Unmasked: Personal Transformations, Frame Alterations, and Making the Conscious Unconscious During the Traumatic Times of the COVID and Other Plagues

2021 ◽  
Vol 18 (3) ◽  
pp. 347-357
Author(s):  
Anthony Bass
Keyword(s):  
Personal Transformations

Cognitive Migrations

2019 ◽  
pp. 622-642
Author(s):  
Thomas DeGloma ◽  
Erin F. Johnston
Keyword(s):  
Narrative Identity ◽  
Possible Selves ◽  
Identity Work ◽  
Personal Lives ◽  
Spatial Metaphor ◽  
Transformative Experiences ◽  
Personal Transformations ◽  
Self And Identity ◽  
Contested Meanings ◽  
Plot Structure

This chapter explores the ways individuals account for cognitive migrations—significant changes of mind and consciousness that are often expressed as powerful discoveries, transformative experiences, and newly embraced worldviews. It outlines three ideal typical forms of cognitive migration: awakenings, self-actualizations, and ongoing quests. Building on prior approaches to such personal transformations, it develops the notion of cognitive migration to argue the following set of interrelated points. First, cognitive migrations take autobiographical form, which is to say they manifest as the narrative identity work of individuals who undergo them. Second, such narrative identity work provides a reflexive foundation for an individual’s understanding of self and identity in relation to other possible selves and identities—for seeing oneself as a relationally situated character. Third, individuals who articulate cognitive migrations use the plot structure and cultural coding at the root of their narratives to express their allegiance to a new sociomental community. They thereby take on new cognitive norms and identity-defining conventions while rejecting potential alternatives, locating themselves within a broader sociomental field. The spatial metaphor of cognitive migrations draws explicit attention to the broader sociomental field in which such radical changes of mind take place. Finally, such narrative identity work links self-understandings to the often-contested meanings of broadly relevant issues, events, and experiences; when individuals account for their cognitive migrations, they also advance claims that reach well-beyond their personal lives.

Berlin and Vienna

2019 ◽  
pp. 157-203
Author(s):  
Margaret C. Jacob
Keyword(s):  
Eighteenth Century ◽  
Church And State ◽  
Space And Time ◽  
The Enlightenment ◽  
Personal Transformations ◽  
Political Structures ◽  
New Institutions

This epilogue argues that the meaning of the Enlightenment resides in political structures and personal transformations that emerged in the course of the eighteenth century. These are most visible in the lives and ideas found in its last quarter. Since the late 1680s into the 1790s, all sorts of people tried to break with tradition and find alternatives to absolutism in church and state. By 1800, space and time on earth were filled by fewer miracles, saints, and prophecies than had been the case in 1700. Ultimately, the eighteenth-century philosophes, despite their disagreements, shared a universal distrust of organized religion and the priests who enforced it. Indeed, the century ended with revolutions that focused minds on making new institutions, new laws, new hopes and dreams.

scholarly journals A Mixed Research Synthesis of Literature on Teaching Qualitative Research Methods

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986148 ◽  
Author(s):  
Claire Wagner ◽  
Barbara Kawulich ◽  
Mark Garner
Keyword(s):  
Qualitative Research ◽  
Research Methods ◽  
Research Synthesis ◽  
The United States ◽  
Learning Opportunities ◽  
Qualitative Research Methods ◽  
Paradigm Shifts ◽  
Inclusion Criteria ◽  
Personal Transformations ◽  
Approach To Teaching

This article surveys the literature from 1999 to 2013 on teaching qualitative research methods. One hundred thirteen articles fitted the inclusion criteria; 79 of these were by academics in the United States and Canada. Only 39 of the 113 were based on empirical research: from these, seven descriptive themes were distilled, of which the dominant ones are experiential learning and practice-based materials and workshops. The literature portrayed teaching qualitative research as providing experiential and practice-based learning opportunities for students that revealed its desirable pedagogical features. It further reported that when students engaged in learning experiences, they underwent paradigm shifts about qualitative research as well as personal transformations. Our study confirmed that there is a lack of a research-based approach to teaching qualitative methods and we recommend that more be done to contribute to its pedagogical culture particularly concerning methods used to evaluate instruction, innovative instructional methods, and approaches to assessment.

“We See the World Different Now”: Remapping Assumptions About International Student Adaptation

2019 ◽  
pp. 102831531986136
Author(s):  
Tiago Bittencourt ◽  
Christopher Johnstone ◽  
Millicent Adjei ◽  
Laura Seithers
Keyword(s):  
International Students ◽  
International Student ◽  
Student Mobility ◽  
Academic Culture ◽  
The United States ◽  
Cultural Norms ◽  
University Campus ◽  
Cultural Negotiation ◽  
Personal Transformations ◽  
Group Members

Student mobility has become a key feature in the drive toward internationalization of higher education in the United States. International students contribute to the academic culture of universities, yet, often face isolation, discrimination, and experience difficulties transitioning to new environments. As a result, conational networks have formed to provide support to international students in foreign institutions. This article examines the different ways membership in a conational support group mediated international students’ experiences in a university campus. Contrary to theories that suggest insularity such as fortressing and cultural enclaves, our findings suggest that conational groups are sites of creative potential where group members are consistently forging complex assemblages between norms that are familiar and experiences that are new. Although significant personal transformations ensue as a result of these assemblages, they are occurring in a setting and a pace that is determined by group members and perceived to be safe. We argue that conational groups should not be conceived as static spaces that reproduce cultural norms, but rather as sites of contestation and cultural negotiation. Based on these findings, we question whether “integration” should be a guiding institutional logic for international student engagement, suggesting instead an approach based on the concept of “inclusion.”

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