scholarly journals Realizing Who I Am

2021 ◽  
Vol 9 (1) ◽  
pp. 51-67
Author(s):  
Antoni Gomila
Keyword(s):  
Rational Agency ◽  
Transformative Power ◽  
Self Knowledge ◽  
Epistemic Asymmetry ◽  
Practical Dimension

In this paper, the old view of self-knowledge as a practical achievement is vindicated. Constitutivism, the view that connects self-knowledge to the rational agency, thus taking a step towards this practical dimension, is discussed first. But their assumption of an epistemic asymmetry that privileges self-knowledge is found mistaken. The practical dimension of self-knowledge, its potential transformative power, is accounted in terms of the interiorization of the concepts acquired in intersubjective interaction.

Self-Knowledge and a Refutation of the Immateriality of Human Nature

2020 ◽  
Vol 60 (2) ◽  
pp. 189-199
Author(s):  
Pirooz Fatoorchi ◽  
Keyword(s):  
Human Nature ◽  
Point Of View ◽  
Human Beings ◽  
Self Knowledge ◽  
Epistemic Asymmetry

The paper deals with an argument reported by Razi (d. 1210) that was used to attempt to refute the immateriality of human nature. This argument is based on an epistemic asymmetry between our self-knowledge and our knowledge of immaterial things. After some preliminary remarks, the paper analyzes the structure of the argument in four steps. From a methodological point of view, the argument is similar to a family of epistemological arguments (notably, the Cartesian argument from doubt) and is vulnerable to the same objection that can be raised against that form of reasoning. The last section points out that the argument can be used indirectly to highlight the weakness in some arguments for the claim that there is something immaterial in human beings.

scholarly journals Self-Knowledge and Rational Agency: A Defense of Empiricism

2016 ◽  
Vol 96 (1) ◽  
pp. 91-109 ◽  
Author(s):  
Brie Gertler
Keyword(s):  
Rational Agency ◽  
Self Knowledge

scholarly journals Expressivism, self-knowledge, and rational agency

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Stephen Blackwood
Keyword(s):  
Mental States ◽  
Higher Order ◽  
Donald Davidson ◽  
Rational Agency ◽  
Distinctive Features ◽  
First Order ◽  
Special Character ◽  
Self Knowledge ◽  
Present Tense

Abstract One family of thought about self-knowledge has argued that authoritative self-ascriptions express a form of higher-order knowledge whose special character is explained by the role that knowledge plays in rational agency. In contrast to this “regulative model”, according to Wittgenstein’s treatment of self-knowledge authoritative self-ascription of one’s present-tense mental states is explained by the fact that sincere self-ascriptions express the very states they self-ascribe. The Wittgensteinian account is epistemologically deflationary, and it makes no use of higher-order thought to account for the distinctive features of self-ascriptions. It is argued that the regulative model faces difficulties that both undermine it and reinforce the Wittgensteinian explanation. Making use of ideas from Donald Davidson and Richard Moran, an alternative first-order sketch of rational agency consistent with the expressivist view is offered.

scholarly journals Self-Knowledge, “Transparency,” and the Forms of Activity

2017 ◽  
Author(s):  
Richard Moran
Keyword(s):  
Rational Agency ◽  
General Terms ◽  
Self Knowledge ◽  
David Velleman ◽  
Alex Byrne

This paper begins by setting out in very general terms some considerations that would link self-knowledge to a certain form of agency, and then considers two recent studies (one by Nishi Shah and David Velleman, and another by Alex Byrne) which argue in their different ways that an account of self-knowledge which appeals to the “transparency” of belief must be divorced from any appeal to rational agency. The paper argues that in both cases the account that emerges from this divorce ends up with a kind of agency in the picture after all, only of the wrong kind. The paper aims to characterize the sense of “activity” or “agency” that is relevant to a central class of cases of self-knowledge, and distinguish this sense of activity from the sense of activity indicating a process of production, or acting upon oneself so as to produce a belief.

Rational Agency without Self-Knowledge: Could ‘We’ Replace ‘I’?

dialectica ◽  
2017 ◽  
Vol 71 (1) ◽  
pp. 3-33
Author(s):  
Luke Roelofs
Keyword(s):  
Rational Agency ◽  
Self Knowledge

Knowledge, Belief, and the Asymmetry Thesis

2019 ◽  
pp. 41-62 ◽  
Author(s):  
Åsa Wikforss
Keyword(s):  
Propositional Attitudes ◽  
First Person ◽  
Psychological Literature ◽  
The Third ◽  
Third Person ◽  
Self Knowledge ◽  
The Asymmetry ◽  
Epistemic Asymmetry ◽  
The Third Person

This chapter examines the thesis that there is a deep-lying asymmetry between first- and third-person knowledge, by examining the idea that first-person knowledge is direct. The focus is on the propositional attitudes, in particular that of belief. Whereas philosophers generally take self-knowledge of belief to be direct and essentially different from knowledge of the beliefs of others, experimental psychologists have long challenged the idea that there is an important epistemic asymmetry between first- and third-person knowledge of belief. By drawing on some of the psychological literature, I argue that the psychologists are more nearly right. Although there are some interesting epistemic differences between first- and third-person knowledge of belief, the assumption of a deep-lying epistemic asymmetry is mistaken. In particular, I suggest, inference plays an important role both in the first- and in the third-person case.

Urban School Success: Lessons From a High-Achieving Urban School, and Students’ Reactions to Ferguson, Missouri

2018 ◽  
Vol 51 (8) ◽  
pp. 1074-1105
Author(s):  
Greg Wiggan ◽  
Marcia J. Watson-Vandiver
Keyword(s):  
New York ◽  
South Carolina ◽  
Urban School ◽  
The United States ◽  
Multicultural Curriculum ◽  
Transformative Power ◽  
High Performing ◽  
Personal Awareness ◽  
Current Events ◽  
Self Knowledge

Due to the recent racially motivated killings in Ferguson, Missouri (2014); Staten Island, New York (2014); Cleveland, Ohio (2014); Charleston, South Carolina (2015); Baton Rouge, Louisiana (2016); and Dallas, Texas (2016), racial and ethnic tensions have heightened across the United States. Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critical race discussions. Thus, the transformative power of education is restricted when conversations about real issues in society are avoided. This qualitative case study examines Fannie Lou Hamer Academy (FLHA)—pseudonym, a high-performing urban school that utilizes critical antiracism education. The findings suggest that multicultural curriculum helps students develop “self-knowledge,” meaning a personal awareness of their race and identity. Participants describe how self-knowledge provides corrective history, a response to negative media portrayals of minorities, and helps students understand current events such as the racial unrest in Ferguson, Missouri. The implications of these findings reveal the central role of the curriculum in shaping positive student identities and helping to mediate social conflicts.

Kant on Self-Knowledge and Self-Formation

2020 ◽  
Author(s):  
Katharina T. Kraus
Keyword(s):  
Self Knowledge ◽  
Self Formation

The Use of Marian Chace’s Technique Combined With in the Depth Dance Therapy Derived from the Jungian Model

2004 ◽  
Vol 15 (4) ◽  
pp. 197-203
Author(s):  
Penny Lewis†
Keyword(s):  
Child Abuse ◽  
Object Relations ◽  
Dance Therapy ◽  
Transformative Power ◽  
Boundary Formation ◽  
Inner Child ◽  
Spiritual Consciousness ◽  
Survival Mechanisms

Abstract. From my training with Marian Chace came much of the roots of my employment of dance therapy in my work. The use of empathic movement reflection assisted me in the development of the technique of somatic countertransference ( Lewis, 1984 , 1988 , 1992 ) and in the choreography of the symbiotic phase in object relations ( Lewis, 1983 , 1987a , 1988 , 1990 , 1992 ). Marian provided the foundation for assistance in separation and individuation through the use of techniques which stimulated skin (body) and external (kinespheric) boundary formation. Reciprocal embodied response and the use of thematic imaginal improvisations provided the foundation for the embodied personification of intrapsychic phenomena such as the internalized patterns, inner survival mechanisms, addictions, and the inner child. Chace’s model assisted in the development of structures for the remembering, re-experiencing, and healing of child abuse as well as the rechoreography of object relations. Finally, Marian Chace’s use of synchronistic group postural rhythmic body action provided access to the transformative power of ritual in higher stages of individuation and spiritual consciousness.

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