what is at stake, one can postulate that for a responsible approach, prior to engaging in a rigorous epistemic assessment of AI, humans may profit from a self-questioning strategy, an examination and calibration of the experience of their own epistemic (...) agency – especially to counteract both intentional misdirection by unethical actors and unintentional epistemic self-sabotage. In this paper, we expound on a new avenue of utilizing AIVR tools to advance an AI-related misdirection awareness of humans in the deepfake era. Firstly, we harness scientific knowledge from the psychology and neuroscience of magic where the study of misdirection techniques is center stage. Secondly, we connect the latter to creativity research linking human creative potential to inspiration from the seemingly impossible. Overall, AIVR could become an empowering experiential testbed for human epistemic agency enabling a better rational evaluation of AI capabilities. However, a misuse of the same type of tools could yield AIVR safety risks if not counteracted preemptively. (shrink)

How to engage farmers that have limited formal education is at the foundation of environmentally-sound and equitable agricultural development. Yet there are few examples of curricula that support the co-development of knowledge with farmers. While transdisciplinary and participatory techniques are considered key components of agroecology, how to do so is rarely specified and few materials are available, especially those relevant to smallholder farmers with limited formal education in Sub-Saharan Africa. The few training materials that exist provide appropriate methods, such (...) as compost making, but do not explain relationships and synergies between nutrition, social inequalities, climate change and agroecology. Some food sovereignty and agroecology courses aim at popular political education for those with more formal education. Here we describe the process of development of an innovative curriculum, which integrates agroecology, nutrition, climate change, gender and other dimensions of social equity across 2 weeks of training explicitly for smallholders in southern Africa with limited formal education. The curriculum is highly participatory; we use concepts in popular education, transformative and experiential-based learning, and theatre. It is also integrative; we link agroecology with climate change, human and soil nutrition, gender, and related components of social equity. Developed in partnership with Malawian farmers, community development experts and academics from five countries, the curriculum was piloted with 520 smallholder farming households in Malawi and Tanzania, and evaluated using qualitative techniques. Clashes of language, cultural norms, and terminology were as great of a challenge as agreeing on and conveying technical information, to weave into a coherent whole. However, farmers who participated in the curriculum training demonstrated high interest, comprehension of material and interest in immediate application to their lives. (shrink)

Calling for an expanded framework of EuroAmerican science's methodology whose perspective acknowledges both quantitative/etic and qualitative/emic orientations is the broad focus of this article. More specifically this article argues that our understanding of shamanic and/or other related states of consciousness has been greatly enhanced through ethnographic methods, yet in their present form these methods fail to provide the means to fully comprehend these states. They fail, or are limited, because this approach is only a “cognitive interpretation” or “metanarrative” of the (...) actual experience and not the experience itself. Consequently this perspective is also limited because the researcher continues to assess his or her data through the lens of their symbolic constructs, thereby preventing them from truly experiencing shamanic and psi/spirit approaches to knowing since the data collection process does not “in and of itself” affect the observer. We, therefore, need expanded ethnographic methods that include within their approaches an understanding of methods and techniques to experientially encounter these states of consciousness—and become transformed by them. Our becoming transformed and then recollecting our ethnoautobiographical experiences is the means toward a new kind of science and its methods of inquiry that this article seeks to encourage. (shrink)

According to many first-person accounts, consciousness comprises a subject-object structure involving a mental action or attitude starting from the “subjective pole” upon an object of experience. In recent years, many paradigms have been developed to manipulate and empirically investigate the object of consciousness. However, well-controlled investigation of subjective aspects of consciousness has been more challenging. One way, subjective aspects of consciousness are proposed to be studied is using meditation states that alter its subject-object structure. Most work to study consciousness in (...) this way has been done using Buddhist meditation traditions and techniques. There is another meditation tradition that has been around for at least as long as early Buddhist traditions with the central goal of developing a fine-grained first-person understanding of consciousness and its constituents by its manipulation through meditation, namely the Tantric tradition of Yoga. However, due to the heavy reliance of Yogic traditions on the ancient Indian Samkhya philosophical system, their insights about consciousness have been more challenging to translate into contemporary research. Where such translation has been attempted, they have lacked accompanying phenomenological description of the procedures undertaken for making the precise subject-object manipulations as postulated. In this paper, I address these issues by first detailing how Tantric Yoga philosophy can be effectively translated as a systematic phenomenological account of consciousness spanning the entirety of the subject-object space divided into four “structures of consciousness” from subject to object. This follows from the work of the 20th century polymath and founder of the Tantric Yoga school of Ananda Marga, Prabhat Ranjan Sarkar, who expounded on the “cognitivization” of Samkhya philosophy. I then detail stepwise meditation procedures that make theoretical knowledge of these structures of consciousness a practical reality to a Tantric Yoga meditator in the first-person. This is achieved by entering meditative states through stepwise experiential reduction of the structures of consciousness from object to subject, as part of their meditative goal of “self-realization.” I end by briefly discussing the overlap of these putative meditation states with proposed states from other meditation traditions, and how these states could help advance an empirical study of consciousness. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 10.2 (2003) 161-167 [Access article in PDF] Social, Cognitive, and Neural Constraints on Subjectivity and Agency:Implications for Dissociative Identity Disorder Peter Q. Deeley In this commentary, I consider Matthew's argument after making some general observations about dissociative identity disorder (DID). In contrast to Matthew's statement that "cases of DID, although not science fiction, are extraordinary" (p. 148), I believe that there are natural analogs of (...) the disorder that, when considered, make it seem less puzzling and exotic. After discussing these examples, I examine the relations between social, cognitive, and neural processes supporting subjectivity and agency, to identify sources of personal identity in cases of DID that can be used as a basis for assessing Matthew's points against Behnke and Sinnott-Armstrong. I am not proposing a comprehensive theory, but rather identifying what I believe are components of such a theory. I then outline an approach to determining criminal responsibility in DID, drawing on analogies with other psychiatric disorders. Dissociative Identity Disorder DID is a disorder described in DSM-IV, which "is characterised by the presence of two or more distinct identities or personality states that recurrently take control of the individual's behaviour accompanied by an inability to recall important personal information that is too extensive to be explained by ordinary forgetfulness" (American Psychiatric Association, p. 519). Recognizing Personal Identity How is personal identity recognized in normal cognition? If we take personhood to involve recognition of continuity of social, psychological, and physical identity for a given individual, then such judgments are routinely made rapidly and automatically as an aspect of what has come to be termed social cognition (Adolphs 2003). There is likely to be considerable redundancy in [End Page 161] the types of information used to make judgments about whether a person is the same as one who was previously encountered, or perhaps heard about—for example, facial features, movement patterns, speech prosody, dress, speech content, gender, ethnicity, social role, among other features, all provide information about individual identity, and hence personhood. When uncertainty exists, it is likely to reflect a loss or alteration of cues that would ordinarily be used in a rapid, automatic, unexamined way (Adolphs 2003). In such extreme cases (for example, severe mental illness or disfigurement), the problem of identification becomes the subject of explicit reasoning (and hence of potential disagreement, because we then engage in post hoc rationalizations to establish criteria for determining personhood, whereas normally we rely on essentially automatic, implicit abilities that work in most circumstances, some of which make little use of linguistic representations and formal reasoning—for example, individual facial identity recognition, which may occur as quickly as 170 ms after stimulus onset [Adolphs 2003]). Nevertheless, examining our judgments and intuitions in cases that force us to explicitly consider whether personal identity is preserved may provide analogies and clues for how we should proceed with DID. Let us consider, then, some natural analogs of DID. Natural Analogs of DID Method Acting I suggest that method acting is an analog of DID (Manderino 1985). Method acting refers to an approach to acting training and performance in which emphasis is placed on intensely imagining and identifying with the mental life of the character being portrayed. Training courses and manuals list many techniques and practices that can be used to facilitate absorption in a role, drawing on different kinds of memory—for example, experiential memories, memories of others, general knowledge (semantic memory), and memories of sensations and feelings, to creative a vivid sense of the subjective experience and actions of the character. Manderino, a method acting teacher, comments: "it is important to investigate the way in which your own mental makeup can improperly influence a character. Insecurities, self-consciousness, shyness or self-doubts can maintain a strong hold, and permitting any of these feelings to enter a performance is to remain the actor and not enter into the mental life of the character. For some, acting allows personal problems to be left behind, and they are thankful for the complete escape that... (shrink)

Phenomenology is based on a doctrine of evidence that accords a crucial role to the human capacity to conceptualise or ‘intuit’ features of their experience. However, there are grounds for holding that some experiential entities to which phenomenologists are committed must be intuition-transcendent or ‘dark’. Examples of dark phenomenology include the very fine-grained perceptual discriminations which Thomas Metzinger calls ‘Raffman Qualia’ and, crucially, the structure of temporal awareness. It can be argued, on this basis, that phenomenology is in much (...) the same epistemological relationship to its own subject matter as descriptive (i.e. ‘phenomenological’) physics or biology are to physical and biological reality: phenomenology cannot tell us what phenomenology is really ‘about’. This does not mean we should abjure phenomenology. It implies, rather, that the domain of phenomenology is not the province of a self-standing, autonomous discipline but must be investigated with any empirically fruitful techniques that are open to us (e.g. computational neuroscience, artificial intelligence, etc.). Finally, it entails that while a naturalized phenomenology should be retained as a descriptive, empirical method, it should not be accorded transcendental authority. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Phenomenological Interviews and Tourette'sThe authors report no conflicts of interest.We appreciate the responses from the two clinicians, Efron and Mathieson. We agree with their reminder about the holistic nature of clinician's engagement (mood, sociality, and work life) and with their emphasis on patient-reported outcome measures, although this is not quite what we did in our interviews. As has recently been recognized in section 24 of the Victorian Mental Health (...) and Well-being Act (to provide a local Australian example), patients and caregivers' "lived experience makes them valuable leaders and active partners in the mental health and wellbeing service system."1In this paper, however, our aim was both more modest and immodest: modest, in that we aimed to work with those "leaders and active partners" to generate a more adequate account of lived experience in concert with behavioral symptomatology; immodest, in that we wondered how the lived experience of Tourette syndrome (TS) aligned (or not) with some of the commonly ascribed features of the condition. Although phenomenology as a discipline does not own lived experience, of course, it is more systematically treated in this tradition, starting with elaborations of Erlebnis.Efron and Mathieson note that older patients are more likely to describe urges or premonitory urges (PUs). This raises the priming question: Has greater exposure to and involvement in medical concepts and treatments transformed the nature of their self-report, or has it provided them with more phenomenological skills, enabling them to pick out discrete parts of experience? Or perhaps they have just been exposed more frequently to the experience over time? We address some related issues below, in our reply to Fernandez, where we outline our interview techniques more fully.They end by noting that the aim of comprehensive behavioral intervention for tics is to become attentive to PUs to better block tics. This is complex and understudied. In principle, becoming aware of something cognitively and experientially can foreground or even perhaps induce that experience. Conversely, from the TS scholarship, we know that attending to urges in certain ways (e.g., via acceptance training) can also reduce perceived urge frequency and intensity (see Gev et al., 2016). We would welcome further work on this link between attention and experience in TS. [End Page 49]Response to FernandezBecause our paper was partly framed around Fernandez' own work on phenomenological psychopathology, we welcome his invitation to provide further "inspiration and guidance" for other phenomenological researchers conducting empirical studies, who may also be dealing with the challenge posed by "narrative habits." When an interviewee uses well-worn medicalized terms to describe their experience, it is not clear whether these descriptions genuinely reveal or rather occlude the experience in question. There are sometimes, perhaps often, second-person phenomenological 'tells' regarding interviewees genuinely re-evoking an experience, but for interviewers it still raises the question of how to prompt alternative and potentially more accurate descriptions of experience.Because of this challenge, we purposely did not use the term "urge" or "premonitory urge" (PU) in our interview questions. Instead, we asked about (and used the broader term of) "experiences" that may occur prior, during, or after ticcing, without assuming that there are such experiences in the first place. We guided interviewees to evoke the memory of a specific, singular tic event (a tic token; see Curtis-Wendlandt 2020, 2023). Once a memory of such an event had been identified, we asked interviewees the following three lead questions:1. What, if anything, did you experience during this tic?2. What, if anything, did you experience before this tic?3. What, if anything did you experience after this tic?The temporal framing of these questions counters common trends and assumptions in the scholarship, which has focused heavily on pre-tic experiences, with little attention given to post-tic experiences (reduced to notions of "relief" and barely investigated), and even less to experiential explorations of the tic itself. Our catalogue of supporting questions sought to elicit fine-grained descriptions of evoked/recalled experiences along sensory and cognitive-affective dimensions:•. Did you see anything before, during, or after this tic? If so, what did you see?•. Did you hear anything... (shrink)

Shamans of the Piaroa ethnic group (southern Venezuela) conceive of power in terms of knowledge derived from visionary experiences. Märipa is an epistemology concerning the translation of knowledge derived from the integrative mode of consciousness, induced primarily through the consumption of plant hallucinogens, to practical effect during waking life. I integrate mythological, neurobiological, experiential, and ethnographic data to demonstrate what märipa is, and how it functions. The theory and method of märipa underlie not only Piaroa shamanic activity, but all (...) aspects of Piaroa life; mythology, causality, eschatology, and history. Piaroa shamanic practices involve conditioning the mind to achieve optimal perceptual capacities that facilitate accurate prediction and successful psycho‐social prescription. Piaroa shamans describe their technologies of consciousness in terms of gods and spirits, but also in terms of studying and the acquisition of information. Because neurobiological processes underlie the development and experience of märipa, the language of neurobiology enables a partial translation of this indigenous epistemology. The concepts of feed forward neural processing and somatic markers are central to the processes of mental imagery cultivation that Piaroa shamans employ to divine solutions to adaptive problems. Piaroa 'techniques of ecstasy' involve the ability to apply mythological templates of human adaptation to schemas of human behaviour based on years of social analysis in association with heightened information processing capacities derivative of refined experimentation with the integrative mode of consciousness. Keyordsshamanism, neurophenomenology inugrativeconsciousness, hallucinogens. (shrink)

Corporate social responsibility pedagogies and teaching techniques have been extensively discussed in the literature. They are viewed as crucial for illustrating business–society relationships and encouraging business students to act ethically. Although the experiential learning perspective prevails in the discussions on CSR education, little attention has been paid to the discursive nature of CSR learning. Considering this gap, the paper explores the role of discourses in CSR education by drawing upon the discursive perspective on CSR and the relational social-constructionist (...) orientation to management learning. To that end, a story co-creation exercise implemented in a CSR course in a Nordic University is used to demonstrate how discourses enable and constrain certain CSR meanings within a business educational context. The paper contributes to the field of CSR education and critical CSR research by suggesting how the discursive nature of CSR can be used to promote more reflexive practices among business students. (shrink)

The paper examines the education and training of adults in ethics. It applies to courses at universities and colleges as well as in the work place. The paper explores the evidence on our ability to strengthen moral behaviour through courses on ethics, finds it to be weak, so starts with the assumption that we cannot teach people to be ethical. The paper asks therefore what the objectives of a course could be and how best to achieve them. It examines the (...) different theories in the literature, eventually settling on four objectives: increasing moral cognition; teaching a widening and strengthening of ethical practices; adopting teaching approaches that maximise learning impact, and developing the personal skills of individuals in negotiation and persuasion. All four objectives are of value to people who seek an ethical work environment. The paper then explores the theories and differing approaches used for achieving each objective, including among others, public interest disclosures, structuring and using codes of ethics, case problems and other experiential learning techniques, organisational and institutional approaches to ensuring ethical behaviour, classroom interaction, the role of theory, team teaching and tailoring the courses to meet an ethical needs analysis for that discipline, profession or organisation. (shrink)

In this article I explore the concept of originality from several viewpoints. Within the world of printmaking, I show that while print dealers may draw attention to originality in order to enhance economic value, artists emphasize the aesthetic value of a work based on the freedom to express artistic intent and to experiment with techniques of the medium. Within the worlds of philosophy and to some extent, psychology, “originality” has been misleadingly tied to the notions of “creativity” and “genius,” (...) thereby replicating a cultural bias that links an artist to particular mental processes that are unnecessarily exclusive. An experiential account of creativity like the one recently advanced by Bence Nanay not only disadvantages those artists whose lived experiences reflect fewer social opportunities than their counterparts, but also invokes a concept of luck that undermines the role of originality within an artwork's overall aesthetic value. (shrink)

This paper seeks to establish the reflexive fundamentals about the importance of language in initiave-functional college education, with the general objective of finding and developing categories that allow synthesizing schemes of different approaches to language, in order to contribute to the teaching practice with discourse analysis -/- techniques, which favor processes that promote the pupils’operative intellectual habits. To present this, we will show some propositions that underlie didactic strategies we have used, to motivate, stimulate, and provoke participation from the (...) students in the teaching-learning process of the topics raised in the different subjects that integrate the Sciences of Communication course at the National Autonomous University of Mexico (UNAM). -/- Therefore, the aim of this exposition of causes is to define: 1) our experiential context so to make explicit the limitations and challenges we experiment with and face in this academic exercise to provoke the pupils’ amazement or at least keep their interest; and 2) the theoretical assumptions that underlie our investigation about the relationship between observed language (system) and lived language (act). (shrink)

This paper presents a pilot study that explores instances of objectless awareness during sleep: conscious experiences had during sleep that prima facie lack an object of awareness. This state of objectless awareness during sleep has been widely described by Indian contemplative traditions and has been characterised as a state of consciousness-as-such; while in it, there is nothing to be aware of, one is merely conscious (cf. Evans-Wentz, 1960; Fremantle, 2001; Ponlop, 2006). While this phenomenon has received diferent names in the (...) literature, such as ‘witnessing-sleep’ and ‘clear light sleep’ among others, the specifc phenomenological profle of this state has not yet been rigorously studied. This paper aims at presenting a preliminary investigation of objectless consciousness during sleep using a novel tool in qualitative research that can guide future research. Five participants experiencing objectless consciousness during sleep were interviewed following the Micro-phenomenological Interview technique (MPI; Petitmengin, 2005, 2006). All participants reported an experience they had during sleep in which there was no scenery and no dream. This period labelled as ‘No Scenery/Void’ was either preceded by the dissolution of a lucid dream or by other forms of conscious mentation. The analysis of the results advances four experiential dimensions during this state of void, namely (1) Perception of absence, (2) Self-perception, (3) Perception of emotions, and (4) Perception of awareness. While the results are primarily explorative, they refer to themes found in the literature to describe objectless sleep and point at potential avenues of research. The results from this study are taken as indications to guide future operationalisations of this phenomenon. (shrink)

This essay claims that a rupture between two languages permeates human rights discourse in contemporary Anglo-American legal thought. Human rights law is no exception. The one language is written in the sense that a signifying relation inscribed by institutional authors represents concepts. Theories of law have shared such a preoccupation with concepts. Legal rules, doctrines, principles, rights and duties exemplify legal concepts. One is mindful of the dominant tradition of Anglo-American conceptual jurisprudence in this regard. Words have been thought to (...) copy ready-made concepts. Acts of intellectualisation and the accompanying analytic technique have excluded a consideration of a very different sense of legal language. The second sense of a language concentrates upon unwritten acts of meaning which lack a discrete and assignable author. This essay aims to unconceal the importance of an unauthored language. Drawing from Edmund Husserl’s early writings, particularly his Logical Investigations, I shall argue that an unwritten language embodies the written language with acts of meaning. An act of meaning confers one’s experiential body into the content of a concept signified in a written language. In order to understand the importance of such pre-legal acts of meaning in human rights laws, I begin by outlining how universal human rights have been signified as universal by virtue of their content-independence. I then raise the problem of the exclusion of social-cultural phenomena as elements of human rights laws. The clue to this exclusionary character of human rights law rests in the analytic leap from an unwritten to a written legal language. The essay then addresses the effort to link legality with the social world: namely, the effort of grounding legality in a social convention. I examine how a social convention itself is conceptualized, leaving the remainder of acts of meaning. This failure of social conventions to access social-cultural phenomena encourages me to turn to acts of meaning as such acts were understood by Edmund Husserl in his earlier works. Meaning-constituting acts exist prior to intuitions and prior to social conventions. This priority exists analytically as well as phenomenologically. In order to exemplify this prior character of acts of meaning, I retrieve Antigone’s experiential knowledge in Sophocles’ Antigone. Antigone’s unwritten laws are characterized by an absence of mediating concepts. I then identify several elements of an act of meaning in an unwritten language: the experiential body as the source of the acts of meaning, praeiudicia (prejudgements), collective memories, the act character of meaning, and the act of interpretation of social behaviour. My final section raises the prospect of whether human rights can be considered universal if acts of meaning are that important in the identity of a law. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Daoism, Practice, and Politics:From Nourishing Life to Ecological PraxisEric S. Nelson (bio)I. Daoism's Multiple ModelsManhua Li, Yumi Suzuki, and Lisa Indraccola have offered evocative insights, questions, and alternatives in their contributions concerning the arguments of Daoism and Environmental Philosophy: Nourishing Life (Nelson 2021). The present brief response and sketch of the book will not address every point in their essays, but I will strive to reply, directly and indirectly, (...) to their primary concerns.First, it should be noted that I take a pluralistic conception of 'Daoisms' as my point of departure. This is necessary since Daoist studies have been hampered by overly ahistorical and one-sided definitions that prioritize one philosophical or religious moment (such as skepticism or mysticism) in historically complex and varied transmissions that encompass a multiplicity of texts and perspectives. Due to the fact of the plurality of incompatible kinds of Daoism in Chinese antiquity and in subsequent history, my text considers a range of early Daoist and Daoist-related perspectives in the context of their potential consequences for environmental philosophy, ethics, and politics. Consequently, my approach is primarily philosophical without limiting any text to being exclusively philosophical, religious, or rigidly committed to one perspective, which would be untrue to the sources themselves.Second, examining distinctive tendencies (modifying Graham 1989 and Liu 1994) in the Daodejing 道德經, the Zhuangzi 莊子, and related texts enables us to articulate distinctive and conflicting ecological, ethical, and political paradigms. In place of constructing a mythologizing ideological construction of 'Chinese culture' and Daoism as intrinsically 'Green', a familiar essentializing tendency that has provoked skepticism regarding the very possibility of Daoist environmental philosophy, my book provides a different 'critical Daoist' strategy. This alternative entails that Daoist exemplars can be deployed as therapeutic models in the present, while at [End Page 792] the same time confronting their ideological codifications and uses. Early Daoist sources have roamed on long intercultural journeys. The Daodejing and the Zhuangzi have provided elements for European thinking about civilization, technology, and nature from Martin Buber and Martin Heidegger (Nelson 2017) to Peter Sloterdijk's 'Euro-Taoism' (Sloterdijk 1989) to contemporary progressive Green movements (Joshi 2022) and even ecofascism (Lubarda 2020). Similarly, in the current Chinese context, Green Daoism has both critical and authoritarian ideological functions in visions of 'ecological civilization' (shengtai wenming 生態文明) (Schönfeld and Chen 2019) and fears of a 'green leviathan'. Accordingly, it is not accidental that my anarchistic and participatory democratic interpretation of one key thread, which I call 'ziranist' and clarify below, in early Daoist and Wei-Jin mysterious-learning (xuanxue 玄學) discourses, has led to the most intense discussions and controversies about this book. These include the contributions by Li, Suzuki, and Indraccola that propose questions and alternative possibilities concerning agency and responsiveness, authority and self-determination, freedom and fate, and adaptation and intervention, as well as purposive techniques and anti-purposive uselessness.Third, this hermeneutical strategy points toward the tertiary aspect of our preliminary definition of Daoism. It does not primarily name a philosophical theory or a religious worldview. It concerns shifting, overlapping, and diverging ensembles of discourse and practice. This is not the vague ahistorical idea of 'a way of life' but rather refers to how philosophy is enacted through a specific configuration of—to adopt early Greek expressions—logos as dis-course (e.g., argumentation, hermeneutics, logic, rhetoric), ethos (e.g., comportment, orientation, a way of dwelling), and praxis (practices of the self, with others, and with things and nature). Thus, the Laozi 老子 and Zhuangzi collections can be analyzed textually and conceptually as having multiple threads (drawing on a variety of authors and sources) that form constellations in the received texts with better and worse historical, practical, and conceptual readings. My interpretive strategy in this discussion, which does not exclude other approaches, is that these texts express forms of practical instead of merely speculative philosophy. They are suggestive of an ethos of relational freedom, irreducible to rules and techniques, which dismantles hypostatized experiential and linguistic fixations, including moralistic fixations, in order to freely encounter the myriad things and enact and practice the dao in one's own singular way.'Critical Daoism', therefore, serves as a pluralistic, diagnostic, and practical designation... (shrink)

Zen and the Unspeakable God reevaluates how we study mystical experience. Forsaking the prescriptive epistemological box that has constrained the conversation for decades, ensuring that methodology has overshadowed subject matter, Jason Blum proposes a new interpretive approach—one that begins with a mystic’s own beliefs about the nature of mystical experience. Blum brings this approach to bear on the experiential accounts of three mystical exemplars: Meister Eckhart, Ibn al-ʿArabi, and Hui-neng. Through close readings of their texts, he uncovers the mystics’ (...) own fundamental assumptions about transcendence and harnesses these as interpretive guides to their experiences. The predominant theory-first path to interpretation has led to the misunderstanding and misrepresentation of individual mystical experiences and fostered specious conclusions about cross-cultural comparability among them. Blum’s hermeneutic invites the scholarly community to begin thinking about mystical experience in a new way—through the mystics’ eyes. Zen and the Unspeakable God offers a sampling of the provocative results of this technique and an explanation of its implications for theories of consciousness and our contemporary understanding of the nature of mystical experience. (shrink)

Available from UMI in association with The British Library. Requires signed TDF. ;The manifest image is 'a sophistication and refinement of the image in terms of which man first came to be aware of himself as man-in-the-world' and in its methodology 'limits itself to what correlational techniques can tell us about perceptible and introspectible events'. The scientific image, on the other hand, 'postulates imperceptible objects and events for the purpose of explaining correlations among perceptibles'. This thesis is centred on (...) a consideration of two difficulties facing anyone who takes the manifest image seriously as an autonomous image of man. In chapter 1 I consider the connection between perception and its objects, and argue that there is a disharmony between the manifest and scientific accounts of this connection. But I also suggest that the manifest image, which incorporates a certain Cartesianism or internalism, cannot lightly be dispensed with in our understanding of the nature of experience. In chapter 2 I argue that the manifest view of experience accords a certain metaphysical priority to secondary over primary qualities in the constitution of any world capable of being experienced; I also suggest that the scientific image is dependent on the manifest image, and so cannot subvert it. In chapter 3 I argue that free will as the incompatibilist contrues it is constitutive of the time-order; but that it carries with it implicit internal contradictions. The conflict here lies within the manifest image; the scientific image discerns no such freedom, and so incurs no such problems. I also argue that there is a relation of mutual dependence between freedom, incompatibilistically construed, and internalism. Chapter 4 shows how no parallel difficulties attend the constitution of experiential space, because space is not transcendental. In chapter 5 I examine the commitments of the notion of the transcendental self, whose existence was deduced in chapter 3 as a condition of freedom. (shrink)

Although there is little empirical doubt of the cerebral base of consciousness, it still has an unapproachable quality about it. Gerald Edelman and Giulio Tononi offer a hypothesis that should give us the tool to start disentangling the 'world knot', an image Arthur Schopenhauer used to describe the problem of the origin of consciousness. Their primary focus is not the richness in everyday experience, but the conditions that allow us that experiential richness -- a difficult enough task, as most (...) would admit reading the book. It shows how the cranial barrier can be overcome by new observation techniques, producing a plethora of experimental data in support of the concepts and theories described in the book. This material leads to the formulation of the dynamic-core hypothesis which describes the necessary biological conditions for consciousness. (shrink)