scholarly journals Kan naturkundskab bane vej for religion? Introduktion til Ludvig Feilbergs psykologi og Levelære

2012 ◽  
Vol 75 (1) ◽  
pp. 58-78
Author(s):  
Knud Hansen ◽  
Margit Hartyani

The topic of this article is the psychology and teaching of the Danish psychologist, philosopher and poet Ludvig Feilberg (1849- 1912). Feilberg described how, in the human body and mind, two basically different kinds of movement act as forces in opposite directions. He conjectured that these two kinds of forces give rise to two modes of consciousness (nonreflexive and reflexive consciousness). By appropriate use of the basic functions of consciousness we may facilitate its ability to organize itself, thereby making psychological and mental development possible by transformations of the mind. Feilberg experienced that nature is able to open our mind to infinity and eternity. In this, and in other ways, nature may lead us towards or into religion. In view of present-day science it is possible to explain many of Feilberg´s observations, which renders his psychology more readily applicable. Key words: Spontaneity – creation – re-creation – vitalization – organisation – transformation – reflection – life – nature – religion.

2021 ◽  
Vol 3 (3) ◽  
pp. 407-419
Author(s):  
Makmudi Makmudi

Man consists of two elements, namely body and spirit, so that human beings are jasiman and ruhiyah at once. Hummans are also part of one element of the elements that exist in an educational process. Three element include the soul, the mind, the heart, and the human body. Humman and education, can not be separated from each other. Both are an interconnected entity, human as the perpetrator and education as a syistem in the process to achieve the goal of education itself.  Mental health education requires alignment and harmony in various stages and sectors as well as attention to the three elements that exist in the human self that is the physical element (psychomotor) which includes body building, skill (skill) and sexual education, the spiritual element (affective) which includes the formation of faith, and iradah (the will), the element of reason (cognitive) which includes the coaching of intelligence and the provision of knowledge. The purpose of writing this research is to know and analyze thoughts about the concept of life education perspective Ibn Qayyim al-Jauziyyah. Soul education is considered successful, if one's soul has reached the degree of nafs muthmainnah, which has three main characteristics that mutually reinforce one another, namely; (1) a faithful soul to God, (2) a patient soul, (3) a soul that is self-serving to Allah (tawakal). Through the process of mental education which includes: the foundation of theology, the purpose of mental education, integrated curriculum / manhaj at-takamul, appropriate methods and applicable according to its stages, such as: takhliyah stages, tahliyah stages, muhasabah an-nafs, dzikrullah, and tahqiq 'ubudiyah. So that from the process will give birth ihsan attitude, and will increase the piety in worship, both related to God and those related to humans and the surrounding natural environment. Because, the essence of ihsan attitude itself is upholding 'ubudiyah.


Author(s):  
Njuguna Jane Ngoiri

The objective of the study was to describe appropriateness of modal auxiliary verbs in class six written English. The study focused on the use of English modal auxiliary verbs by class six pupils from diverse language backgrounds in Kenyan primary schools. Modal auxiliary verbs are difficult as their use entails syntactic and semantic appropriateness. As such, most pupils often find themselves unable to use this complex linguistic feature in written English. In spite of this, there is no known documentation that focuses on modal auxiliary verbs among children. It is this gap that the current study sought to fill. Forty pupils were randomly selected from four primary schools in Nakuru County. Data was elicited by means of written composition and grammar exercises. Further, it was analysed both quantitatively and qualitatively and presented in the form of graphs and tables. The Representational Theory of The Mind was used to explain the research findings. The findings revealed that modal auxiliary verbs are indeed difficult and their appropriate use present difficulties in pupils' written work. It was therefore recommended that learning of English should be meaningful. In order to enrich pupil's mental representations pupils should be exposed to a linguistically rich environment to enhance acquisition and learning. It is hoped that these findings will be of benefit to school stakeholders in ensuring that appropriate learning environment is created for pupils. Additionally, it could be a reference for researchers interested in language use at the school level.


2021 ◽  
Vol 236 ◽  
pp. 04057
Author(s):  
Shengfang Peng ◽  
Baoying Peng ◽  
Xiaoxuan Li

In recent years, embodied cognition has become a new approach in the field of cognitive psychology. The shift in cognitive psychology from a focus on the brain to a focus on the human body,just as from the disembodied cognition to the embodied cognition is valuable for many fields related to cognitive science including product design and its method. With Gibson’s theory of affordances, embodied cognition is a perfect explanation of today’s products guided by the idea of intuitive design and its logic. On the premise of embodied cognition, it is the “Mind-Body complex” that serves as the subject of behavior and interaction, the basis of “natural interaction” in Intelligent age, and the foundation for building a more complete theory of “user experience”. Based on the embodied cognitive, the method of design and its research should put more emphasis on specific tools.


2021 ◽  
Vol 28 ◽  

The current research aims to analyze the content of the economics book for the second grade commercial according to the habits of the mind, the researcher adopted the descriptive approach as an approach to his research, and to achieve the goal of the research, the researcher prepared a questionnaire for the habits of the mind consisting of sixteen main habits and (49) indicators, presented to a group of referees to clarify Their opinions and observations about the tool, honesty and consistency were extracted for it, and appropriate statistical means were used, and after applying the tool, the following results were reached: 1- The content of the economics book includes habits of the mind. 2- The imbalance of percentages of the habits of the mind in the content of the book, economics, which was analyzed Key words: (Content analysis, economics textbook, Habits of Mind).


2021 ◽  
Author(s):  
Adriano D’Aloia

A common outcome of acrobatics, and a motif often combined with it, is the fall. The chapter ‘Fall. Descent to equilibrium’ discusses the recurrence of the motif of the falling human body in contemporary cinema, taking as a starting point Oliver Pietsch’s found footage film Maybe Not. Relying on Torben Grodal’s application of the notions of telic and paratelic to the film experience, referring to the use of cinema as metaphor for the mind proposed by Antonio Damasio, and interpreting several experiments on the perception of movement in film sequences whose temporality is manipulated, this chapter describes the modality through which cinema ‘regulates’ the fall by adopting a homeostatic process that reduces its traumatic character and, at the same time, enhances its expressive effectiveness.


2019 ◽  
Vol 14 (3) ◽  
pp. 397-418 ◽  
Author(s):  
Leigh K. Smith ◽  
Emily F. Wissel

Recent data suggest that the human body is not so exclusively human after all. Specifically, humans share their bodies with approximately 10 trillion microorganisms, collectively known as the microbiome. Chief among these microbes are bacteria, and there is a growing consensus that they are critical to virtually all facets of normative functioning. This article reviews the ways in which bacteria shape affect, neurological processes, cognition, social relationships, development, and psychological pathology. To date, the vast majority of research on interactions between microbes and humans has been conducted by scientists outside the field of psychology, despite the fact that psychological scientists are experts in many of the topics being explored. This review aims to orient psychological scientists to the most relevant research and perspectives regarding the microbiome so that we might contribute to the now widespread, interdisciplinary effort to understand the relationship between microbes and the mind.


Humanities ◽  
2018 ◽  
Vol 7 (4) ◽  
pp. 109
Author(s):  
Alberto Tondello

In Agency and Embodiment, Carrie Noland describes gesture as “a type of inscription, a parsing of the body into signifying and operational units”, considering it as a means to read and decode the human body. Through an analysis of James Joyce’s collection of Epiphanies, my paper will examine how gesture, as a mode of expression of the body, can be transcribed on the written page. Written and collected to record a “spiritual manifestation” shining through “in the vulgarity of speech or gesture, or in a memorable phase of the mind itself”, Joyce’s Epiphanies can be considered as the first step in his sustained attempt to develop an art of gesture-as-rhythm. These short pieces appear as the site in which the author seeks, through the medium of writing, to negotiate and redefine the boundaries of the physical human body. Moving towards a mapping of body and mind through the concept of rhythm, and pointing to a collaboration and mutual influence between interiority and exteriority, the Epiphanies open up a space for the reformulation of the relationship between the human body and its environment. Unpacking the ideas that sit at the heart of the concept of epiphany, the paper will shed light on how this particular mode of writing produces a rhythmic art of gesture, fixing and simultaneously liberating human and nonhuman bodies on the written page.


Author(s):  
Noemi Pizarroso Lopez

Historical psychology claims that the mind has a history, that is, that our ways of thinking, reasoning, perceiving, feeling, and acting are not necessarily universal or invariable, but are instead subject to modifications over time and space. The theoretical and methodological foundations of this movement were laid in France by psychologist Ignace Meyerson in his book Les fonctions psychologiques et les œuvres, published in 1948. His program stressed the active, experimental, constructive nature of human behavior, spanning behavioral registers as diverse as the linguistic, the religious, the juridical, the scientific/technical, and the artistic. All these behaviors involve aspects of different mental functions that we can infer through a proper analysis of “works,” considered as consolidated testimonies of human activity. As humanity’s successive achievements, constructed over the length of all the paths of the human experience, they are the materials with which psychology has to deal. Meyerson refused to propose an inventory of functions to study. As unstable and imperfect products of a complex and uncertain undertaking, they can be analyzed only by avoiding the counterproductive prejudice of metaphysical fixism. Meyerson spoke in these terms of both deep transformations of feelings, of the person, or of the will, and of the so-called “basic functions,” such as perception and the imaginative function, including memory, time, space, and object. Before Meyerson the term “historical psychology” had already been used by historians like Henri Berr and Lucien Febvre, a founding member of the Annales school, who firmly envisioned a sort of collective psychology of times past. Meyerson and his disciples eventually vied with their fellow historians of the Annales school for the label of “historical psychology” and criticized their notions of mentality and outillage mental. The Annales historians gradually abandoned the label, although they continued to cultivate the idea that mental operations and emotions have a history through the new labels of a “history of mentalities” and, more recently at the turn of the century, a “history of emotions.” While Meyerson and a few other psychologists kept using the “historical psychology” label, however, mainstream psychology remained quite oblivious to this historical focus. The greatest efforts made today among psychologists to think of our mental architecture in terms of transformation over time and space are probably to be found in the work of Kurt Danziger and Roger Smith.


Religions ◽  
2019 ◽  
Vol 10 (9) ◽  
pp. 505
Author(s):  
Brett David Potter

Parkour, along with “free-running”, is a relatively new but increasingly ubiquitous sport with possibilities for new configurations of ecology and spirituality in global urban contexts. Parkour differs significantly from traditional sports in its use of existing urban topography including walls, fences, and rooftops as an obstacle course/playground to be creatively navigated. Both parkour and “free-running”, in their haptic, intuitive exploration of the environment retrieve an enchanted notion of place with analogues in the religious language of pilgrimage. The parkour practitioner or traceur/traceuse exemplifies what Michael Atkinson terms “human reclamation”—a reclaiming of the body in space, and of the urban environment itself—which can be seen as a form of playful, creative spirituality based on “aligning the mind, body, and spirit within the environmental spaces at hand”. This study will subsequently examine parkour at the intersection of spirituality, phenomenology, and ecology in three ways: (1) As a returning of sport to a more “enchanted” ecological consciousness through poeisis and touch; (2) a recovery of the lost “play-element” in sport (Huizinga); and (3) a recovery of the human body attuned to our evolutionary past.


1952 ◽  
Vol 45 (3) ◽  
pp. 161-167
Author(s):  
David Skolnik

The doctrine of mental discipline dates back to the time when the mind was regarded as a muscle that could be exercised. More recently the doctrine was challenged by stubborn facts and modified. Thorndike advanced the theory that transfer took place only between situations with identical elements. This sharply limited the principle of mental transfer. After its curtailment by “identical elements,” mental transfer was further demolished by the experimental evidence of Gestalt psychologists which showed that experience is always complex, never an aggregation of elements. This has led to the view that mental development consists of the power to think abstractly and to form general ideas. This view would in fact make mental transfer inherent in the definition of mental development.


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