scholarly journals A Theory of War and Violence

2017 ◽  
Author(s):  
thomas Scheff
Keyword(s):  
Feedback Loops ◽  
The Self ◽  
Emotional Experiences ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Theory Of War ◽  
The Mind ◽  
Looking Glass

It is possible that war in modern societies is largely driven by emotions, but in a way that is almost completely hidden. Modernity individualizes the self and tends to ignore emotions. As a result, conflict can be caused by sequences in which the total hiding of humiliation leads to vengeance. This essay outlines a theory of the social-emotional world implied in the work of C. H. Cooley and others. Cooley’s concept of the “looking-glass self” can be used as antidote to the assumptions of modernity: the basic self is social and emotional: selves are based on “living in the mind” of others, with a result of feeling either pride of shame. Cooley discusses shame at some length, unlike most approaches, which tend to hide it. This essay proposes that the complete hiding of shame can lead to feedback loops (spirals) with no natural limit: shame about shame and anger is only the first step. Emotion backlogs can feed back when emotional experiences are completely hidden: avoiding all pain can lead to limitless spirals. These ideas may help explain the role of France in causing WWI, and Hitler’s rise to power in Germany. To the extent that these propositions are true, the part played by emotions and especially shame in causing wars need to be further studied.

scholarly journals A Theory of War

2017 ◽  
Author(s):  
thomas Scheff
Keyword(s):  
Karl Marx ◽  
Feedback Loops ◽  
Emotional Experiences ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Theory Of War ◽  
The Mind ◽  
Looking Glass

A Theory of War and Violence (First section)Thomas Scheff, G. Reginald Daniel, and Joseph Loe-Sterphone, Dept of Sociology, UCSB(9260 words total) Abstract: It is possible that war in modern societies is largely driven by emotions, but in a way that is almost completely hidden. Modernity individualizes the self and tends to ignore emotions. As a result, conflict can be caused by sequences in which the total hiding of humiliation leads to vengeance. This essay outlines a theory of the social-emotional world implied in the work of C. H. Cooley and others. Cooley’s concept of the “looking-glass self” can be used as antidote to the assumptions of modernity: the basic self is social and emotional: selves are based on “living in the mind” of others, with a result of feeling either pride of shame. Cooley discusses shame at some length, unlike most approaches, which tend to hide it. This essay proposes that the complete hiding of shame can lead to feedback loops (spirals) with no natural limit: shame about shame and anger is only the first step. Emotion backlogs can feed back when emotional experiences are completely hidden: avoiding all pain can lead to limitless spirals. These ideas may help explain the role of France in causing WWI, and Hitler’s rise to power in Germany. To the extent that these propositions are true, the part played by emotions and especially shame in causing wars need to be further studied.“...if a whole nation were to feel ashamed it would be like a lion recoiling in order to spring.” Karl Marx (1975, p. 200)

scholarly journals Self-other distinction modulates the social softness illusion

2021 ◽  
Author(s):  
Maria Pyasik ◽  
Elisabetta Fortunato ◽  
Olga Dal Monte ◽  
Selene Schintu ◽  
Francesca Garbarini ◽  
...  
Keyword(s):  
Social Relationships ◽  
Body Part ◽  
The Self ◽  
Emotional Experiences ◽  
Social Emotional ◽  
Spatial Perspective ◽  
Affective Touch ◽  
The Social

AbstractThe social softness illusion (i.e., the tendency to perceive another person's skin as softer than our own) is thought to promote the sharing of social-emotional experiences because of the rewarding properties of receiving and giving social affective touch. Here we investigated whether the ability to distinguish someone else’s body from our own modulates the social softness illusion. In particular, we tested whether the spatial perspective taken by the participants and seeing or not the touched arms could alter this illusion. Pairs of female participants were assigned the roles of either the giver (i.e., delivering the touches) or the receiver (i.e., being touched). We manipulated the location of the touch (palm or forearm), the spatial perspective of the receiver’s body with respect to the giver’s body (egocentric or allocentric perspective), and the vision of the touched body part (the giver could either see both her own and the receiver’s body part, or she was blindfolded). Consistently with previous findings, the skin of another person was perceived as softer than the own one. Additionally, the illusion was present for both the forearm and the palm, and it was stronger in allocentric compared to the egocentric perspective (i.e., when the self-other distinction was clearer). These findings show that the mechanisms underpinning the ability to represent another person’s body as distinct from our own modulates the social softness illusion, and thus support the role of the social softness illusion in fostering social relationships.

scholarly journals Harming Kin to Save Strangers: Further Evidence for Abnormally Utilitarian Moral Judgments after Ventromedial Prefrontal Damage

2011 ◽  
Vol 23 (9) ◽  
pp. 2186-2196 ◽  
Author(s):  
Bradley C. Thomas ◽  
Katie E. Croft ◽  
Daniel Tranel
Keyword(s):  
Prefrontal Cortex ◽  
Moral Dilemmas ◽  
The Self ◽  
Moral Judgments ◽  
Dual Process ◽  
Social Emotional ◽  
The Social ◽  
High Conflict ◽  
Harm To Others

The ventromedial PFC (vmPFC) has been implicated as a critical neural substrate mediating the influence of emotion on moral reasoning. It has been shown that the vmPFC is especially important for making moral judgments about “high-conflict” moral dilemmas involving direct personal actions, that is, scenarios that pit compelling utilitarian considerations of aggregate welfare against the highly emotionally aversive act of directly causing harm to others [Koenigs, M., Young, L., Adolphs, R., Tranel, D., Cushman, F., Hauser, M., et al. Damage to the prefrontal cortex increases utilitarian moral judgments. Nature, 446, 908–911, 2007]. The current study was designed to elucidate further the role of the vmPFC in high-conflict moral judgments, including those that involve indirect personal actions, such as indirectly causing harm to one's kin to save a group of strangers. We found that patients with vmPFC lesions were more likely than brain-damaged and healthy comparison participants to endorse utilitarian outcomes on high-conflict dilemmas regardless of whether the dilemmas (1) entailed direct versus indirect personal harms and (2) were presented from the Self versus Other perspective. In addition, all groups were more likely to endorse utilitarian outcomes in the Other perspective as compared with the Self perspective. These results provide important extensions of previous work, and the findings align with the proposal that the vmPFC is critical for reasoning about moral dilemmas in which anticipating the social-emotional consequences of an action (e.g., guilt or remorse) is crucial for normal moral judgments [Greene, J. D. Why are VMPFC patients more utilitarian?: A dual-process theory of moral judgment explains. Trends in Cognitive Sciences, 11, 322–323, 2007; Koenigs, M., Young, L., Adolphs, R., Tranel, D., Cushman, F., Hauser, M., et al. Damage to the prefrontal cortex increases utilitarian moral judgments. Nature, 446, 908–911, 2007].

Elevating Social and Emotional Learning Throughout the Day

2021 ◽  
pp. 119-147
Author(s):  
Nick Yoder ◽  
Pat Conner ◽  
Tyrone Martinez-Black ◽  
Richie Ressel
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Academic Learning ◽  
Primary Role ◽  
Academic Needs ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
School Day

The important role of social and emotional learning (SEL) to promote the holistic development of students, improve academic instruction, and prepare students for the world of work and civic life has been well-established. Although wide consensus has emerged about the importance of SEL, understanding the primary role SEL plays within academic learning and how to more fully embed SEL throughout the school day still appears to be elusive. Compounded by efforts to use SEL as a lever for equity and excellence, educators need practical tools and guidance about approaches that help them attune to the social, emotional, and academic needs of their students. In this chapter, the authors review 10 teaching practices that promote social, emotional, and academic development and ways in which each of these practices can be implemented in classrooms in a culturally responsive way.

scholarly journals Construct-Related Validity of the Emotional Skills and Competence Questionnaire – Children’s Form (ESCQ-C)

2020 ◽  
Vol 29 (1) ◽  
pp. 151-666
Author(s):  
Tamara Mohorić
Keyword(s):  
Self Efficacy ◽  
Convergent Validity ◽  
The Self ◽  
Self Report ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
The Social ◽  
General Functioning ◽  
Academic Self Efficacy

Social and emotional skills have an important role in children’s general functioning and social relationships (e.g., with peers, and family). Questionnaires measuring these competencies should be carefully developed and validated and be in accordance with the developmental stage of children. The Emotional Skills and Competence Questionnaire – Children’s form (ESCQ-C) is a self-report measure of one’s ability to perceive and understand emotions, to express and label emotions, and to manage and regulate emotions. It was developed within the theoretical framework from the Mayer and Salovey (1997) emotional intelligence model. Structural validity of the ESCQ-C was assessed in a sample of preadolescent children (N = 639, 53% girls, Mage = 11.24, SDage = 0.71), and convergent validity was tested by correlating ESCQ-C subscales scores with the social, emotional and academic self-efficacy (The Self-Efficacy Questionnaire for Children, Muris, 2001). Our results suggest the four-factor structure for the ESCQ-C. Manage and regulate emotions subscale was divided into two subscales: the self-perceived ability to regulate one’s own emotions and other’s emotions. Correlations with the self-efficacy scales were moderate, suggesting good convergent validity. The ESCQ-C can be considered a valid measure of the emotional skills and competences for children.

Cartesian Fingerprints in Beckett's Imagination Dead Imagine

2012 ◽  
Vol 21 (2) ◽  
pp. 223-243
Author(s):  
Irit Degani-Raz
Keyword(s):  
The Self ◽  
Levels Of Abstraction ◽  
The Media ◽  
The Mind ◽  
Limiting Case

The idea that Beckett investigates in his works the limits of the media he uses has been widely discussed. In this article I examine the fiction Imagination Dead Imagine as a limiting case in Beckett's exploration of limits at large and the limits of the media he uses in particular. Imagination Dead Imagine is shown to be the self-reflexive act of an artist who imaginatively explores the limits of that ultimate medium – the artist's imagination itself. My central aim is to show that various types of structural homologies (at several levels of abstraction) can be discerned between this poetic exploration of the limits of imagination and Cartesian thought. The homologies indicated here transcend what might be termed as ‘Cartesian typical topics’ (such as the mind-body dualism, the cogito, rationalism versus empiricism, etc.). The most important homologies that are indicated here are those existing between the role of imagination in Descartes' thought - an issue that until only a few decades ago was quite neglected, even by Cartesian scholars - and Beckett's perception of imagination. I suggest the use of these homologies as a tool for tracing possible sources of inspiration for Beckett's Imagination Dead Imagine.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

Field Dependence and Self-Disclosure

1973 ◽  
Vol 36 (3) ◽  
pp. 735-738 ◽  
Author(s):  
Joaquin F. Sousa-Poza ◽  
Robert Rohrberg ◽  
Ernest Shulman
Keyword(s):  
Social Behavior ◽  
Field Dependence ◽  
The Self ◽  
Social Stimuli ◽  
Self Disclosure ◽  
Field Independent ◽  
The Social ◽  
Field Dependent ◽  
Personality Theories

Some characteristics of the social behavior of field-dependents as well as their superior recognition of ambiguous social stimuli led to the hypothesis that they would show greater self-disclosure than field-independents. This hypothesis was tested by administering the 60-item Jourard Self-disclosure Questionnaire (JSDQ) to 13 field-dependent and 13 field-independent Ss. In terms of total self-disclosure scores, field-dependents showed significantly (.025) higher levels than field-independents. Results are discussed in light of personality theories which emphasize the role of self-conceptual transactions in the development of the self.

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