Beyond the Looking Glass

2019 ◽  
pp. 107-126
Author(s):  
Mark Rowlands
Keyword(s):  
Intentional Object ◽  
Self Awareness ◽  
Ways Of Thinking ◽  
Looking Glass

Standard ways of thinking about self-awareness in animals—the mirror test and the debate over metacognition—assume self-awareness must take an intentional form, where a bodily or psychological facet of an individual is taken as an intentional object of a mental act of that same individual. There are several reasons for supposing that this intentional model of self-awareness is inadequate. These include Wittgenstein’s analysis of the idea of knowing one is in pain, Shoemaker’s arguments that much self-awareness is immune to error through misidentification, and Perry’s argument for the non-eliminability of an indexical component of self-awareness. These cases show that, in self-awareness, what one is aware of is often not independent of the act of awareness, and this is something that cannot be accommodated by the intentional model.

How I See Myself Seen

Reputation ◽  
2019 ◽  
pp. 1-27
Author(s):  
Gloria Origgi
Keyword(s):  
Twentieth Century ◽  
Social Identity ◽  
The Body ◽  
The Other ◽  
Cognitive Competence ◽  
Self Awareness ◽  
Social Self ◽  
Charles Horton Cooley ◽  
Looking Glass ◽  
Over Time

This chapter introduces the idea of reputation as a social ego, a second self that guides actions sometimes even against interests. It analyzes the functioning of the management of social self as a fundamental social and cognitive competence. All people have two egos, two selves. These parallel and distinguishable identities make up who people are and profoundly affect how they behave. One is subjectivity, consisting of proprioceptive experiences, the physical sensations registered in the body. The other is reputation, a reflection of people's selves that constitutes social identity and makes how they see themselves seen integral to self-awareness. At the beginning of the twentieth century, American sociologist Charles Horton Cooley called the second ego the “looking-glass self.” This second ego is woven over time from multiple strands, incorporating how people think others around them perceive and judge them.

The Looking-Glass Self: An Examination of Self-Awareness.

1993 ◽  
Vol 102 (1) ◽  
pp. 129
Author(s):  
Robert C. Coburn ◽  
John V. Canfield
Keyword(s):  
Self Awareness ◽  
Looking Glass

scholarly journals Three Views of a Secret: The "Mønsterlig"

2017 ◽  
pp. 55-69
Author(s):  
Tom Muir
Keyword(s):  
English Language ◽  
Teaching Writing ◽  
Self Awareness ◽  
Literary Critic ◽  
Repetition Compulsion ◽  
Dominant Language ◽  
Ways Of Thinking ◽  
The Relationship ◽  
Language Text

In a world where English – and its attendant writing conventions – is the dominant language of research, it becomes increasingly important to explore academic patterns of writing and teaching, and their related etymologies. In particular, this article investigates the relationship between the Norwegian “mønster” and the English “monster”, arguing that monsters allow us to make space for new kinds of writing, new languages of thought. Monstrosity, and monstrous patterns – meanings that are available in Norwegian rather than English – let slip alternative ways of thinking about teaching, writing and teaching writing. This is done through an exploration of the work of the literary critic Barbara Johnson, who gives us three uncanny topics – prosopopoeia, monuments and repetition compulsion – that help us release the warnings (Latin:“monere”) from mønstre (Norwegian: “patterns”). The article argues that prosopopoeia, monuments and repetition can help us to hear the monster within mønstrene (the patterns). At the same time, the paper seeks a critical self-awareness of its status as an English language text about a Norwegian word. Acknowledging that these conventions are themselves historical and cultural artefacts – are mønstre – the article therefore tries to interrupt and unravel itself in the hope of making space for alternative kinds of writing.

Modes of Presentation in Personal Memory

2018 ◽  
Author(s):  
Christopher McCarroll
Keyword(s):  
Intentional Object ◽  
The Self ◽  
Personal Memory ◽  
Past Event ◽  
Intentional States ◽  
Modes Of Presentation ◽  
Observer Perspective ◽  
Mode Of Presentation ◽  
De Se ◽  
Ways Of Thinking

When thinking about intentional states such as memory, there is a distinction drawn between “content” and “modes of presentation” of that content. How do field and observer perspectives relate to this distinction? By exploring the nature of first-personal de se thoughts, and how the self is represented in perspectival memory imagery, this chapter argues that field and observer perspectives are different ways of thinking about a particular past event. Field and observer perspective memories can have the same intentional object, in that they can be about the same past event, but they involve different modes of presentation of that past event. This chapter looks at how the mode of presentation affects the content of memory, and it shows that the self-presence of remembering from-the-outside is provided implicitly by the mode of presentation.

scholarly journals Aspekte van emosionele intelligensie in die lewe van die nuwe mens

2005 ◽  
Vol 39 (1) ◽  
Author(s):  
C. J.H. Venter
Keyword(s):  
Emotional Intelligence ◽  
Self Awareness ◽  
Practical Application ◽  
Way Of Life ◽  
Points Of View ◽  
Ways Of Thinking ◽  
Way Of Thinking ◽  
Point Of Departure ◽  
Selection Of ◽  
The Way

Aspects of emotional intelligence in man – “made new” Since the late nineties of the previous century research on emotional intelligence has received new impetus, mainly due to the work of Goleman in this field. This article focuses on emotional intelligence, especially from two points of view. Firstly, perspectives from Ephesians 4:20-24 are taken as point of departure to ascertain what is implied by “making new”, i.e the way of life and conduct of someone made new in mind and spirit. The way in which a person’s way of thinking is directed receives special attention as perceptions and feelings originate from the way in which one thinks and reflects on matters and situations. The command to discard old and sinful habits and to attire oneself with a new way of life plays a central role in the process of being made new in mind and spirit. Special attention is given to intercommunicative behaviour and the management of anger. In the second instance, the practical application of certain core aspects of emotional intelligence in the life of someone “made new” in spirit and mind is considered. A selection of definitions and models of research is touched upon and the following aspects typical of emotional intelligence are highlighted: self-awareness, awareness of one’s own feelings and those of others, as well as the effective controlling of emotions. The way in which emotions originate and are embedded in one’s way of thinking is highlighted, and ways of thinking to change the direction of emotions are suggested. Lastly certain practice-theoretical recommendations from a pastoral angle are made for those renewed in mind and spirit: a life “made new” should also reflect the acquisition of a new way of conduct, especially in applying ways of communicative behaviour and the practical management of anger.

scholarly journals Raising Awareness in Five Poems by Kamala Das

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Chairunnisa Maulana Fitrah ◽  
An Fauziah Rozani Syafei
Keyword(s):  
Julia Kristeva ◽  
Self Awareness ◽  
Raising Awareness ◽  
Looking Glass

This article is about the analysis of the five poems by Kamala Das entitled An Introduction, The Looking Glass, The Sunshine Cat, The Old Playhouse and The Suicide, these poems are analyzed by combining the elements of poetry; symbol, irony, and repetition which contribute to revealing the raising awareness. The analysis is based on the concept of Feminist Literary approach by Julia Kristeva and The concept of Self-awareness from Crisp & Turner. 

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

Sign in / Sign up

Export Citation Format

Share Document