scholarly journals Aesthetic Emotions

2021 ◽  
Author(s):  
Sibylle Baumbach
Keyword(s):  
Cognitive Processes ◽  
Literary Text ◽  
Mixed Emotions ◽  
The Sublime ◽  
Complex Emotions

Not all emotions experienced in the encounter with literature are ‘aesthetic’. As suggested by the seeming paradox inherent in the term ‘aesthetic emotions’, the latter embraces reactive and reflective responses, combining emotional and cognitive processes in the appreciation of a literary text, and includes some conceptual tension. Following a brief survey of recent research in the field, this chapter explores fascination as aesthetic emotion, proposing that the latter can be conceived as mixed emotions which push our emotional repertoire to its limits, create instances of emotional and cognitive disorientation, and prompt temporary in/securities of attachment which ultimately contribute to the pleasure arising from coping with these complex emotions in the process of reading. It further suggests that due to its focus on mixed emotions and the sublime, the Gothic genre in particular affords aesthetic emotions.

scholarly journals BUILDING CRITICAL THINKING SKILLS THROUGH LITERARY TEXTS IN EFL CLASSES

2021 ◽  
pp. 13-23
Author(s):  
Viktoriia Osidak ◽  
Nataliia Nesterenko
Keyword(s):  
Critical Thinking ◽  
Secondary Schools ◽  
Cognitive Processes ◽  
Personal Growth ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Literary Text ◽  
Critical Thinking Skills ◽  
Literary Texts ◽  
Practical Implementation

Background: The chapter argues that building critical thinking skills and enhancing students’ cognitive processes has become a primary goal of teaching in secondary schools. It is generally agreed that the relationship between learning and reading literature has always been very close. Also, literature is widely recognised as an effective, motivating and enjoyable facilitator for work on critical thinking skills through challenging students’ cognitive processes by means of comparing and contrasting of and differentiating between the specific events of the plot, analysing main characters, interpreting the meaning created by the author’s choice of words etc. For these reasons this chapter investigates the efficacy of literary texts in building critical thinking skills in secondary schools. Purpose: The main focus of the chapter was on designing effective and feasible critical thinking model of teaching instruction that incorporates literary text in EFL classroom to stimulate students’ cognitive processes. Results: Many methods have been suggested to teaching reading literary texts. For the purpose of this study the authors adopted personal growth model developed by Lindsay Clanfield. The model draws heavily on learners’ involvement in reading with the aim of explaining the implied message of the literary text through employing crucial critical thinking skills such as problem solving, decision making, interpretation, logical reasoning, and metacognition. The critical thinking model consists of the three stages defined as “challenge – comprehension – reflection”. Each of the defined stages focuses on utilising some of the six levels of Bloom’s taxonomy of cognitive learning objectives through activities that promote these cognitive processes. For example, to complete activities of the ‘challenge’ stage students rely heavily on their knowledge; cognitive levels of comprehension, application and synthesis are essential at the ‘comprehension’ stage; finally, at the ‘reflection’ stage students are involved in evaluation ideas of moral and social aspects discussed in the text and appraising of their acquired experience. Drawing on this conclusion, the article presents a practical implementation of the model with the focus on cognitive processes and development of critical thinking skills in teaching English through literary texts. Discussion: In further research, it is necessary to experimentally verify the effectiveness of the critical thinking model in building critical thinking skills through literary texts in EFL classes.

A New Taxonomy of Affect—A Spatiotemporal Framework: Constructing the Elephant

2019 ◽  
Vol 123 (5) ◽  
pp. 1801-1834
Author(s):  
Gerard Shanahan
Keyword(s):  
Vertical Axis ◽  
Horizontal Axis ◽  
Holy Grail ◽  
Basic Emotions ◽  
Mixed Emotions ◽  
Complex Emotions ◽  
Basic States ◽  
Emotion Theory ◽  
Labeling Method

The holy grail of emotion theory is arguably still the discovery of a taxonomy, but one that is predicated on first establishing a corresponding structure of affect. Plans for the construction of a taxonomy are presented, based on the emotions and supported with the tripartite mind. A two-axis circumplex-like framework forms the proposed structure. The fundamental orthogonal axes are a temporal vertical axis and a spatial horizontal axis, which subsume another five essential opposing and complementary properties that underpin affect. These dimensions create four basic states that categorize affect and account for the differences and similarities between emotions within categories. A binomial labeling method posits the view that the valence of emotions is determined by the valence of the category they emanate from. The Euclidian spaces created account for mixed emotions and conditions and show how basic emotions from different categories create complex emotions and conditions. This model will also explore why some emotions like shame-embarrassment and contempt-disgust are often seen as synonyms due to a categorical error. It also provides an exposition of the function of reactive and self-reflective emotions and anxiety.

scholarly journals 'Alternate Perceptions'

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Famira Racy
Keyword(s):  
Cognitive Processes ◽  
Philosophy Of Art ◽  
Simple Complex ◽  
Inner Experiences ◽  
The Sublime

The artist, Famira Racy, is an inner experiences researcher and I/O psychology specialist from Calgary, Alberta, Canada. Famira's philosophy of art is rooted in the malleability and varieties of experience, and the sublime notions of existence and beauty in both creation and destruction. In this issue's cover piece, 'Alternate Perceptions' she reflects here on commonly constructed juxtapositions of rumination and mindfulness in cognition.To produce this image, Famira photographed a simple backyard in Calgary, then enhanced contrast and saturation between naturally occuring patterns of light, colour, and shapes. What emerged was a representation of an experience that can be both a juxtaposition of two processes (e.g., light/dark, simple/complex), as well as a coming together of these positions to create a new perspective.Applying this perspective shift to cognitive processes such as mindfulness and rumination for example, one can ask not only what mindfulness can do for rumination, but also what mindfulness of one's rumination can come to 'say' about one's cognitions and behaviours in a bigger picture -- a meta-awareness of sorts. - Famira Racy

Compounds

2020 ◽  
pp. 111-141
Author(s):  
Michael Spitzer
Keyword(s):  
Major Part ◽  
Categorical Theory ◽  
Basic Emotions ◽  
The Sublime ◽  
Complex Emotions ◽  
The Common ◽  
Relationship Of ◽  
Topic Theory ◽  
The Relationship ◽  
Practice Period

The major part of this chapter surveys how music expresses the ten complex emotions of wonder, the sublime, nostalgia, hope, pride, shame, jealousy, envy, disgust, and boredom. Building on the categorical theory of Chapter 2, it explores the extent that complex emotions compound basic ones, or whether they constitute essential emotions in themselves. The chapter considers issues such as display rules, the reality of basic emotions, and the relationship of emotions to topic theory. The survey of ten complex emotions includes a rehabilitation of wonder, and negative emotions that are normally considered nonaesthetic, such as jealousy and disgust. As in Chapter 2, each of the ten complex emotions is considered in relation to an analysis of music from the common practice period.

scholarly journals O sublime e a coragem possível: uma contribuição do Grande Sertão: Veredas para a Literatura Brasileira

2019 ◽  
Vol 14 (1) ◽  
pp. 105
Author(s):  
Renato Rocha de Oliveira ◽  
Élcio Loureiro Cornelsen
Keyword(s):  
Walter Benjamin ◽  
Literary Text ◽  
The Sublime ◽  
Os Sertoes ◽  
The Devil

Resumo: Este artigo aborda a influência de Diadorim sobre Riobaldo em GrandeSertão: Veredas, pela perspectiva filosófica do sublime e da coragem (Schiller e outros), baseando-se em concepções de Walter Benjamin e dialogando com a crítica de Willi Bolle. O ensaio identifica, na obra-prima de Guimarães Rosa, uma relação importante entre o sublime, associado a Diadorim a partir de elementos levantados por Benjamin, como a figura guia, o amor provençal e o justo hermafrodita, e a coragem demonstrada por Riobaldo. Finalmente, contribui para a avaliação de Bolle quanto ao caráter dialético e verossímil do texto literário no que concerne à coragem desse personagem, em comparação com a representação do sertanejo em Os Sertões, de Euclides da Cunha.Palavras-chave: Diadorim, figura guia, sublime, coragem, Benjamin, Bolle.Abstract: This article approaches the influence of Diadorim upon Riobaldo in The devil to pay in the backlands through the philosofical perspective of sublime and courage (Schiller and others), based on Walter Benjamin’s conceptions and in dialogue with Willi Bolle’s critique. The essay identifies, in Guimarães Rosa’s masterpiece, an important relation between the sublime, associated with Diadorim per elements raised by Benjamin, as the guide figure, the corteous love, the hermaphrodite just, and the bravery showed by Riobaldo. Finally, contributes to Bolle’s evaluation of the dialectical and verisimilar character of the literary text concerning this character’s courage, in comparison with the countryside representation in The Backlands, by Euclides da Cunha.Keywords: Diadorim, guide figure, sublime, courage, Benjamin, Bolle.

scholarly journals Emotions Induced by Recalling Memories About Interpersonal Stress

2021 ◽  
Vol 12 ◽  
Author(s):  
Sachiyo Ozawa
Keyword(s):  
Social Life ◽  
Daily Life ◽  
Real Life ◽  
Emotional States ◽  
Emotion Induction ◽  
Induction Procedure ◽  
Mixed Emotions ◽  
Discrete Emotion ◽  
Physiological Processes ◽  
Complex Emotions

The emotions that people experience in day-to-day social situations are often mixed emotions. Although autobiographical recall is useful as an emotion induction procedure, it often involves recalling memories associated with a specific discrete emotion (e.g., sadness). However, real-life emotions occur freely and spontaneously, without such constraints. To understand real-life emotions, the present study examined characteristics of emotions that were elicited by recalling “stressful interpersonal events in daily life” without the targeted evocation of a specific discrete emotion. Assuming generation of mixed and complex emotions, emotional groups with relatively strong correlation of multiple emotions according to surprise, fear, anger, disgust, sadness, and happiness were expected. Seventy-two university students (35 males, mean age: 19.69 ± 1.91 years; 37 females, 20.03 ± 2.42) participated in the study. In the emotion induction procedure, participants freely recalled memories as per the instructions on a monitor, and then responded silently to a series of questions concerning any one recalled incident. Assessments of emotional states using emotion scales and another item indicated that validated emotional changes had occurred during the task. Inter-correlations between six emotions demonstrated an emotional group consisting of disgust and anger, which frequently occur as negative interpersonal feelings, and that of fear and sadness. This indicated generation of mixed and complex emotions as experienced in social life. Future studies concerning relationships between these emotions and other factors, including neurophysiological responses, may facilitate further understanding about relationships between mental and physiological processes occurring in daily life.

The Philosophical Enquiry: Science of the Passions, 1757

2017 ◽  
Author(s):  
Richard Bourke
Keyword(s):  
Human Nature ◽  
Classical Theory ◽  
Moral Philosophy ◽  
Mixed Emotions ◽  
The Sublime ◽  
Affective Psychology ◽  
Comprehensive Treatise ◽  
Theory Of Human Nature ◽  
The Mind ◽  
Moral Taste

This chapter focuses on Burke's Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful. Philosophical Enquiry takes up the thread of preoccupations that absorbed him throughout his twenties. It begins with an exploration of the classical theory of mixed emotions, focusing on Aristotle's signature categories of pity and terror. It proceeds to elucidate the affective psychology of manners, probing the feeling of exhilaration unleashed by pride and the instinct for subordination based on fear. Challenging the deist assumptions of a number of predecessors, Burke argues for the dependence of moral taste on duty. In the process, he articulates the reliance of ethics on religion, and traces the origins and development of superstition. The work also recapitulates Burke's antipathy to stoicism, along with his response to the leading moralists of the age, above all the writings of Hutcheson, Mandeville, and Berkeley, as well as Dubos, Condillac, Hume, and Smith. Although the Enquiry is not a comprehensive treatise in moral philosophy, it provides access to Burke's theory of human nature as it sets about accounting for uniform features of the mind.

'Alternate Perceptions'

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Shayla-Rose Somers
Keyword(s):  
Cognitive Processes ◽  
Philosophy Of Art ◽  
Simple Complex ◽  
Inner Experiences ◽  
The Sublime

The artist, Famira Racy, is an inner experiences researcher and I/O psychology specialist from Calgary, Alberta, Canada. Famira's philosophy of art is rooted in the malleability and varieties of experience, and the sublime notions of existence and beauty in both creation and destruction. In this issue's cover piece, 'Alternate Perceptions' she reflects here on commonly constructed juxtapositions of rumination and mindfulness in cognition.To produce this image, Famira photographed a simple backyard in Calgary, then enhanced contrast and saturation between naturally occuring patterns of light, colour, and shapes. What emerged was a representation of an experience that can be both a juxtaposition of two processes (e.g., light/dark, simple/complex), as well as a coming together of these positions to create a new perspective.Applying this perspective shift to cognitive processes such as mindfulness and rumination for example, one can ask not only what mindfulness can do for rumination, but also what mindfulness of one's rumination can come to 'say' about one's cognitions and behaviours in a bigger picture -- a meta-awareness of sorts. - Famira Racy

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber
Keyword(s):  
Social Learning ◽  
Cognitive Processes ◽  
Learning Processes ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

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