Disability and Dystopia: Challenging Literary and Psychological Conceptions of Human Embodiment Through the Lens of Interdependence

ions being manipulated by intellectual prescription. The reward of science is familiarity with productive arts from which come instruments to combat environment, to reduce physical effort, and to destroy enemies. The reward of the fine arts is the sanity which accompanies active integration of psychological functions and balance among them. This content downloaded from 207.46.13.37 on Wed, 03 Aug 2016 05:42:51 UTC All use subject to http://about.jstor.org/terms THE HUMANITIES AND THE LIFE-WORLD LITERARY AND SCIENTIFIC PSYCHOLOGY Corresponding to the distinction between the Galilean world and the life-world, there is one within an individual between two poles of his psychology. In the terms of George Santayana, one of these is scientific and the other literary. The scientific pole is dominant when the mind relates itself to the idealizations of mathematics and the measurement of physical bodies and material events. The literary pole is dominant when consciousness acts in correlation with the same physical bodies and material events by means of nameable pictures and describable sentiments, and contact with environment is made by means of qualities and feelings. Scientific psychology embraces the functions of the intellect with its aptitude for the formalism of idealization. Literary psychology is associated with the amorphous, generating tendency of consciousness and is a center for imagination and emotion. Obviously the fine arts are a major outcome of literary psychology and the sensuous images, memories, lyrical effusions, and dramatic myths it engenders. Such elements do not represent the external world as an assembly of bodies to be observed through measurement, but instead compose another dimension of it out of themselves. In any individual both scientific and literary psychology are present as two components or tendencies of one mind. No mind is totally one or the other. The references being made are to emphasis and function, not to mutual exclusion. Scientific psychology can lead to discovery of how human or other bodies behave and frequently to prediction of future events. But it cannot function solely on its mathematical categories and in its restricted territory; it cannot exclude completely the images, emotions, fictions, and verbal metaphors indigenous to literary psychology. The scientific intentions and the literary intentions are two ways of the human mind. Education cannot reject either without being catalytic to a limited and unbalanced outlook within the student. In giving an overwhelming share of attention to the nurture of scientific psychology and suppressing the acts of literary psychology, the penalty is likely to be impoverishment of imagination and sterility of mental

Embodiment as a term is becoming widely used in mainstream society, and is generally associated with the physical body in some way. However, the definition of embodiment is more esoteric and is defined by the lexicographers at Oxford Dictionary as “a tangible or visible form of an idea, quality, or feeling” (Oxford Dictionary, 2019), and as such has no immediate connection with the physical, lived, and experienced body. There are a number of theoretical positions on the meaning of the term embodiment, and this has implications for the ways in which it has been used to conceptualise lived experience. My position is that embodiment incorporates a conscious self-awareness of the information, sensations, proprioception, images, feelings and emotions that arise from the body and the mind. In this chapter I will briefly explore differences of understanding and conceptualisations of embodiment, reflect on how I understand and use the concept of embodiment and embodied and how this in turn impacts on the generation of knowledge and research that gives us an insight into embodied experience. I will show how this is particularly relevant for those interested in researching the experiences of those with embodied differences such as those with disability, chronic illness or neurodiversity.

Philosophers tend to assume that theoretical frameworks in psychology suffer from conceptual confusion and that any influence that philosophy might have on psychology should be positive. Going against this grain, Dan Lapsley and Darcia Narváez attribute the Kohlbergian paradigm's current state of marginalization within psychology to Lawrence Kohlberg's use of ethical theory in his model of cognitive moral development. Post‐Kohlbergian conceptions of moral psychology, they advance, should be wary of theoretical constructs derived from folk morality, refuse philosophical starting points, and seek integration with literatures in psychology, not philosophy. In this essay, Bruce Maxwell considers and rejects Lapsley and Narváez's diagnosis. The Kohlbergian paradigm's restricted conception of the moral domain is the result of a selective reading of one tendency in ethical theorizing (Kantianism). The idea that moral psychology may find shelter from normative criticism by avoiding ethics‐derived models overlooks the deeper continuity between “ethical theory” and “psychological theory.” The confusion and barrenness of psychology is not to be explained by calling it a “young science”; its state is not comparable with that of physics, for instance, in its beginnings. (Rather with that of certain branches of mathematics. Set theory.) For in psychology there are experimental methods and conceptual confusion. (As in the other case conceptual confusion and methods of proof.)The existence of the experimental method makes us think we have the means of solving the problems which trouble us; though problem and method pass one another by.1

An Exploration of the Effects of Gene-Editing Technology on Human Identity

Mixed Reality (MR, and known also as XR) refers to the fusing of real and virtual worlds to create integrated environments that incorporate physical and digital elements, tools, and objects. These environments can be especially powerful within learning contexts as they can assist learners to partake in genuine investigations in the real world. They also allow for the creation of immersive hybrid environments, in which virtual and real objects and experiences are combined. Although immersive digital technologies provide many unique and powerful affordances within XR, the role of physical non-digital haptic elements within these contexts has often been dismissed. This is despite the non-digital and haptic showing vast potential for complementing and enhancing the meaningfulness of XR educational experiences. In this context, emerging research is beginning to establish how the biological concepts of autopoiesis, embodiment and enaction from the Santiago School of Cognition, can enhance embodied learning processes within XR education. Embedding principles from the epistemology of the Santiago school within the design of XR experiences encourages learners to interact with, while ‘becoming with the world’ in a circular experiential motion. Embodied and enactive approaches to designing haptic XR learning experiences can facilitate the creation of tangible, authentic, hands-on and self-determined (i.e. heutagogy) learning experiences with affordances operating as an expansive learning ecosystem. Here we explore how the Santiago school offers a way for educators and learning designers to better develop the haptic and sensory components of XR learning through the concepts of embodiment and enaction. Additionally, embodied cognition in the ‘experiencing’ process within XR environments can be related to and understood through indigenous worldviews, which are more grounded on a bodily and sensorial experiential relationship with the world. Within the global South, we see a need in bringing together indigenous perspectives, for example Māori cosmologies and worldviews in the case of Aotearoa New Zealand, with southern epistemologies such as the Santiago school. This is because from a western point of view, indigenous concepts can be hard to visualise or ground, but the Santiago school can potentially offer a bridge to understanding these indigenous perspectives within multi-cultural contexts such as Aotearoa. There is also a pressing need to establish new understandings of our critical relationships with nature in the anthropocene, and indigenous perspectives brought forth through the Santiago school can offer this within new forms of learning such as XR. This presentation offers a contribution to the field of XR education design through the introduction of some novel ways for Art+Science, sensory mapping, and haptic learning design to expand the scope and understanding of this emerging area of educational and practice based research. Engagement with embodied forms of learning connected with indigenous worldviews can allow for deeper connections to be formed between learners and the contexts in which the learning takes place. We postulate here that the notions of embodiment and enaction from the Santiago school are conducive to accessing and bringing forth indigenous cosmologies within XR education.

In the physical world, choices about self-representation are tied to the body. However, avatar embodiment offers users many more options. These options are often constrained or promoted according to the economic models of the platforms that support different virtual worlds. Still, work on user motivations for avatar embodiment has generally not accounted for these constraints. To help explain users' interest (or lack of interest) in immersive technology, we discuss the mismatch between platform intentions and avatar affordances. We describe how user and platform motivations intersect in the ‘embodied identity economy’, a model in which users either ‘pay’ for access to embodied experiences with data from their physical identity or fund economy with cash payments. We present a framework of avatar embodiment using two dimensions: consistency versus discrepancy with the user’s physical identity, and experiential versus identity-based self-presence. We describe three ways in which avatars can be consistent with the user’s physical body: through appearance, through behavior, and the extent to which avatar data is linked with the user’s identity in the physical world. We relate this concept to recent discussions of a proposed ‘metaverse’ as a hub for life online.

Creativity emerges from the individual or collective intellect, in order to unfold the conundrum of life and give rise to meaningful deliberations for the attainment of a flourishing life. More specifically, creativity is commonly defined, within the framework of psychology, as an act or product that shall fulfill three main criteria: originality, unexpectedness, and usefulness. The cognitive science approach to creativity investigates the intellectual processes and representations concerned with the creative thinking. The methodologies of cognitive science, derived from the technological advancements of the past sixty years, have begun to adopt a more definitive and systemic perspective. Neuroscience has emerged, under this context, as the scientific study dedicated to explore the biological substrates of the nervous system, by utilizing a multitude of techniques such as neuroimaging. Cognitive neuroscience, in particular, studies the neural correlates of mental processes, and it constitutes the central approach herein adopted to examine musical creativity as a product of the human mind. In the present section, a definition plus historical evolvement of creativity are firstly provided together with an overview of its developments in psychometry. Secondly, a comprehensive description regarding the scientific advances about the topic, and within the field of cognitive neuroscience, is described according to: (1) the model on the four types of creativity and (2) the main categories of experimental designs implemented so far. Lastly, the latest advancements on the study of musical creativity, in particular musical improvisation, will be addressed under the neuroimaging framework.

The U.S. continues a broad spectrum of research to provide the scientific underpinnings for electromagnetic launch. These efforts include fundamental research on materials, properties of materials subjected to electromagnetic and thermal stresses, railguns (particularly the rail-armature sliding interface), coilguns, and energy storage and power conditioning. There is also broad and growing interest in novel applications of electromagnetic launch. For example, a supersonic beam of neon atoms have been slowed and stopped, opening the door for investigating the atomic and molecular properties of most of the periodic table of atoms and certain molecules. Research is continuing on magnetic brakes and the more traditional research on the launch of materials to hypervelocities. More recently, the launching of materials into the Earth's orbit or even deeper in space is obtaining renewed interest. Consequently, some attention is being given to the types of materials of projectiles for hypersonic flight. The U.S. Navy has initiated new multidisciplinary university research teams including physics, chemistry, and materials science to develop new diagnostic tools and to provide a more detailed examination of the rail-armature interface. Most significantly, the U.S. Army has elevated its emphasis from electromagnetic launch science and technology development to the operational consequences of long-range precision fires. In concert with the recent U.S. Navy efforts on long-range fires, it is anticipated that the pull of these applications will enable even greater advances in the science and technology of electromagnetic launch.

Interdisciplinary, or cross-functional, teams have become quite common for engineering and design. Many of today’s scientific breakthroughs occur in interdisciplinary teams, as the increasingly complex problems facing society often cannot be addressed by single disciplines alone. However, fostering creative and productive collaboration in interdisciplinary teams is no easy challenge. First, leading creative teamwork is difficult by itself. Second, many of the factors that impede teams and teamwork in general are exacerbated in interdisciplinary teams as a result of differences between team members. In this paper, we will review the team creativity psychology and management literature, and discuss how cognitive processes that facilitate creativity can be used by engineering and design teams. Specifically, past research has shown problem construction that allows teams to develop a structure to guide solving ambiguous problems. Further, problem construction allows teams to develop a shared understanding of the problem which aids in later processes. While there is significant research on idea generation, results suggest that teams may not be better at this than individuals. In this review, we discuss how idea generation in teams can mitigate some of the issues that lead to this effect. Finally, team research has only recently began to determine what factors influence idea evaluation and selection for implementation.

BackgroundIncident reporting systems are widely considered effective instruments for learning from incidents. However, research shows that many incidents are not reported by healthcare providers.ObjectiveThe lack of theoretical foundation in research...

Teaching and Learning Guide for: Body in Mind: The Role of Embodied Cognition in Self‐Regulation

<p>Interdisciplinary studies demand an understanding of multiple disciplines across disciplines. In the social sciences discipline, the results of sociology research are growing rapidly and have formulated new theories that can be utilized in interdisciplinary studies. Among these is the theory of social conflict. The perspective of social conflict departs from the assumption that inequality exists in all societies. Social conflict theory focuses on various aspects of power status in social positions. Individual identification characteristics are viewed from ethnic or ethnic perspectives, gender, age, religion, expertise, and social status. This social conflict theory can be applied as a perspective in interdisciplinary Islamic studies, this is due to the aim of Islamic studies is to describe the relationship between Islam and various aspects of human life, explaining the spirit (ethos) of Islam in the form of moral and values within Islamic teaching. Thus, approaching Islam through the lens of social conflict theory within Islamic studies got it relevance as Islamic teaching responses to various new paradigms as a result of advances in science and technology and the emergence of new philosophies and ideologies as well as the relationship between Islam and the vision, mission, and goals of Islamic teachings.</p>

Regressive Augmentation: Investigating Ubicomp’s Romantic Promises

Can the Psychology of Memory Enrich Historical Analyses of Trauma? David B. Pillemer (bio) The articles in this special issue address the relationship between trauma and memory in Chinese history. Although written primarily for fellow historians, they explore issues of strong potential interest to memory psychologists. The analyses are well documented, and all authors make informed references to scientific research on memory. Yet the approaches differ from psychological studies in several important respects. Published research on the form and functions of traumatic memory is offered as an occasional background voice of scientific authority, rather than as an indispensable conceptual foundation. The term "memory" appears in varied forms—collective memory, collective remembrance, historical memory, personal memory, public memory, traumatized memory, autobiographical memory, repressed memory, narrative memory, cultural memory—but the different terms are not defined with sufficient precision to satisfy most research psychologists. Despite the indirect, selective, and somewhat informal use of memory research and terminology, the articles are engaging, persuasive and provocative. What are the benefits for historians, if any, of adopting a more precise and scientifically informed analysis of memory structure and function? Psychologists may pick up on the ideas contained in these papers if they so choose, but shouldn't historians stick to history? The connection between trauma and memory is an ideal topic for examining the potential benefits of integrating psychological and historical approaches. The psychological research literature on traumatic memory is extensive, and trauma has played a recurrent role in Chinese history during [End Page 140] the hundreds of years spanned by the papers in this volume. Strong claims about the experience and enduring impact of trauma in China, and about the representation of this trauma in memory, require equally strong empirical support. Even modest refinement of terminology and clarification of concepts used by historians would deepen connections between historical and psychological studies. Calls for interdisciplinary approaches to research are ubiquitous, yet powerful examples of their benefits are few and far between. With respect to memory studies, an edited volume may include an article by a research psychologist embedded in a collection devoted primarily to the humanities,1 or a contribution by a humanist may be presented alongside a preponderance of psychological studies.2 Although such volumes may appeal to an interdisciplinary audience, they do not forcefully advance a truly interdisciplinary research agenda. The articles in this special issue explore links between the history of trauma and the psychology of trauma. In so doing, they provide an exceptional opportunity for examining the possibility of genuine conceptual connection and empirical collaboration. In this commentary, I identify two historical topics that may be enriched by additional input from psychologists: memories of trauma and vicarious traumatization. I show how psychological research bears directly on the questions explored by the contributors to this special issue, and how research findings may strengthen and extend the historical analyses. I conclude by considering an overarching question from a psychologist's perspective: In historical studies, what evidence should count as memory? Memories of Trauma Lynn Struve purposefully casts her study of Zhang Maozi's memoir, the Yusheng lu, within a psychological framework. She observes that "personal writings from the Ming-Qing transition exhibit for us the workings of human memory..." (p. 15) and uses current conceptions of Post-Traumatic Stress Disorder (PTSD) in her description of Zhang's mental state. Struve questions the idea that traumatic memory and PTSD are exclusively modern phenomena and uses Zhang's testimony in the Yusheng lu as a proof of its premodern existence. [End Page 141] Is Zhang's account of the extraordinary horrors that befell him in the face of the Qing attack of 1651 compatible with a diagnosis of PTSD? The American Psychiatric Association's list of symptoms includes reexperiencing the traumatic events through intrusive memories or nightmares; emotional numbing and lack of positive affect; and heightened arousal, including insomnia. These symptoms must continue to cause distress at least one month after the trauma.3 Struve's account of Zhang's unthinkable ordeal (witnessing suicides of family members, almost drowning, being held hostage, experiencing near starvation and bodily humiliation) and his tortured mental state in the months after he was released from prison ("the painful disruption...

Can the Psychology of Memory Enrich Historical Analyses of Trauma? David B. Pillemer (bio) The articles in this special issue address the relationship between trauma and memory in Chinese history. Although written primarily for fellow historians, they explore issues of strong potential interest to memory psychologists. The analyses are well documented, and all authors make informed references to scientific research on memory. Yet the approaches differ from psychological studies in several important respects. Published research on the form and functions of traumatic memory is offered as an occasional background voice of scientific authority, rather than as an indispensable conceptual foundation. The term "memory" appears in varied forms—collective memory, collective remembrance, historical memory, personal memory, public memory, traumatized memory, autobiographical memory, repressed memory, narrative memory, cultural memory—but the different terms are not defined with sufficient precision to satisfy most research psychologists. Despite the indirect, selective, and somewhat informal use of memory research and terminology, the articles are engaging, persuasive and provocative. What are the benefits for historians, if any, of adopting a more precise and scientifically informed analysis of memory structure and function? Psychologists may pick up on the ideas contained in these papers if they so choose, but shouldn't historians stick to history? The connection between trauma and memory is an ideal topic for examining the potential benefits of integrating psychological and historical approaches. The psychological research literature on traumatic memory is extensive, and trauma has played a recurrent role in Chinese history during [End Page 140] the hundreds of years spanned by the papers in this volume. Strong claims about the experience and enduring impact of trauma in China, and about the representation of this trauma in memory, require equally strong empirical support. Even modest refinement of terminology and clarification of concepts used by historians would deepen connections between historical and psychological studies. Calls for interdisciplinary approaches to research are ubiquitous, yet powerful examples of their benefits are few and far between. With respect to memory studies, an edited volume may include an article by a research psychologist embedded in a collection devoted primarily to the humanities,1 or a contribution by a humanist may be presented alongside a preponderance of psychological studies.2 Although such volumes may appeal to an interdisciplinary audience, they do not forcefully advance a truly interdisciplinary research agenda. The articles in this special issue explore links between the history of trauma and the psychology of trauma. In so doing, they provide an exceptional opportunity for examining the possibility of genuine conceptual connection and empirical collaboration. In this commentary, I identify two historical topics that may be enriched by additional input from psychologists: memories of trauma and vicarious traumatization. I show how psychological research bears directly on the questions explored by the contributors to this special issue, and how research findings may strengthen and extend the historical analyses. I conclude by considering an overarching question from a psychologist's perspective: In historical studies, what evidence should count as memory? Memories of Trauma Lynn Struve purposefully casts her study of Zhang Maozi's memoir, the Yusheng lu, within a psychological framework. She observes that "personal writings from the Ming-Qing transition exhibit for us the workings of human memory..." (p. 15) and uses current conceptions of Post-Traumatic Stress Disorder (PTSD) in her description of Zhang's mental state. Struve questions the idea that traumatic memory and PTSD are exclusively modern phenomena and uses Zhang's testimony in the Yusheng lu as a proof of its premodern existence. [End Page 141] Is Zhang's account of the extraordinary horrors that befell him in the face of the Qing attack of 1651 compatible with a diagnosis of PTSD? The American Psychiatric Association's list of symptoms includes reexperiencing the traumatic events through intrusive memories or nightmares; emotional numbing and lack of positive affect; and heightened arousal, including insomnia. These symptoms must continue to cause distress at least one month after the trauma.3 Struve's account of Zhang's unthinkable ordeal (witnessing suicides of family members, almost drowning, being held hostage, experiencing near starvation and bodily humiliation) and his tortured mental state in the months after he was released from prison ("the painful disruption...