In the Prison of the Mind: Punishment, Social Order, and Self-Regulation

2020 ◽  
pp. 124-154
Keyword(s):  
Social Order ◽  
Self Regulation ◽  
The Mind

scholarly journals A Role for Emotional Granularity in Judging

2019 ◽  
Vol 9 (9(5)) ◽  
pp. 557-576 ◽  
Author(s):  
Maria Gendron ◽  
Lisa Feldman Barrett
Keyword(s):  
Decision Making ◽  
Self Regulation ◽  
Judicial Decision ◽  
Judicial Decision Making ◽  
Classical View ◽  
Empirically Supported ◽  
Recent Developments ◽  
Toma De Decisiones ◽  
The Mind ◽  
The Brain

Emotions are traditionally viewed as detrimental to judicial responsibility, a belief rooted in the classical view of the mind as a battle ground between reason and emotion. Drawing on recent developments in psychology and neuroscience we propose that the brain uses past experience, organized as concepts, to guide actions and give sensations meaning, constructing experiences such as “fear” or “anger”. Wisdom comes from skill at constructing emotions in a more precise and functional way, a skill called “emotional granularity”. Studies show that individuals who are more emotionally granular have better function across a range of domains, including self regulation and decision making. We propose that effective judicial decision-making does not require a dispassionate judge, but a judge who is high in emotional granularity. We lay out an empirical agenda for testing this idea and end by discussing empirically supported recommendations for increasing emotional granularity in the judiciary. Tradicionalmente, se ha considerado que las emociones son perjudiciales para el desempeño responsable de la labor judicial, una creencia enraizada en la concepción clásica de la mente como campo de batalla entre razón y emoción. Partiendo de nuevos descubrimientos en psicología y neurociencia, argumentamos que el cerebro usa la experiencia pasada, organizada como conceptos, para guiar las acciones y dar sentido a las sensaciones, construyendo experiencias como “miedo” o “ira”. La sabiduría proviene de la habilidad en construir emociones de un modo más preciso y funcional, habilidad denominada “granularidad emocional”. Los estudios muestran que los individuos más granulares emocionalmente funcionan mejor en varios dominios, incluyendo la autorregulación y la toma de decisiones. Argumentamos que la toma de decisiones eficaz en judicatura no requiere de un juez desapasionado, sino de un juez que tenga alta granularidad emocional. Proponemos un programa empírico para poner a prueba esa idea, y concluimos con un debate de recomendaciones de base empírica para aumentar la granularidad emocional en la judicatura.

Reciprocal Processes of Human Dying and Its Activities

2021 ◽  
Vol 21 (1) ◽  
pp. 104-111
Author(s):  
Alexey E. Shishkin
Keyword(s):  
Social Order ◽  
Systems Approach ◽  
Primary Source ◽  
Interdisciplinary Approach ◽  
Functional Method ◽  
Scientific Methods ◽  
Analysis And Synthesis ◽  
History Of ◽  
The Stability ◽  
The Mind

Introduction. In this article, we investigate the reasons for the “disappearance” of man in the context of his rejection of God, history, culture, nature. We are interested in a two-fold approach to understanding death: a) all perishable and imitative activity is a signal of the dying of both consciousness and a person; b) a material, fractional and secular person cannot construct Beauty, Truth, Eternity. Methods. The interdisciplinary approach showed a kink in a person from different angles. The hermeneutic approach helped to reveal the inner content of the concept of “death”. The systems approach showed the breadth of the studied object of death, affecting all institutional structures and spheres of life. The structural-functional method helped to present the phenomenon of death in a detailed manifestation both in ontogeny and phylogeny. The value-institutional analysis helped to realize the stability of the social order through the fixation of basic values in the mind. General scientific methods of cognition were used: induction and deduction, analysis and synthesis, the unity of the logical and the historical, the ascent from the concrete to the abstract. Results. If a person does not have transcendences, then the focus of understanding narrows, and the spiritual and moral parameters are replaced by consumerist ones. If a person defends only the immanence of being, then in a lonely and lonely state, his remoteness from the Primary Source means his own sentence to contentment with the ultimate “nothing”. Charles Tylor, through the concept of a “closed” or “horizontal” world, defines the nonsense of a person who is inside a transcendental structure. Discussion and Conclusion. The theme of death has shown the “cross-cutting nature” of the problem of domination/dependence on human death throughout the history of philosophy.

Cognitive Early Education

2020 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
Information Processing ◽  
Cognitive Development ◽  
Problem Solving ◽  
Executive Functions ◽  
Early Education ◽  
Self Regulation ◽  
Learning Tools ◽  
Mediated Learning ◽  
Cognition And Learning ◽  
The Mind

Cognitive early education, for children between ages 3 and 6 years, is designed to help learners develop and apply logic tools of systematic thinking, perceiving, learning, and problem-solving, usually as supplements to the content-oriented preschool and kindergarten curricula. Key concepts in cognitive early education include metacognition, executive functions, motivation, cognition, and learning. Most programs of cognitive early education are based on conceptions of cognitive development attributed to Jean Piaget, Lev S. Vygotsky, A. R. Luria, and Reuven Feuerstein. Piagetians and neoPiagetians hold that children must construct their personal repertoire of basic thinking processes on the basis of their early experience at gathering, assimilating, and reconciling knowledge. Vygotskians and neoVygotskians believe that cognitive development comes about through adults’ mediation of basic learning tools, which children internalize and apply. Adherents to Feuerstein’s concepts likewise accord a prominent role to mediated learning experiences. Followers of Luria believe that important styles of information processing underlie learning processes. Most programs emphasize, to varying degrees, habits of metacognition, that is, thinking about one’s own thinking as well as selecting and applying learning and problem-solving strategies. An important subset of metacognition is development and application of executive functions: self-regulation, management of one’s intellectual resources. Helping children to develop the motivation to learn and to derive satisfaction from information processing and learning is an important aspect of cognitive early education. Widely used programs of cognitive early education include Tools of the Mind, Bright Start, FIE-Basic, Des Procedures aux Concepts (DPC), PREP/COGENT, and Systematic Concept Teaching.

Descartes’ Dualism of Mind and Body in the Development of Psychological Thought

2020 ◽  
Author(s):  
Deborah Brown ◽  
Brian Key
Keyword(s):  
19Th Century ◽  
Evolutionary Biology ◽  
Self Regulation ◽  
Voluntary Action ◽  
Special Science ◽  
Physiological Processes ◽  
Mind And Body ◽  
The One ◽  
The Mind ◽  
The 19Th Century

Few practitioners or researchers in psychology would think of the 17th-century French philosopher, René Descartes, as the founding father of their discipline. Yet, it is difficult to see how psychology could have emerged as a discipline in its own right without the contributions of Descartes. Descartes’ theoretical and experimental contributions to our understanding of rationality, consciousness, sensation, feeling, attention, psychological self-regulation and voluntary action, and indeed the very concept of mind that lies at the heart of his philosophy, have been pivotal to the evolution of psychology since its emergence as a special science in the 19th-century. These contributions tend to get overshadowed by the unpalatable aspects of his dualism of mind and body and his denial of animal consciousness, doctrines for which he was and still is much pilloried. However, both doctrines are relevant to understanding how from its inception the subject matter and scope of psychological investigation was framed, for underlying the Cartesian concept of mind is not one dualism but two: a dualism of mind and body and a dualism of life and mind. The mind, for Descartes, could not be theorized on its own terms without conceiving of it at least to some extent independently of the physiological processes of the human body, on the one hand, and the life functions of biological organisms, on the other. Descartes’ legacy for psychology as a discipline is thus twofold. It created the conceptual space for the concept of mind to emerge as a threshold concept in its own right, distinct from the concept of matter that defined mechanics, and it demarcated those uniquely human capacities that enabled psychology to differentiate itself from the newly emerging evolutionary biology of the 19th-century, even though it would remain more closely aligned with biology than physics thenceforth. Without both dualisms of mind and body and life and mind, it is difficult to envisage how psychology as a special science distinct from anatomy and the life sciences could have emerged, and for this the discipline of psychology owes Monsieur Descartes a considerable debt.

scholarly journals The role and purpose of the state in the currents of neoliberalism

2020 ◽  
Vol 11 (11) ◽  
pp. 213-219
Author(s):  
Serediuk V. V.
Keyword(s):  
Social Order ◽  
Cultural Policy ◽  
Supply And Demand ◽  
Self Regulation ◽  
Social Practices ◽  
The State ◽  
Market Mechanism ◽  
Economic Relations ◽  
Free Competition ◽  
Role Of The State

The article reveals the theses of neoliberalism - a complex philosophical and scientific course, as well as social practices concerning a new understanding of the role and purpose of the state in the twentieth century. The results of the study are based on an analysis of the works of representatives of German and American neoliberalism. The strong role of the state in the economic sphere, as well as the humanitarian, social and security purpose of the state are described. Neoliberalism was formed in the fields of economics, political science, jurisprudence, international law, philosophy as scientific fields of knowledge and embodied in the economic, social and cultural policy of Western democracies, including the reflection of its doctrinal provisions in the constitutions of European states. Therefore, neoliberalism can be defined as a set of doctrinal currents and social practices, characterized by economic, political, legal and ideological components. Representatives of neoliberalism tried to redefine the role, significance and tasks of the state according to the interwar and postwar economic and political conditions. At the same time, their ideas concerned individual rights and freedoms, the legal social order, as well as the worldview and methodological foundations on which all currents of neoliberalism were based. In August 1938, a conference of neoliberal economists, known as the Lippmann Colloquium, was held in Paris, at which a new concept of the state was essentially formulated. It consisted of the following provisions. First, the state must determine the system of rules within which economic activity is formed, and guarantee their implementation. Secondly, it was recognized at the conference that the market mechanism does not provide automatic self-regulation and balance, and therefore requires some government intervention.The third provision of the conference established that the state had to take only those measures that would ensure the support of free competition. Fourth, the restriction of monopolies was recognized. This idea underlies at the basis of antitrust laws in USA. The fifth point of neoliberalism was the limited intervention of the state in economic relations. It was allowed only temporarily and in cases when the flexibility of supply and demand was violated and the balance on the basis of the price mechanism was lost. The state should not set the price on the market, but should influence the magnitude of supply or demand, thus equalizing prices and preventing sharp fluctuations. As a result, the state in neoliberalism has a strong influence on the economic system by eliminating market monopolies, ensuring free competition, regulating excess supply and demand. Also, one of the leading roles of the state is to carry out activities that do not provide profit in the near future (humanitarian, scientific, medical, environmental spheres). Having created conditions for sustainable economic development, the state has to embody social and security tasks. Keywords: neoliberalism, state, role, order, intervention, economy, law, peace, security, humanitarian and social tasks.

scholarly journals L’autorégulation conjointe de la cognition et des émotions : quel impact sur les apprentissages ?

2015 ◽  
Vol 12 (1) ◽  
pp. 82-103 ◽  
Author(s):  
Bastien Wagener
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Global Scale ◽  
Specific Situation ◽  
Self Awareness ◽  
Self Regulated Learning ◽  
Positive Effects ◽  
Holistic Approaches ◽  
Key Aspects ◽  
The Mind

Les apprentissages consistent à résoudre des problèmes et à acquérir de nouvelles connaissances et compétences par le biais d’un ensemble de processus relevant de l’autorégulation. Deux aspects principaux rentrent en ligne de compte lorsque l’on cherche à améliorer la résolution de problèmes : la dimension émotionnelle et la métacognition. Les émotions, en tant que réactions organisées et utiles à une situation donnée, peuvent être tour à tour un atout ou un handicap lorsqu’il s’agit d’apprendre. Par ailleurs, la métacognition est constituée d’un ensemble de processus et de savoirs qui s’articulent autour de la prise de conscience et de la régulation de son propre fonctionnement, qu’il soit cognitif ou émotionnel. Grâce aux pratiques de l’attention (PA), issues de traditions permettant un travail sur la conscience et la régulation psychologique et physiologique, il est possible d’agir conjointement sur les cognitions et les émotions. Plusieurs travaux ont montré les nombreux bénéfices que présentent de telles approches et nous constatons également que les effets positifs sur l’autorégulation commencent à être de plus en plus étayés. Nous proposons donc de nouvelles approches holistiques permettant un travail global sur l’autorégulation qui prendraient en compte le traitement métacognitif des sphères cognitive et émotionnelle au bénéfice des apprenants. Simultaneous self-regulation of cognition and emotions and its consequences on learning Abstract: The learning process relies on problem-solving activities and the acquisition of knowledge and skills through self-regulation. Emotions and metacognitions are some of the key aspects that allow the improvement of problem-solving. The emotional dimension consists of structured and useful reactions in regard to a specific situation. Emotions can either be an asset or a disadvantage when one is involved in a learning situation. As for metacognition, it’s a compound of processes and knowledge (of cognitive or emotional nature) connected through self-regulation and self-awareness. Thanks to attentional practices (AP), one can regulate both cognitions and emotions. These AP come from various traditions focused on the exploration of the mind and self-regulation of psychological and physiological activities. Many studies show the positive effects of such practices on health, and some recent studies also report improvements in self-regulation thanks to AP. In this paper, we suggest that the creation of new holistic approaches would allow us to work on metacognition and emotions on a global scale, in order to improve the ability of individuals to engage in self-regulated learning efficiently.

Hipponosis: Introducing Hypnosis to Children

Biofeedback ◽  
2013 ◽  
Vol 41 (2) ◽  
pp. 71-74
Author(s):  
Linda Thomson
Keyword(s):  
Mental Imagery ◽  
Muscle Relaxation ◽  
Self Regulation ◽  
Emergency Situation ◽  
Older Children ◽  
Breathing Techniques ◽  
Imaginative Play ◽  
Positive Expectancy ◽  
Developmental Characteristics ◽  
The Mind

As a group, children are more responsive to hypnosis than adults are. Children are hypnotically talented because of their unique behavioral and developmental characteristics. Hypnosis cultivates imagination, and imaginative play is the work of childhood. In an emergency situation, very little explanation of hypnosis is needed. Creating a positive expectancy and the careful use of language is important. The article describes how the clinician, as the imagination coach, can introduce the concept of hypnosis to children. Young children may learn how a hippopotamus named Harry learned to use hypnosis to help himself with shots, a toothache, and anxiety and became a Hypno-potamus. For older children, hypnosis can be reframed as brain power exercises. A technique to engage cooperation and demonstrate the power of imagination to children is explained. The article also describes how to demonstrate experientially the mind-body connection: how thoughts and feelings can influence physiology. Teaching a child diaphragmatic breathing is an important first step in self-regulation. Harry Hypno-potamus imagination cards can be used to stimulate mental imagery, to teach breathing techniques and muscle relaxation, and most importantly, for ego-strengthening. Introducing hypnosis to children appeals to their quest for self-mastery, and teaching them hypnotic skills is a gift that lasts a lifetime.

The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants

2021 ◽  
pp. 082957352110542
Author(s):  
Kevin S. McGrew
Keyword(s):  
School Psychologists ◽  
Cognitive Abilities ◽  
Self Regulation ◽  
Chc Theory ◽  
Specific Domain ◽  
Self Regulated Learning ◽  
Domain Specific ◽  
Readiness To Learn ◽  
The Mind ◽  
Motivation Model

The Cognitive-Affective-Motivation Model of Learning (CAMML) is a proposed framework for integrating contemporary motivation, affective (Big 5 personality) and cognitive (CHC theory) constructs in the practice of school psychologists (SPs). The central tenet of this article is that SPs need to integrate motivation alongside affective and cognitive constructs vis-à-vis an updated trilogy-of-the-mind (cognitive, conative, affective) model of intellectual functioning. CAMML builds on Richard Snow’s seminal research on academic aptitudes—which are not synonymous with cognitive abilities. Learning aptitude complexes are academic domain-specific cognitive abilities and personal investment mechanisms (motivation and self-regulation) that collectively produce a student’s readiness to learn in a specific domain. CAMML incorporates the “crossing the Rubicon” commitment pathway model of motivated self-regulated learning. It is recommended SPs take a fresh look at motivation theory, constructs, and research, embedded in the CAMML aptitude framework, by going back-to-the-future guided by the wisdom of giants from the field of cognition, intelligence, and educational psychology.

Sign in / Sign up

Export Citation Format

Share Document