scholarly journals Religion som strømme i en flydende bevidsthed

2005 ◽  
Author(s):  
Uffe Schjødt
Keyword(s):  
Developmental Psychology ◽  
Developmental Stages ◽  
Human Mind ◽  
Developmental Theory ◽  
Cognitive Approach ◽  
Multiple Intelligence Theory ◽  
Domain Specific ◽  
Abrupt Jump ◽  
Intelligence Theory ◽  
The Mind

Archaeologist Steven Mithen claims to show how and why the human mind developed into a culturally capable entity. By adopting the notion of the ontogenetic recapitulation of phylogeny, Mithen integrates several different perspectives on developmental psychology with the state of the art of archaeological data. According to Mithen the mind has undergone some important changes during the last couple of million years ending with what Mithen calls Cognitive Fluidity. A cognitively fluid mind is the only architecture that allows abstract thinking and use of symbols. This article, however, argues that Mithen’s cognitive approach suffers from important theoretical inconsistencies, since much of the research involved seem to contradict each other. Thus psychologist Howard Gardner’s multiple intelligence theory does not fit well into philosopher Jerry Fodor’s theory of mind, while developmental psychologist Karmiloff-Smith’s developmental theory is interesting to Mithen only if recapitulation is accepted as a framework, and even then problems seem to exist between Mithen’s abrupt jump into a cognitively fluid mind about 40,000 years ago and Karmiloff-Smith’s domain specific developmental stages. In my view, Steven Mithen’s Book, The Prehistory of the Mind does not offer a satisfying account of how the mind finally went fluid and became able to perform complex artifacts and religious behaviour.

scholarly journals Keeping religion in mind

1999 ◽  
Vol 17 (1) ◽  
pp. 139-150
Author(s):  
E. Lawson
Keyword(s):  
Cognitive Science ◽  
Human Mind ◽  
Implicit Knowledge ◽  
Cultural Factors ◽  
Cognitive Approach ◽  
Religious Ritual ◽  
Religious System ◽  
Random Array ◽  
Religious Systems ◽  
The Mind

The study of religion should continue to focus on the mind rather than being relegated to the emotions. As you study the mind, do not forget to study religion. Do not be so overwhelmed by socio-cultural factors that you forget about the key role that the mind plays in the formation of religious ideas and the practices they inform. And when you study the formation of religious ideas do not become too easily sidetracked into considering only emotive processes.  A cognitive approach to the study of religious ritual demonstrates that when you examine religious ideas and the practices they inform you are looking at a religious system in operation. The relationships among such ideas are systematic and orderly. If they were not we would be looking at a random array of ideas and practices. In such a situation anything would go. But in religious systems anything does not go. The judgments that religious ritual participants make about their own systems are informed by underlying principles that are part of their implicit knowledge. Perhaps, most significantly, such implicit knowledge does not seem to be acquired by instruction. So rather than looking primarily at social and cultural facts in order to explain their acquisition we also need to start looking more closely at how the human mind works; we need to be developing a new psychology of religion as a subdiscipline of cognitive science.

scholarly journals An Attempt of Explanatory Classification of Human Developmental Stages

2021 ◽  
Vol 19 (1) ◽  
pp. 7-23
Author(s):  
Samvel KHUDOYAN
Keyword(s):  
Developmental Psychology ◽  
Developmental Stages ◽  
Developmental Theory ◽  
Work Activity ◽  
Developmental Problems ◽  
Third Stage ◽  
Species Activity ◽  
The Subject ◽  
Stage Theories

In recent decades, interest in stages of human development sufficiently decreased. The existing stage theories were hardly criticised for methodological issues, insufficient empirical validity, but rare attempts have been made to solve these issues. As a result, contemporary developmental psychology is constructed on the basis of worldly division of ages (infancy, childhood, adolescence, etc.), but not a scientific classification. We offer an explanatory life-span developmental theory based on the functional approach. According to this theory, the function of each developmental stage is to achieve a specific goal by solving a certain developmental problem through a special developmental program. There are four developmental problems and, accordingly, four stages identified. The first problem/stage is the formation of the subject of species activity (0–7 years); the second stage is aimed at developing the subject of sexual activity (8–20, 22 years). During the third stage, a subject of family and work activity forms (20, 22–40, 45 years), and the meaning of the last stage is self-exhaustion (from age 40, 45 until the end of life).

scholarly journals Drama in education: why drama is necessary

2021 ◽  
Vol 98 ◽  
pp. 02009
Author(s):  
Manon van de Water
Keyword(s):  
Teaching And Learning ◽  
The Body ◽  
Integrative Approach ◽  
Drama In Education ◽  
Multiple Intelligence Theory ◽  
Intelligence Theory ◽  
Brain Based Learning ◽  
And Performance ◽  
The Mind ◽  
Contextualized Learning

The article dwells on the use of drama and performance techniques in education and social work in connection with multiple intelligence theory, emotional intelligence theory, and brain based learning. The author connects the use of drama in the alternative theories of teaching and learning based on recent neuroscientific research, and lays out an integrative approach to teaching and learning that promotes inclusion, diversity, and social awareness, through embodied and contextualized learning. If we perceive cognition and emotion as interrelated, then drama as an educational tool becomes essential. It creates metaphors of our lives, which we lead through both cognitive and emotional domains. Art and creativity play an essential role in connections between the body, emotions, and the mind. Moreover, as we live in relationship to the rest of the world around us, our learning is embodied, our brain, emotions, and physiology are constantly connected. Thus, the article demonstrates that drama and performance are vital in teaching the whole child, whether taught as a discipline or used as a teaching tool. This means, the author claims, educators, neuropsychologists, and theatre and drama specialists have to have open minds and be willing to step out of comfort zones and together make a case for using theatre and drama methods as a way to improve human lives.

Paideia and the “Matter of Mind”

1998 ◽  
pp. 288-294
Author(s):  
Shelby L. Sheppard
Keyword(s):  
Cognitive Training ◽  
Philosophy Of Mind ◽  
Human Mind ◽  
Theory And Practice ◽  
Cognitive Approach ◽  
Mental Processes ◽  
Theories Of Mind ◽  
The Mind ◽  
And Control

Paideiarefers to a particular sort of education which has historically been concerned with learning for the sake of learning, i.e., for the development of mind. As such, paideia is distinguished from specialized learning, training and learning for extrinsic purposes. Paideia is embodied in the traditional notion of Liberal Education which holds that such an education is the development of mind through the achievement of worthwhile knowledge and understanding. A contemporary trend in the literature of philosophy of mind and epistemology is a concern with cognitive functions of the human mind and the role of these functions in the acquisition of knowledge. The functional conception of the mind emphasizes learning (cognitive development) through cognitive training to monitor and control one's own mental processes. The uncritical incorporation of cognitive theories of mind and knowledge acquisition into current educational theory and practice suggests that paideia can be combined with, if not enhanced by, cognitive training. This paper takes the position that such an assumption is misguided and that the 'matter' of mind is an issue which requires clarification for advocates of paideia. The paper contrasts the cognitive approach to a 'conventionalist' conception of mind which, arguably, is the concept of mind assumed by advocates of paideia.

scholarly journals Unifying Opposites through Metaphor: A Cognitive Approach to the Buddhist Metaphors for the Mind in the Awakening of Faith Discourse

Religions ◽  
2018 ◽  
Vol 9 (11) ◽  
pp. 345 ◽  
Author(s):  
Byongchang Kang
Keyword(s):  
Human Mind ◽  
Cognitive Approach ◽  
Ordinary Experience ◽  
Verbal Expression ◽  
The Awakening ◽  
Image Schema ◽  
The Mind ◽  
Scalar Properties ◽  
The Relationship ◽  
Do So

While metaphors for the human mind have been intensively discussed across multiple disciplines, there remains a gap on how Buddhism deals with the mind metaphorically. This study explores how Mahāyāna Buddhist discourse resorts to embodied and discursive metaphors in describing and explaining the mind. Buddhist texts analyzed are the Treatise on the Awakening of Faith According to the Mahāyāna and its two commentaries by Wŏnhyo. The Awakening of Faith discourse abounds in metaphors for the sentient being’s mind in two aspects: the ordinary phenomenal mind and the transcendental essential mind. The focus of this study is on the relationship between the seemingly opposing two minds, and the ways in which these two opposites are unified metaphorically. To do so, I first examine how the essential mind, which is said to transcend ordinary experience and verbal expression, is made speakable through primary metaphors and NON-CONTAINER (unboundedness) image schema, and how the phenomenal mind is metaphorically understood according to the covarying scalar properties in primary metaphors. With respect to the argument for harmonizing the two minds, in which introducing more apt analogical metaphors is important, two representative discursive metaphors (a mirror metaphor and an ocean metaphor) are compared and discussed.

Aristotle's Formal Identity of Intellect and Object: A Solution to the Problem of Modal Epistemology

2019 ◽  
Vol 1 (1) ◽  
pp. 84-107
Author(s):  
Robert C. Koons
Keyword(s):  
Human Mind ◽  
Modal Epistemology ◽  
De Anima ◽  
Object A ◽  
Formal Identity ◽  
Identity Thesis ◽  
The Mind ◽  
Mental Objects ◽  
Aristotelian Metaphysics

In De Anima Book III, Aristotle subscribed to a theory of formal identity between the human mind and the extra-mental objects of our understanding. This has been one of the most controversial features of Aristotelian metaphysics of the mind. I offer here a defense of the Formal Identity Thesis, based on specifically epistemological arguments about our knowledge of necessary or essential truths.

scholarly journals Application of Eye Tracking Technology in Aviation, Maritime, and Construction Industries: A Systematic Review

Sensors ◽  
2021 ◽  
Vol 21 (13) ◽  
pp. 4289
Author(s):  
Daniel Martinez-Marquez ◽  
Sravan Pingali ◽  
Kriengsak Panuwatwanich ◽  
Rodney A. Stewart ◽  
Sherif Mohamed
Keyword(s):  
Eye Tracking ◽  
Human Error ◽  
Human Mind ◽  
Future Research ◽  
Mental Performance ◽  
Medical Scientist ◽  
Future Research Directions ◽  
The Mind ◽  
Attention Failure ◽  
Demographic Distribution

Most accidents in the aviation, maritime, and construction industries are caused by human error, which can be traced back to impaired mental performance and attention failure. In 1596, Du Laurens, a French anatomist and medical scientist, said that the eyes are the windows of the mind. Eye tracking research dates back almost 150 years and it has been widely used in different fields for several purposes. Overall, eye tracking technologies provide the means to capture in real time a variety of eye movements that reflect different human cognitive, emotional, and physiological states, which can be used to gain a wider understanding of the human mind in different scenarios. This systematic literature review explored the different applications of eye tracking research in three high-risk industries, namely aviation, maritime, and construction. The results of this research uncovered the demographic distribution and applications of eye tracking research, as well as the different technologies that have been integrated to study the visual, cognitive, and attentional aspects of human mental performance. Moreover, different research gaps and potential future research directions were highlighted in relation to the usage of additional technologies to support, validate, and enhance eye tracking research to better understand human mental performance.

Similarity of Computations Across Domains Does Not Imply Shared Implementation: The Case of Language Comprehension

2021 ◽  
Vol 30 (6) ◽  
pp. 526-534
Author(s):  
Evelina Fedorenko ◽  
Cory Shain
Keyword(s):  
Language Processing ◽  
Language Comprehension ◽  
Fluid Intelligence ◽  
Linguistic Knowledge ◽  
Domain Specific ◽  
Cognitive Operations ◽  
High Level ◽  
General Circuits ◽  
The Mind ◽  
Language Network

Understanding language requires applying cognitive operations (e.g., memory retrieval, prediction, structure building) that are relevant across many cognitive domains to specialized knowledge structures (e.g., a particular language’s lexicon and syntax). Are these computations carried out by domain-general circuits or by circuits that store domain-specific representations? Recent work has characterized the roles in language comprehension of the language network, which is selective for high-level language processing, and the multiple-demand (MD) network, which has been implicated in executive functions and linked to fluid intelligence and thus is a prime candidate for implementing computations that support information processing across domains. The language network responds robustly to diverse aspects of comprehension, but the MD network shows no sensitivity to linguistic variables. We therefore argue that the MD network does not play a core role in language comprehension and that past findings suggesting the contrary are likely due to methodological artifacts. Although future studies may reveal some aspects of language comprehension that require the MD network, evidence to date suggests that those will not be related to core linguistic processes such as lexical access or composition. The finding that the circuits that store linguistic knowledge carry out computations on those representations aligns with general arguments against the separation of memory and computation in the mind and brain.

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