Recent empirical work indicates that reduced autobiographical memory specificity can act as an avoidant processing style. By truncating the memory search before specific elements of traumatic memories are accessed, one can ward off the affective impact of negative reminiscences. This avoidant processing style can be viewed as an instance of what Erdelyi describes as the “subtractive” class of repressive processes.

Society in the Self: A Theory of Identity in Democracy shows how society is working in the deeper regions of self and identity. This book is an exploration of the democratic potentials of self and identity in a globalizing and localizing society.

Should we restore degraded nature, and if so, why? Environmental theorists often approach the problem of restoration from perspectives couched in much broader debates, particularly regarding the intrinsic value and moral status of natural entities. Unfortunately, such approaches are susceptible to concerns such as the baseline problem, which is both a philosophical and technical issue related to identifying an appropriate restoration baseline. Insofar as restoration ostensibly aims to return an ecosystem to a particular baseline state, and depends upon clearly identifying (...) this baseline for success, the very project of restoration appears impossible to get off the ground. Recasting environmental restoration in terms of obligations, instead of status, value, or worth, can avoid this and other classic challenges. If obligations to restore nature follow from intersubjectively validated reasons to justify our actions, we can salvage restoration from the threat of the baseline problem. (shrink)

Many individuals with developmental language disorder (DLD) and individuals who are deaf or hard of hearing (D/HH) have social–emotional problems, such as social difficulties, and show signs of aggression, depression, and anxiety. These problems can be partly associated with their executive functions (EFs) and theory of mind (ToM). The difficulties of both groups in EF and ToM may in turn be related to self-directed speech (i.e., overt or covert speech that is directed at the self). Self-directed speech is thought to (...) allow for the construction of non-sensory representations (i.e., representations that do not coincide with direct observation). Such non-sensory representations allow individuals to overcome the limits set upon them by the senses. This ability is constrained by the development of word meaning structure (i.e., the way words are understood). We argue that the greater ability to construct non-sensory representations may result in more enhanced forms of EF and ToM. We conclude that difficulties in EF, ToM, and social–emotional functioning in those with hearing and language problems may be accounted for in terms of word meaning impairments. We propose that word meaning structure and self-directed speech should be considered in assigning EF and ToM treatments to individuals with DLD and those who are D/HH. (shrink)

In The Construction of Social Reality, John Searle develops a theory of institutional facts and objects, of which money, borders and property are presented as prime examples. These objects are the result of us collectively intending certain natural objects to have a certain status, i.e. to ‘count as’ being certain social objects. This view renders such objects irreducible to natural objects. In this paper we propose a radically different approach that is more compatible with standard economic theory. We claim that (...) such institutional objects can be fully understood in terms of actions and incentives, and hence the Searlean apparatus solves a non-existent problem. (shrink)

We discuss findings on evaluative conditioning (EC) that are problematic for the account of learning, namely, dissociations between conscious beliefs and acquired (dis)liking. We next argue that, both for EC and for Pavlovian learning in general, conditioned responding cannot rationally be inferred from propositional knowledge type and that, therefore, performance cannot be explained.

How do we define religious experiences? And what would be the relationship with spiritual experiences? The author claims that the cognitive turn in science gives us new opportunities to map the territory of religion and spirituality. In line with other authors, he proposes a building block approach of cognitive mechanisms that can deal with questions regarding the specificity, origin, and complexity of religious experiences. Two concepts are presented that bridge the great divide which is presumed to exist between sciences that (...) study the brain and humanities, namely the encultured brain and predictive minds. In section three, six building blocks of the structure of religious experience are formulated. New in his approach is the unexpected possible as distinctive ground between normal experiences and what we consider spiritual and religious experiences. Finally, the author presents a critical reflection on his proposal and challenges for the road ahead. (shrink)

Aristotle's notion of experience plays an important role in his epistemology as the link between perception and memory on the one side, and higher cognitive capacities on the other side. However, Aristotle does not say much about it, and what he does say seems inconsistent. Notably, some passages suggest that it is a non-rational capacity, others that it is a rational capacity and that it provides the principles of science. This paper presents a unitary account of experience. It explains how (...) experience grows from perception and memory into a rational capacity, and in what way it provides the principles. (shrink)

This article examines the concept of the so-called dialogical self. This theory is based on the pragmatism of George Herbert Mead and the work of Mikhail Bakhtin on dialogicality. This article explains that the dialogical theory view the other not as external to self, but as part of the self and constitutive of it. It also introduces the notion of positioning as a further articulation of the dialogical self situated in time and space. The idea is that the self is (...) not organized around one centre or core, but distributed over social relations. (shrink)

In this article we will address the issue of obtaining insight into the way in which teachers deal with the normative side of their profession. We outline the problem that forms the context of our question (the difference in the meaning of good teaching in the process–product model and in ethical models) and we discuss Oser's discourse approach as a solution for that problem. His discourse approach appears to be a step forward, but at the same time leaves questions unanswered. (...) As a contribution we introduce the concepts of pragmatic, ethical and moral. We show in what sense this conceptual framework provides a refinement of the discourse approach. (shrink)

Contemporary society needs the recognition of a moral middle ground, where human behavior can be evaluated as permissible, understandable, or even valuable. As a counterforce to polarization and divisive politics, an identity model is proposed in which individual and group identities are transcended by a human and ecological identity.

1. L'aube.--2. Le matin.--3. Le plein jour.--4. Exquisse d'une doctrine de l'humanisme chrétien.