Kind Of Experience Research Articles

Emotional palette: a computational mapping of aesthetic experiences evoked by visual art

Despite the evolutionary history and cultural significance of visual art, the structure of aesthetic experiences it evokes has only attracted recent scientific attention. What kinds of experience does visual art evoke? Guided by Semantic Space Theory, we identify the concepts that most precisely describe people’s aesthetic experiences using new computational techniques. Participants viewed 1457 artworks sampled from diverse cultural and historical traditions and reported on the emotions they felt and their perceived artwork qualities. Results show that aesthetic experiences are high-dimensional, comprising 25 categories of feeling states. Extending well beyond hedonism and broad evaluative judgments (e.g., pleasant/unpleasant), aesthetic experiences involve emotions of daily social living (e.g., “sad”, “joy”), the imagination (e.g., “psychedelic”, “mysterious”), profundity (e.g., “disgust”, “awe”), and perceptual qualities attributed to the artwork (e.g., “whimsical”, “disorienting”). Aesthetic emotions and perceptual qualities jointly predict viewers’ liking of the artworks, indicating that we conceptualize aesthetic experiences in terms of the emotions we feel but also the qualities we perceive in the artwork. Aesthetic experiences are often mixed and lie along continuous gradients between categories rather than within discrete clusters. Our collection of artworks is visualized within an interactive map (https://barradeau.com/2021/emotions-map/), revealing the high-dimensional space of aesthetic experiences associated with visual art.

Exploring gastronomic experiences: Tourists’ emotions, quality of life and behavioural intentions

This paper aims to approach the tourists’ affective-cognitive process in a gastronomy tourism experience, splitting experience assessment into sensorial and intellectual realms. Analysing the experiential outcomes associated with quality of life and emotional arousal and highlighting the relevance of future intentions toward the experience and the tasted gastronomic product. An empirical approach was developed. A total of 180 face-to-face questionnaires have been collected form tourists during a cheese fair. Partial least squares-structural equation modelling is used for data analysis. The results confirm the relevance of sensorial elements over intellectual ones in this kind of experiences, being both determining factors of quality of life and emotional arousal. This process leads and encourages positive behavioural intentions toward similar experiences. This study is among the first to highlight and explore the effect of specific experience’s realms and emotions on quality of life and the results of this assessment process on behavioural results, focused both toward the experience and the tasted product, in the context of gastronomic events.

The suffering of students in physical education. Unsettling experiences and situational conditions

ABSTRACT Background The state of research on unsettling experiences of students in physical education can be characterized as fragmented. The available studies focus on select emotions (e.g. fear), specific forms of discrimination (e.g. ableism), or different types of social interactions (e.g. bullying). In this way, the state of research reveals different aspects of students’ suffering in physical education (PE) in a puzzle-like manner, while systematic investigations of the overall picture of PE as a complex meaningfully structured phenomenon remain open. Purpose The study presented in this paper aims to systematically capture the breadth of unsettling PE experiences by taking different perspectives of students into account, while also doing justice to PE in its situational logic. Based on a social constructivist approach, the following research questions will be addressed: (1) What kind of experiences are interpreted as unsettling by students in PE? (2) Which situational conditions are associated with students’ unsettling PE experiences? Methods A qualitative research approach based on written short narratives was employed to answer the research questions. Current and former secondary school students (N = 677) from Germany participated. Grounded theory coding methods and sequential analysis were used for the data analysis. Results Our data indicates a wide range of students’ unsettling PE experiences (e.g. public humiliation, social exclusion, and forms of violence). On a supra-individual level, two major categories of unsettling PE experiences were identified: (1) The vulnerability of the students perceived through revealed inadequacies and (2) the social oppression of the supposedly ‘lazy, weak and unfit’. Students’ experience of vulnerability can be traced back to situations of physical exposure and performance failure while their experience of social oppression draws back to suppressive actions by teachers and fellow students. For each of these categories, we identify typical ways in which students deal with their unsettling experience. On a structural level, a hierarchizing culture of PE that fosters unsettling experiences is revealed. Discussion As a central strength, our study can provide condensed explanations for the emergence and consequences of unsettling PE experiences from the students’ perspective. Our findings relate to and enrich existing discourses regarding the situational emergence of vulnerability, overarching mechanisms of marginalization, and the hierarchizing culture of PE as a basis for social oppression. It is particularly tragic that affected students feel left alone and can hardly escape harmful situations, which perpetuates their suffering. Thus, pedagogical concepts that emphasize students’ diversity and the dismantling of hierarchies are needed and should be advanced further.

Husserl and Disjunctivism Revisited

In a recent series of important papers, Søren Overgaard has defended a disjunctivist reading of Edmund Husserl’s theory of perception. According to Overgaard, Husserl commits to disjunctivism when arguing that hallucination intrinsically differs from perception because only experiences of the latter kind carry singular content and, thereby, pick out individuals. This paper rejects that interpretation by invoking the theory of intentionality developed by Husserl in the Logical Investigations. It is claimed that this theory not only lacks the notion of singular content, but it also entails the idea that perceptions and hallucinations belong to the same kind of experience. If that is correct, a commitment to conjuctivism on Husserl’s end follows, pace Overgaard.

Kant’s Fantasy

Abstract Throughout his lectures and published writings on anthropology, Kant describes a form of unintentional, unstructured, obscure, and pleasurable imaginative mental activity, which he calls fantasy (Phantasie), where we ‘take pleasure in letting our mind wander about in obscurity’ (LA 25:480). In the context of his pragmatic anthropology, Kant is concerned not only to describe this form of mental activity as a fact of human psychology, but more importantly, to criticize and discourage it. But must we share Kant’s negative evaluation? Could fantasy play a positive role in some kinds of experience? In this paper I first reconstruct Kant’s conception of fantasy, and then consider what role fantasy might play in aesthetic experience. Precisely because of his anxieties about fantasy, Kant is careful to distinguish between the lawless freedom of the imagination in fantasy and the ‘free lawfulness’ of the imagination in aesthetic judgment. Departing from Kant, and with help from Susan Sontag, I argue that certain aesthetic objects, especially certain works of modernist art, positively invite fantasy, making fantasy part of proper aesthetic appreciation. I conclude by suggesting that while fantasy can indeed play a positive role in aesthetic appreciation, there is still reason to regard fantasy as ‘normatively ambiguous’.

‘The grey everyday of guard duty’: tracing military boredom in field reports of Swedish military chaplains 1940–45

This article constitutes an addition to the scant literature on military boredom. It offers a close reading of field reports written by Swedish military chaplains during the Second World War and seeks to explore the lived experience of waiting for war. It analyses how the military inactivity of Swedish soldiers were depicted and how it was thought to impact morale and motivation. This article showcases how military boredom may be studied through archival research and how the study of boredom as a military phenomenon benefits from an exploration of various kinds of experiences, on as well as (far) off the battlefield.

How Music and Art Tune and Sculpt Your Brain’s Architecture

Your brain is constantly changing as you grow up and get older. Throughout your life you have all kinds of experiences, and your brain has the amazing ability to respond to those experiences in various ways. For example, when you learn something new, such as how to play a new game or speak a new language, your brain makes new connections, and these connections get stronger the more you practice or use what you learned. The experiences you had when you were younger can have lasting effects on your brain as an adult. In this article, we will talk about how playing musical instruments and creating visual art can change your brain, how these changes affect your future adult brain, and examples of a few technologies that have been used to help scientists visualize brain changes.

교직과목에서 PBL 활용에 대한 예비교사의 인식과 문제해결방안 도출에 관한 연구

Objectives This study examined to explore what kind of experiences and perceptions pre-service teachers had after applying problem based learning (PBL) to the teaching subjects. In addition, this study tried to verify what the pre-service teachers' specific problem solving skills were and how they evaluated the participation of themselves and their peers.
 Methods In the study, 99 pre-service teachers participated, and they brainstormed on topics that could occur in the educational field in problem based learning (PBL), and created problem scenarios based on the contents derived from this. The pre-service teachers formed a group based on a topic of high interest among these scenarios and performed according to the stages of problem-oriented learning (PBL). In this process, reflection journals, self-evaluation, and peer evaluation data were collected for each scenario. Qualitative data was analyzed based on reflection diaries, and descriptive statistics such as frequency, mean, and standard deviation based on self-assessment and peer evaluation were conducted.
 Results The experiences and perceptions that pre-service teachers gained through problem-based learning (PBL) had both positive and negative aspects. Looking at the problem-solving methods derived from the scenarios by pre-service teachers, they did not yet have teaching experience, so they talked about ideas that were difficult to apply to the field, but realistic solutions were derived. Third, it was found that pre-service teachers rated peer evaluation higher than self-evaluation.
 Conclusions By using problem based learning (PBL) in the teaching subjects, we were able to derive prospective teachers' sense of reality, and problem solving, at the same time, practice their role as techers while immersing themselves in problem scenarios, and encourage reflective reflection.

성과관리(Growth Management) 프레임워크 이해를 위한 데이터 UX 디자인 교육 방법에 관한 연구

Since the Fourth Industrial Revolution, when creating services and products and earning revenue, there has been an emphasis on not just focusing on sales, but on the rationale for the revenue and efforts to attract customers in an attractive way. To address this, the ability to quantitatively and qualitatively analyze data throughout the service process has been emphasized, and companies that collect data want their employees to test hypotheses and draw conclusions based on data. As a result, data is applied in a variety of jobs, but there are difficulties in learning data for non-professionals who have never worked with data. In this study, we interviewed junior-level incumbents who are working with data to find out when they started learning data and what kind of experiences they had during the learning process, so that non-experts can learn data-driven UX design more easily, and educators who provide data-driven learning services can provide education that meets the needs of users.

Pioneering "Experimental Heroes" of Turkish Cinema

While the narrative tradition, which has been developing for thousands of years, can be examined by dividing it into three parts as Drama, Lyricos and Epos, since the discovery of cinematography 127 years ago, narrative in cinema has developed narratives parallel to the two most basic theories of cinema, Realistic Film Theory and Formalist Film Theory, as well as contributing to experimental, feminist, etc. narratives in addition to these theories. The main purpose of this article is to examine three different pioneering films and heroes of Turkish Cinema (Umut-Yılmaz Güney-hero: Cabbar, Anayurt Oteli-Ömer Kavur-hero: Zebercet, Uzak-Nuri Bilge Ceylan-hero: Mahmut), which were shot in a realistic theme, and to reveal how they developed their heroes and what kind of experience they offered to the audience with the heroes they presented, starting from the literary narrative genre Epos. Based on the concept of objectivity, the presentations of the heroes were examined by using the cinema's own language and forms with the cooperation of the screenwriter-director.

Beyond burnout: Moral suffering among healthcare workers in the first COVID-19 surge

The U.S. is facing a national shortage of healthcare workers, as waves of clinicians quit their jobs or leave the profession entirely. Much of the public discourse around this exodus characterizes it as the result of widespread “burnout.” This study draws on in-depth interviews with 22 healthcare workers in New York City to gain deeper understanding of what is leading them to abandon their roles despite the abundant need for their services. It finds that “burnout” in healthcare may be largely explained by moral distress and moral injury inflicted on healthcare workers struggling to care for patients during the COVID-19 pandemic. After presenting a review of the recent literature on moral injury and moral distress, this study lays out five kinds of experiences that emerged during the interviews as the most salient contributors to moral distress, on the one hand, and moral injury, on the other, among healthcare workers. Taken together, these experiences are referred to as “moral suffering.” The key finding from this research is that moral suffering, even when undiagnosed and unnamed, affects HCWs’ ability to provide care and influences their decisions to leave the healthcare profession. Ultimately, this article suggests a need to rethink the ways in which moral distress and moral injury are applied in social scientific research and concludes by indicating how future research can promote the transformation of networks of injury in healthcare into networks of care.

Mentoring in learning development

Learning Development is still a relatively young field (Syska and Buckley, 2022), and despite a growing body of research, it remains strongly practice-oriented. This means that experience, in this case of individual Learning Developers, takes an even more central place than it does in more established fields, and sharing this experience through mentoring takes on a central role. This is why the mentoring working group has developed a Learning Development focused ALDinHE Mentoring Scheme, together with a Certified Mentor recognition that helps experienced mentors be recognised for their contribution to growing and sharing LD knowledge. This mini keynote briefly introduced the Mentoring Scheme and the CeM recognition before exploring the role mentoring can play in the professional development of Learning Developers with the audience. The questions we asked were: What benefits would you expect for mentees? What benefits would you expect for mentors? What kind of experience can be best shared through mentoring?

The digital pregnancy: A qualitative study of Danish women’s use of pregnancy apps

Based on an interview study with Danish women, this article explores how the frequent use of pregnancy mobile applications shapes the lived or experienced pregnancy. More specifically, we look at a reported dilemma between, on one hand, using the information of pregnancy apps on bodily and fetal developments to gain a sense of control over individual pregnancies and, on the other hand, an experience of the apps becoming something of a controlling factor in the lives of pregnant women. Respondents reported that the information of the apps created different kinds of concerns and that they became almost obsessed with comparing their own symptoms with the apps’ standardized information on what they could expect to experience at specific stages of the pregnancy. Our analysis draws on a socio-material perspective that acknowledges the ability of technology to enact certain kinds of experiences and shape concerns. We argue that the power of the apps (so to speak) is related, in part to the abundance of information they provide, which may contribute to a sensation of never knowing enough, but also in part to the use of apps becoming an integrated part of everyday cell phone routines.

대학생들의 진로탐색 활동을 통한 관점과 인식의 변화경험에 관한 질적 사례연구

Objectives This study seeks to explore what kind of changes the experience of career activities through participation in the career exploration credit system makes university students experience changes in their perspectives and perceptions.
 Methods To this end, five university students who participated in the career exploration credit system activities implemented by K University were asked, ‘What kind of experience did participating in the career exploration credit system have?’ and ‘What is the meaning of the experience of participating in the career exploration credit system?’ It was conducted as a case study.
 Results As a result of the study, core components such as ‘positive change in perspective and perception through the experience of designing and executing career activities by oneself’ and ‘improvement of self-confidence through voluntary participation experience’ were derived.
 Conclusions The implications obtained through this study are as follows. First, it is necessary to provide college students with experiences of self-directed class design and practice. Second, it is necessary to expand career subjects that college students can be interested in through self-directed activity experiences. Third, it is necessary to prepare an institutional device for university students to experience a lot of application of the process of planning, designing, and executing themselves. In conclusion, it is expected that a new career-related model, such as the career exploration credit system, will be continuously developed and implemented for college students who are struggling between career and employment, so that they can design and realize practical field-oriented activity experiences or projects unrelated to their major.

Familiar transformative experiences

On the standard Paulian definition of epistemically transformative experiences (ETE), we can’t know what an ETE is like before we have it. ETEs are new kinds of experiences and, importantly, can’t be imagined—this is why they have a unique ability to teach us what a particular experience is like. Contra Paul, some philosophers (Sharadin, 2015; Wilkenfeld, 2016; Ismael, 2019; Kind, 2020; Daoust, 2021; Cath, 2022) have argued that transformative experiences can be imagined. A neglected consequence of this argument is that if transformative experiences can in fact be imagined, then it is unclear how they could be epistemically transformative. What do they teach us if we can imagine what they’re like in advance? I will argue not only that imaginable experiences can be transformative, but that experiences of a kind which an agent is experientially acquainted with can also be transformative. This latter kind of transformative experiences, which I will call familiar transformative experiences, are transformative not because the agent learns what a new kind of experience is like—by definition, they are not new kinds of experiences—but because the transformativeness of the experience is brought out by features of the agent experiencing them. Epistemic transformation in these cases may be explained by facts about the agent’s perspective and social environment, which allow them to appreciate elements of the experience they did not previously.

Exploring Character Expressions in Comics by Using Stream-Of-Consciousness as 2D animation Production Method

More and more animations are now based on original comics. For instance, some Japanese anime perfectly recreate the original comic drawings in their character expressions, including lines and symbols. However, when these symbols are played in comics, they remain in that scene. As Scott McCloud mentioned in his book Understanding Comics, the definitions of comics and animation differ. Therefore, we cannot stipulate that "sequential visual art" interprets comics or animation (p.7–9). This research uses the fluidity of the stream-of-consciousness concept to make experimental animations with flowing character expressions. It combines comic and animation techniques; if the characters" expressions remain the same, add comic symbols to change them. It also examines whether the audience appreciates that small details can change a character's mood. In other words, characters' expressions constantly change, but the symbols that express this do not change. What kind of experience will this bring? Alternatively, designers create new signs to express feelings and ascertain if the audience understands the character's emotions. Since the critical element is not the character's interactions but the character itself, this research would be helpful for researchers who want to examine a non-narrative, non-dialogue animation and benefit those interested in studying stream-of-consciousness animation techniques.

<em>Roblox</em> and Meta Verch

<em>Roblox</em> and Meta Verch

Activating the senses: the aesthetics and politics of the transpecies society

ABSTRACT The Transpecies Society is an association of cyborg artists and activists “that gives voice to nonhuman identities; raises awareness of the challenges transpecies face; advocates for the freedom of self-design and offers the development of new senses and organs.” This article explores how members of The Transpecies Society use sensory modification as a form of artistic expression and political activism. It asks, how do transpeciests seek to “stretch the bounds of experience” by developing new senses? Precisely what kind of experiences, and what kind of “sensory orders” are they interested in creating? By using technology to transform their own sensory capacities and connect more intimately with nature, how do transpeciests challenge anthropocentric views of society, and establish recognition and rights for those “who do not identify as 100% human”? I ultimately aim to demonstrate that for transpeciests, the creation of new senses is not just an attempt to refashion the individual body and push the boundaries of aesthetic experience. It is also an attempt to transform the social and political body by making room for new forms of posthuman identity and acceptance.

Terrifying Memory: An Interview with Carey Perloff

Terrifying Memory: An Interview with Carey Perloff

A case study of group art therapy using digital media for adolescents with intellectual disabilities.

In art therapy, digital art therapy is a new method in which clients use digital media to express themselves creatively. We wanted to explore what this means for adolescents with disabilities. The purpose of this qualitative case study was to explain what kind of experience they had when digital media was applied as an expressive and therapeutic medium in group art therapy in which adolescents with intellectual disabilities were participants and what kind of therapeutic meaning the experience had. We tried to know the therapeutic factors by extracting the implications of meaning. Participants were second-year high school students with intellectual disabilities who belonged to special classes. They were selected in an intentional purposive sampling method. Five teenagers with intellectual disabilities participated in 11 group art therapy sessions. Data were collected through interviews, observation, and digital artwork collection. Collected data were case studies analyzed using an inductive approach. In this study, the use of digital media was defined and utilized as "Digital Art Therapy" by setting the scope related to the study according to client's behavioral method. As a digital generation accustomed to smartphones, the participants gained confidence by repeatedly acquiring new technologies through familiarity with the media. Interaction with the media through touch and the use of apps have promoted autonomy with interest and pleasure to disabled teenagers, allowing them to express themselves actively. In particular, digital art therapy induces a holistic sensory experience by mobilizing visual images that could represent various expressions, emotions felt in music and tactile senses that made texts for people with intellectual disabilities with difficulty in verbal communication. Art therapy using digital media has become an important experience that provides opportunities to arouse curiosity, enjoy creative activities, and express positive emotions vividly to adolescents with intellectual disabilities who have difficulties with expression and communication and a sense of lethargy. Therefore, it is suggested that an in-depth understanding of the characteristics and differences between traditional and digital media is necessary, and that complementary use to help create therapeutic purposes and art therapy is important.