Perspective Of Others Research Articles

Body, Self and Others: Harding, Sartre and Merleau-Ponty on Intersubjectivity

Douglas Harding developed a unique first-person experimental approach for investigating consciousness that is still relatively unknown in academia. In this paper, I present a critical dialogue between Harding, Sartre and Merleau-Ponty on the phenomenology of the body and intersubjectivity. Like Sartre and Merleau-Ponty, Harding observes that from the first-person perspective, I cannot see my own head. He points out that visually speaking nothing gets in the way of others. I am radically open to others and the world. Neither does my somatic experience establish a boundary between me and the world. Rather to experience these sensations as part of a bounded, shaped thing (a body), already involves bringing in the perspectives of others. The reader is guided through a series of Harding’s first-person experiments to test these phenomenological claims for themselves. For Sartre, the other’s subjectivity is known through The Look, which makes me into a mere object for them. Merleau-Ponty criticised Sartre for making intersubjective relations primarily ones of conflict. Rather he held that the intentionality of my body is primordially interconnected with that of others’ bodies. We are already situated in a shared social world. For Harding, like Sartre, my consciousness is a form of nothingness; however, in contrast to Sartre, it does not negate the world, but is absolutely united with it. Confrontation is a delusion that comes from imagining that I am behind a face. Rather in lived personal relationships, I become the other. I conclude by arguing that for Harding all self-awareness is a form of other-awareness, and vice versa.

Thought of the Post-modern Anti-subjectivity in the Others View

From Hegel to the modern contemporary philosophy has appeared the critical, diversity, reality, ethics, irrational characteristics, specific and micro, anti-subjectivity is one of the important embodiments of the above characteristics. The others are also a strongly critical philosophical thought in contemporary philosophy. Analyze the characteristics of anti-subjectivity from the perspective of others, take others as the result of the result of postmodern subjectivity, and take ethical supremacy as the result of ending rational supremacy of postmodern subjectivity. Finally, through the postmodern anti-subjectivity, the author thinks about where the subject should go now.

Mind the Gap, Don’t Just Bridge It: Cultivating Critical Mindfulness When Performing the Stories of Others

Mindfulness, as it is popularly practiced today, is the cultivation and embodied awareness of the moment you are in. For those whose bodies go unmarked, this may feel liberatory, but for marginalized people a hyperawareness of the body marks everyday life. Such moments facilitate an attunement to the body based on a recognition of and embeddedness within an oppressive sociocultural matrix. I present a series of exercises that cultivate critical mindfulness in our approach to ethnographic research, encouraging mindfulness not just as a means for personal liberation but to develop a critical social consciousness rooted in the perspectives of Others.

Student‐Centered Routines for Analytic Writing Online and “In Person”

AbstractIn this article, we describe student‐centered routines that prepare students for success on ambitious text‐based writing assignments. Based on research showing the important role that peer collaboration and classroom discussion play in developing students’ thinking, these routines support students to ‘try out’ their ideas, learn from the perspectives of others, and clarify and revise their own positions in advance of writing. Importantly, these routines can be flexibly applied in both face‐to‐face and virtual classrooms to meet a range of teaching contingencies.

A Quick Measure of Theory of Mind in Autistic Adults: Decision Accuracy, Latency and Self-Awareness

Autistic adults often experience difficulties in taking the perspective of others, potentially undermining their social interactions. We evaluated a quick, forced-choice version of the Adult Theory of Mind (A-ToM) test, which was designed to assess such difficulties and comprehensively evaluated by Brewer et al. (2017). The forced-choice version (the A-ToM-Q) demonstrated discriminant, concurrent, convergent and divergent validity using samples of autistic (N = 96) and non-autistic adults (N = 75). It can be administered in a few minutes and machine-scored, involves minimal training and facilitates large-scale, live, or web-based testing. It permits measurement of response latency and self-awareness, with response characteristics on both measures enhancing understanding of the nature and extent of perspective taking difficulties in autistic individuals.

Consciousness 3b

Consciousness is still the most contentious subject at the present. There are researchers who actually cherish an open hatred against consciousness because they feel the idea interferes with their belief that the world is decidedly nothing but a material construct. However, they forget that without them being endowed with awareness they could not be conscious of the fact that there is such a thing as matter. One of these protesters wrote that it was quite easy to imagine a world having developed without consciousness to arrive at what it is now. He, like all such students of the world, forgot that one cannot imagine anything at all without the presence of consciousness. He, like all his fellow students, are like the group of men who, after crossing a dangerous river wanted to make sure if everyone had crossed the waters safely. They all counted the number of the members of the group and found to their horror that there were only nine members who made it safely across. Panic struck them and they all mourned the loss of the tenth man. It is actually quite surprising how easily one can forget the 10th man, the centre of attention. Equally easy it is to follow others blindly instead of with open eyes and original thought. A typical instance of such ‘blindness’ is our willingness to accept the perspective of others. A typical example is the belief that there is such a thing as an objective point of view, with everybody accepting this faulty perspective, not realising that a report is done by a subject and that, to boot, objects have no point of view. The quotes (op. cit. in the main text are from the book entitled ‘The Secret Life of Plants” by Peter Tomkins and Christopher Bird.

Real-Life Self-Control is Predicted by Parietal Activity During Preference Decision Making: A Brain Decoding Analysis

Despite its relevance for health and education, the neurocognitive mechanism of real-life self-control is largely unknown. While recent research revealed a prominent role of the ventromedial prefrontal cortex in the computation of an integrative value signal, the contribution and relevance of other brain regions for real-life self-control remains unclear. To investigate neural correlates of decisions in line with long-term consequences and to assess the potential of brain decoding methods for the individual prediction of real-life self-control, we combined functional magnetic resonance imaging during preference decision making with ecological momentary assessment of daily self-control in a large community sample (N = 266). Decisions in line with long-term consequences were associated with increased activity in bilateral angular gyrus and precuneus, regions involved in different forms of perspective taking, such as imagining one’s own future and the perspective of others. Applying multivariate pattern analysis to the same clusters revealed that individual patterns of activity predicted the probability of real-life self-control. Brain activations are discussed in relation to episodic future thinking and mentalizing as potential mechanisms mediating real-life self-control.

Shaping future food system leaders

Shaping future food system leaders

Fitness of others’ evaluation effect promotes cooperation in spatial public goods game* *Project supported by the National Natural Science Foundation of China (Grant Nos. 61673096 and 62076057), the Social Science Project of the Ministry of Education of China (Grant No. 16YJC630118), and the Project of Promoting Talents in Liaoning Province, China (Grant No. XLYC1807033).

Payoff-driven strategy updating rule has always been adopted as a classic mechanism, but up to now, there have been a great many of researches on considering other forms of strategy updating rules, among which pursuing high fitness is one of the most direct and conventional motivations in the decision-making using game theory. But there are few or no researches on fitness from the perspective of others’ evaluation. In view of this, we propose a new model in which the evaluation effect with fitness-driven strategy updating rule is taken into consideration, and introduce an evaluation coefficient to present the degree of others’ evaluation on individual’s behavior. The cooperative individuals can get positive evaluation, otherwise defective individuals get negative evaluation, and the degree of evaluation is related to the number of neighbors who have the same strategy of individual. Through numerical simulation, we find that the evaluation effect of others can enhance the network reciprocity, thus promoting the cooperation. For a strong dilemma, the higher evaluation coefficient can greatly weaken the cooperation dilemma; for a weak one, the higher evaluation coefficient can make cooperator clusters spread faster, however, there is no significant difference in the level of cooperation in the final stable state among different evaluation coefficients. The cooperation becomes more flourish as the number of fitness-driven individuals increases, when all individuals adopt fitness-driven strategy updating rule, the cooperators can quickly occupy the whole population. Besides, we demonstrate the robustness of the results on the WS small-world network, ER random network, and BA scalefree network.

Education for autonomy, and for care: a comment on Asha Bhandary’s Freedom to Care

ABSTRACT In this paper I examine and elaborate on Asha Bhandary’s conception of autonomy, and take up the question of what education for autonomy, thus understood, might require. I argue that educating for autonomy requires educators to impart, to students, an interlocking set of dialogical or relational skills that center responsiveness to the perspectives of others, and that these skills significantly overlap with the skills required for basic education in care.

CASE STUDY APPROACH TO TEACHING AND LEARNING ENGLISH FOR MEDICAL PURPOSES

The expression case study implies a wide range of issues presented for analysis, based on actual or simulated events that could logically occur. Besides, it involves profound research of phenomena or events. In medical education and practice, a case study represents an essential diagnostic procedure and investigation method used to create a profound understanding of an intricate problem in its real context. The implementation of the case study approach is of great importance in teaching English for medical purposes because the medical topics presented to students are familiar to them and medical terminology is applied to language learning. The case study is so structured as to serve the communicative function and provides the necessary content. It comprises the most relevant aspects in the field of medicine such as presenting signs and symptoms, performing different types of examinations, treatment, and health care management. The standard problem that needs to be solved is the patient’s problem, and establishing an adequate diagnosis is the goal. In this way, students develop critical thinking and reflective learning, improve organizational skills, as well as the ability to see the complexity of real-world events and understand the perspective of others. This method has proven to be highly practical preparing students for reality, not theory workplace. In this way integration of language and the professional setting is enabled.

Disruption on right temporoparietal junction with transcranial magnetic stimulation affects moral judgment: No difference between first- and third-personal narration with TMS

Brain imaging studies have observed that the right temporoparietal junction (rTPJ) was involved in the information processing of moral judgments and in the understanding of the beliefs/intentions of other people. However, most of these studies used moral stories in the third-person point of view. This study aimed to investigate to what extent the disruption of rTPJ affected moral judgments with stories in first-person narration by non-invasive transcranial magnetic stimulation (TMS). The study hypothesized that, first, TMS would disrupt moral judgment, causing one to neglect the beliefs of perpetrators and to make judgments based on eventual harmful outcomes. Thus, the experimental group would be more tolerant towards “intentional harm” and more prohibitive towards “accidental harm” in comparison to sham. Secondly, TMS might disrupt the mechanism to change perspectives — TMS would influence the moral judgment of the stories narrated in third person (perspective of others), but not those narrated in first person (perspective of oneself). The results demonstrated that (1) TMS accelerated moral judgment (Experiment 1), which might be due to the practice effect from the order of TMS application (Experiment 2); (2) TMS affected moral judgment in several conditions. Participants adopted a more prohibitive attitude towards conditions of “intentional harm”, as well as “accidental harm” with TMS disruption; (3) The effect of personal perspective was marginally significant, revealing a tendency “to be stringent with oneself and tolerant towards others”. However, the interaction between personal perspectives and TMS was insignificant. No difference between the first- and third-person perspectives was found with TMS disruption.

Beyond avatars and arrows: Testing the mentalising and submentalising hypotheses with a novel entity paradigm.

In recent years, there has been a heated debate about how to interpret findings that seem to show that humans rapidly and automatically calculate the visual perspectives of others. In this study, we investigated the question of whether automatic interference effects found in the dot-perspective task are the product of domain-specific perspective-taking processes or of domain-general “submentalising” processes. Previous attempts to address this question have done so by implementing inanimate controls, such as arrows, as stimuli. The rationale for this is that submentalising processes that respond to directionality should be engaged by such stimuli, whereas domain-specific perspective-taking mechanisms, if they exist, should not. These previous attempts have been limited, however, by the implied intentionality of the stimuli they have used (e.g., arrows), which may have invited participants to imbue them with perspectival agency. Drawing inspiration from “novel entity” paradigms from infant gaze–following research, we designed a version of the dot-perspective task that allowed us to precisely control whether a central stimulus was viewed as animate or inanimate. Across four experiments, we found no evidence that automatic “perspective-taking” effects in the dot-perspective task are modulated by beliefs about the animacy of the central stimulus. Our results also suggest that these effects may be due to the task-switching elements of the dot-perspective paradigm, rather than automatic directional orienting. Together, these results indicate that neither the perspective-taking nor the standard submentalising interpretations of the dot-perspective task are fully correct.

Karateristik Pendidikan Inter-Religius Dalam Al-qur’an

The conclusion of this article is that inter-religious education in the Quran is an education that encourages all students to have an intellectual, moral, achievement and noble personality with humanity and togetherness orientation to develop the principles of democracy, equality and justice in social life and compassion for the universe on the basis of faith in God. Students are required to know the background of each religion and not see it from just one perspective, but also through the perspectives of others to avoid excessive fanaticism in religion that can be a trigger for conflict so far. The article also found two things needed in the construction of Inter-Religious Education, namely; firs! to carry out dialogue by placing each religion in an equal position. Second, develop an attitude of tolerance by providiug opportunities for each religion to urderstand each other. The method that authors use in this study is a qualitative method that is supported by research libraries. While the method of interpretation that authors use is the method of interpretation maudu'i, the authors chose this method because this method can be used as an excavator of lnter-Religious Education according to the Qur'an more comprehensively.

Living Value Education Bagi Anak Berbasis Al-qur’an

The conclusion of this dissertation is that Living Value Education for children is based on The Quran, namely the education of the values of life in the form of religious, nationalist, integrity, independence, tolerance, and mutual cooperation which are the actualization of the maqâshid al-Qur'an. namely personal benefit common benefit and benefit to build a community. These values must be taught to become personalities to students which are based on the child's psychological development, namely at the basic level, because in this level they have a high enough egocentricity and tend not to have the will to see many things from the perspective of others. This LVE is integrated through the intracurricular, co- curricular and extracurricular learning processes in educational institutions. The concept of LVE in the al-Qur'an for children is to make value education with the principle of not burdening giving light burdens (and instilling responsibility with the principle of gradual/gradual. Living Value Education for children is found as life value education that starts from the time the child is in the womb to the age of puberty. This is based on the terms of the Quran related to children, namely: 1. Walad shows the child who is born, whether there is a nasab connection or not and the term walad does not limit whether they are still small or already large; 2. Ibn (which means boy or bint is a girl. This term is taken from the root word banau (the plural form is abnâأ). The mention in Arabic, it is possible that a child is a building for their parents. Parents as figures to build it. Allah made the parents as the builders of the building to create independent offspring; 3. Tifl a newborn child, the word thiflu means a child who still needs guidance and nurture; 4. Gulam shows a child who is entering puberty. From these four terms, it can be concluded that children from birth to puberty need education and build them so that they are stable and independent. So the basic education degree is the right level to strengthen the basics of Living Value Education. This writing supports the opinion of al-Ghazâly and Abdullah Nâsih 'Ulwan about education starting from womb, Thomas Lickona about the necessity to instill moral values and character that can be taught in schools, even schools have the authority to train values, morals and character. This dissertation also supports the opinion of David Hume, about values that oppose the concept of Decrates' Rationality, which justifies values and morality based on reason alone. This dissertation also supports the opinion of Darwis Hude and Doni Koesoema about human potential which is not limited to intelligence, but there are several other intelligences that need to be developed in a balanced manner and evaluation of assessments is not only focused on cognitive ones.This dissertation also supports the opinions of Ibn Kathir, Muhamad Qutbh, Nasaruddin Umar, and Nur Arfiyah Febriani about gender, namely that a mother is allowed to have activities outside the home with several conditions. On the other hand, this dissertation is different from Thomas Aquinas' concept of value, which considers good and bad values not by his will but only tools of God's behavior, the concept of values and the concept of Living Value Education (LVE) Diana Tillman, Rani Anggraini Dewi, and ALIVE (Association For Living Value Education) International. They only limit Living Value Education to twelve values, namely: peace, appreciation, love, responsibility, happiness, cooperation, honesty, humility, tolerance, simplicity, freedom, and unity. This dissertation is also different from Thomas Lickona's opinion which limits moral values with respect and responsibility. This dissertation is also different from the opinion of al-Qurthuby and As-Suyuthy who refuse women to engage in public activities.The method used by the author in this study used a qualitative method, based on library research (library research) using a transcendental phenomonology approach. Meanwhile, the method of interpretation used is the thematic method (tafsir maudhu'i) both when analyzing problems and when using the verses of the Qur'an.

Getting Better at Getting Better: Improvement Dispositions in Education

Background/Context Continuous improvement methods are becoming increasingly popular in education. Existing research has emphasized the technical aspects of improvement practice and has rarely focused on important social phenomena that underlie improvement work, such as the mindsets and identities of successful practitioners. To address this gap, we conducted an exploratory study of educators involved with networked improvement communities (NICs). Purpose/Objective/Research Question/Focus of Study Two questions guide our study: (1) How do participants in networked improvement communities describe the key dispositions of educational “improvers”? and (2) What do participants report as the types of activities, social processes, and tools that enable the development of these dispositions? Research Design We used purposive and snowball sampling to recruit participants from diverse roles and who had received training in improvement science and/or had been involved in a NIC. We asked respondents to refer us to colleagues who were incorporating improvement science principles and tools into their professional work. In total, we interviewed 22 participants. Data Collection and Analysis We conducted semistructured, virtual interviews using Zoom. We audio-recorded and transcribed verbatim each interview for analysis. Through a collaborative and progressive process using NVivo 12 software, we applied open and axial coding methods to the data to identify emergent themes and patterns. Findings/Results Respondents report that educational improvers engage in disciplined inquiry, adopt a learning stance, take a systems perspective, possess an orientation toward action, seek the perspective of others, and persist beyond initial improvement attempts. Results also suggest that having opportunities to practice improvement with guidance from a coach, having access to a learning community of trusted colleagues, working in an environment where there are resources to support improvement work, and having leaders who model an improvement mindset support educators’ ability to engage in new practices that shift how they see themselves and relate to their work. Conclusions/Recommendations This study helps identify important dispositions associated with continuous improvement work in education. It also highlights the potential for NICs to bring about substantive changes in how participants connect to their professional practice, as well as with their colleagues, and how they pursue solutions to complex problems. Our research also suggests the need to provide educators with authentic opportunities to engage in fundamentally novel types of activities to cultivate new ways of approaching work that help all students learn and succeed.

Perspectives on technologies and care relations, illustrated by a narrative on food care1

We present a model and a narrative on food care to support reflection and dialogue, i.e. the exchange of ideas or opinions between patients, informal caregivers and care professionals, as a way to specifically explore values and perspectives on the use of technologies within care triads. To this end, we used an explorative literature study and an analysis of a care practice. We propose that care professionals have the responsibility to be sensitive to and act on potential dilemmas with the use of technologies in (food) care practice. This requires explicit thinking about one’s own personal perspectives on health and food, care and technologies, and the possible perspectives of others, in achieving a fair balance in care. The ‘Dilemma Model of Technology and Care Relations’ is presented to facilitate dialogue between patients, informal caregivers and professionals, in healthcare as well as in (food) technology. The model can be used both in the workplace and in educational settings. In conclusion, contrasting values and perspectives show that an open dialogue is needed to decide what is good (food) care in each individual care practice.

People Do not Automatically Take the Level-1 Visual Perspective of Humanoid Robot Avatars

Taking the perspective of others is critical for both human–human and human–robot interactions. Previous studies using the dot perspective task have revealed that people could automatically process what other people can see. In this study, following the classical dot perspective task, we showed that Chinese participants could not automatically process humanoid robot avatars’ perspective when only judging from self-perspective (Experiment 1) or randomly judging between self and avatar’s perspectives (Experiment 2), and people’s anthropomorphism tendency was related to the efficiency but not the automaticity of perspective-taking. These results revealed that human–human and human–robot interactions might be different in the basic visual process, and suggested the anthropomorphism tendency in people as an influential factor in human–robot interaction.

The Role of the Medial Prefrontal Cortex in Moderating Neural Representations of Self and Other in Primates.

As a frontal node in the primate social brain, the medial prefrontal cortex (MPFC) plays a critical role in coordinating one's own behavior with respect to that of others. Current literature demonstrates that single neurons in the MPFC encode behavior-related variables such as intentions, actions, and rewards, specifically for self and other, and that the MPFC comes into play when reflecting upon oneself and others. The social moderator account of MPFC function can explain maladaptive social cognition in people with autism spectrum disorder, which tips the balance in favor of self-centered perspectives rather than taking into consideration the perspective of others. Several strands of evidence suggest a hypothesis that the MPFC represents different other mental models, depending on the context at hand, to better predict others' emotions and behaviors. This hypothesis also accounts for aberrant MPFC activity in autistic individuals while they are mentalizing others.

Group Assignments: Perception of Undergraduate Nursing Students

Group assignments introduce the students to be effectively work in teams. Students demonstrate theirknowledge while learning to appreciate the perspective of others. The aim of this study is to explore thenursing students’ perception of group assignments It is descriptive correlational study using self -administeredquestionnaire consist of 14 items assessed the perception of group assignment. The sample size was 230nursing student from colleges of nursing in governmental and private universities in Jordan. The overallmean of students’ perception was 3.63 which is neutral. There is no relationship between student perceptionof group assignments and the academic year as the p value = (0.699) greater than 0.05. In conclusion,this study serves nursing programs in identifying the specific factors that adds difficulties to the students’abilities to work in teams so as to build their competencies that will serve them in their future career becauseteam work considered as a vital nursing care delivery system in many facilities.