Self-reflection Research Articles

Preindividuation, Individuation, and Bacteria: Revisiting Gilbert Simondon’s Philosophy through the Hologenome

This essay implicitly broaches the question of how science and philosophy—microbiology and metaphysics—work together, reinforcing one another. Its explicit focus is the work of French philosopher Gilbert Simondon, his idea of individuation, and the growing information about bacteria, our multiple microbiomes, and their manifold genomes. The argument that twenty-first century understandings of the personal self must include the microbiome as well as the mind has implications for interspecies communication. The author explores the biological facts that corroborate Simondon’s materialist metaphysics of individuation, rethinking the evolutionary individual and the fundamental place given to competition within Darwinian evolution and placing what she terms a “biotechnical evolutionary individual” at the core of Simondon’s philosophy of individuation.

Preindividuation, Individuation, and Bacteria: Revisiting Gilbert Simondon’s Philosophy through the Hologenome

This essay implicitly broaches the question of how science and philosophy—microbiology and metaphysics—work together, reinforcing one another. Its explicit focus is the work of French philosopher Gilbert Simondon, his idea of individuation, and the growing information about bacteria, our multiple microbiomes, and their manifold genomes. The argument that twenty-first century understandings of the personal self must include the microbiome as well as the mind has implications for interspecies communication. The author explores the biological facts that corroborate Simondon’s materialist metaphysics of individuation, rethinking the evolutionary individual and the fundamental place given to competition within Darwinian evolution and placing what she terms a “biotechnical evolutionary individual” at the core of Simondon’s philosophy of individuation.

Historical narratives as foundations for ethnicized identities: “facing the past” encounters in the Western Balkans and in Israel/Palestine

ABSTRACTFace-to-face encounters are well embedded in reconciliation processes and are meant to break down stereotypes and misconceptions and to “re-humanize the Other”, facilitating a transformation that would have a “healing” effect for entire communities. Based on “face-to-face encounters” in Israel/Palestine and in the Western Balkans (Serbia, Bosnia–Herzegovina and Croatia), I demonstrate that what happens is quite the opposite. Instead of blurring ethnic/religious identities, these structured encounters ossify historical narratives that serve to ethnically homogenise, polarise and essentialize the participants’ understanding of selfhood, stratifying them according to their ethnic belonging. As a result, these encounters result in enforcing ethnic identities.

Cultural differences and neural correlates of cognitive insight in schizophrenia

Cognitive insight refers to a person's ability to examine their psychotic experiences and the inferences they draw from these experiences. Several studies suggest that cultural factors influence cognitive insight and the processes involved therein; a few studies have suggested differences between Western and Asian societies. However, there are no studies on cognitive insight and its neural correlates in non-Western populations. Hence, we examined factor structure of Beck's cognitive insight scale (BCIS) in a large sample of patients with schizophrenia (SCZ) and healthy volunteers (HV) from India and assessed the relationship between cortical thickness and cognitive insight. We recruited 240 participants (SCZ-140; HV-100). Of these, 58 participants (SCZ-33; HV-25) underwent magnetic resonance imaging. We found a three-factor structure for BCIS which is different from the original two factor structure; self-reflection (SR) of original two-factor structure was sub-divided into– SR1, introspection and SR2, openness to feedback. There was a significant difference between HV and SCZ in the new factors, SR1 and SR2 but not in the original SR factor. Difference was also seen on MRI analysis; while there was a significant positive correlation between original SR factor and thickness of right posterior cingulate cortex, SR2 was positively correlated with thickness of left ventrolateral prefrontal cortex. The difference in factor structure in Indian participants and their distinct neural correlates point to cultural differences in cognitive insight. While in western societies the constructs of introspection and openness to feedback might integrate, they might be separate entities in Asian population.

Mind Leaks: A Commentary on Wooffitt’s Poetic Confluence: A Sociological Analysis of an Enigmatic Moment

This commentary on Wooffitt’s lucid article discusses three major implications of the phenomenon of poetic confluences or ESP puns to our understanding of minds and selves. The first reinforces the view of mind as associative and metaphorical, rather than merely computational. The second reviews various strands of evidence, including experimental research on psi phenomena, to reveal that selves and individuals are not sharply distinct or separate from others. The final, epistemological, implication is that poetic confluences add to the irresolvable causal uncertainty about mental events.

Profiling public and private self-consciousness on self-presentation tactic use

It seems generally accepted that public self-consciousness (PuSC) relates to increased use of self-presentation and private self-consciousness (PrSC) does not, but some researchers believe that PuSC and PrSC relate to different approaches to self-presentation. The present study aimed to profile PuSC and PrSC on self-presentation tactic use but advance previous investigations by differentiating PrSC dimensions: internal state awareness (ISA) and self-reflection (SR). We hypothesized that ISA and SR would manifest divergent self-presentation profiles and that neither profile would correspond closely with PuSC. MTurk participants (N = 298; Mage = 37.66; 61% female) first completed indices of PuSC, ISA, and SR, and then reported their past use of various self-presentation tactics. ISA and SR manifested divergent self-presentation profiles, and neither profile converged with PuSC. Specifically, ISA revealed a self-presentation profile that generally conveyed a principled and socially-potent identity; SR revealed a profile that conveyed an exploitative and opportunistic approach to identity construction; PuSC related specifically to ingratiation. In sum, PrSC is associated with self-presentation, but its dimensions reflect divergent self-presentational approaches. PuSC largely relates to tactical ingratiation and does not appear to represent a broad self-presentational orientation.

乳幼児期における自己と他者，そして心:――関係性，自他の理解，および心の理論の関連性を探る――

乳幼児期における自己と他者，そして心:――関係性，自他の理解，および心の理論の関連性を探る――

CULTIVATINGINNOVATIVETEEN-LEADERSHIPPROGRAMMING: BUILDING EVIDENCE OF IMPACT

The Teen Excellence in Leadership Institute (TELI) was created to provide meaningful leadership and civic- engagementexperiencestoteens.WeintegratedChickering’sTheoryofIdentityDevelopmentandthe 4-H Citizenship Framework to develop program objectives and a model, consisting of four components: understanding of self, developing a network, community problem solving, and advocacy. This study aimed to determinetheoveralleffectivenessoftheprogram,highlightareasforprogramimprovement,andprovide a proof of concept for the model. Results on select 4-H Citizenship Common Measures indicated statistically significantgainsinthefourcomponentsofthemodelforcohortsoneandtwo.Focusgroupdatarevealed five themes: diversity, connection, skill development, practical application, and learning about self. Evaluative resultssubstantiateprogramimpactandareasforcontinuedprogramdevelopment.

Locked-In Syndrome: a Challenge to Standard Accounts of Selfhood and Personhood?

A point made repeatedly over the last few years is that the Locked-in Syndrome (LIS) offers unique real-life material for revisiting and challenging certain ingrained philosophical assumptions about the nature of personhood and personal identity. Indeed, the claim has been made that a closer study of LIS will call into question some of the traditional conceptions of personhood that primarily highlight the significance of consciousness, self-consciousness and autonomy and suggest the need for a more interpersonal account of the person. I am skeptical about these claims and will in the following argue that the theoretical relevance of LIS for an understanding of selfhood and personhood has been exaggerated.

Considering Self: Shaping MFA Students' Professional Identity and Habits of Mind

ABSTRACTIf the roles students play earning an MFA and the work they pursue after graduation vary considerably, how do those within MFA programs prepare students for professional lives? Where does one's sense of self as an art student begin to shift toward a professional identity? This article addresses literature about earning the degree and the work-related lives of MFA graduates as well as what some scholars claim should be taught within graduate-level visual arts programs. Supporting students' multifaceted lives, the author shares pedagogies employed within a course for MFA students that assist in clarifying understandings of self and professional identity.

Using E-Portfolio for developing Post Graduates’ Reflective Self-Assessment, Motivation and Achievement

This study aimed at identifying the effect of using e-Portfolio for developing post graduates' reflective self-assessment, motivation, and achievement. A quasi-experimental pre-post test one group design was employed. An e-portfolio program was developed by the researcher and used with the study group. Participants were thirty males and females. The instruments included a reflective self assessment scale, a motivation scale, and an achievement test. Analysis of data obtained showed that the study group achieved higher in the post administration of the scales, and the achievement test than in the pre-performance. Recommendations and suggestions for further research are presented.

Learning and its Effectiveness in Students’ Self-reflection

Learning and its Effectiveness in Students’ Self-reflection

Critical Thinking for Social Justice in Global Geographical Learning in Schools

This study aims to theoretically investigate the notion of critical thinking for a more just understanding of self and “others” in global geographical learning. It focuses on the kinds of injustice in the world which are driven by our relationships with “others.” By drawing on the literature of critical education, philosophy of education, and geography education, this study reveals how universal notions of criticality tend to easily undermine those perceived as global others and may highlight, in deficit mode, their perceived differences. Instead, the study presents the imperative of deconstructive thinking for a more just world. The article concludes by proposing a teaching strategy for alternative criticality which strives for justice in school geography.

Personal and parents' life stories in patients with borderline personality disorder.

Patients with borderline personality disorder (BPD) display disturbances in understanding self and others. We examined whether these disturbances extended to how patients described their personal and parents' life stories and to measures of identity, alexithymia, empathy, and emotional intelligence. Thirty BPD patients and 30 matched control participants described personal and parents' life stories and completed measures of identity disturbance, alexithymia, empathy, and emotional intelligence. Compared to the controls, patients with BPD described their personal and their parents' life stories more negatively and with fewer themes of agency and communion fulfillment. Patients and controls showed equally complex reasoning about their personal life stories, but patients displayed less complexity and more self-other confusion, when reasoning about their parents' stories. Patients also differed from controls on identity disturbance, alexithymia, and empathy. The results suggest that patients' storied understanding of themselves and others are disturbed and should be taken into account to better understand BPD.

Comparison of psychological resilience and professional identity of nursing students with different temperaments

Objective To compare the difference in psychological resilience and professional identity of nursing students with different temperaments and to provide a reference for providing personalized psychological and vocational counseling. Methods Nursing students who practiced in Zhengzhou University Affiliated Tumor Hospital between May 2015 and March 2017 were selected using convenient sampling and investigated with the general information questionnaire, temperament scale, psychological resilience scale and nurses' professional identity scale. Totally 380 questionnaires were distributed, and 368 valid questionnaires were collected. Results The temperaments of the 368 nursing students were choleric (63) , sanguineous (109) , phlegmatic (77) , melancholic (36) and mixed (83) . Their professional identity and physical resilience scores totaled (56.0±12.0) and (61.7±10.3) , respectively. There were statistical differences in the total score and in difference dimensions of psychological resilience of different temperament types (P<0.05) . There were statistical differences in the total score of professional identity and in the dimensions of professional self-concept, social comparison and self-reflection and social persuasion of different temperament types (P<0.05) . Conclusions Nursing students' psychological resilience and professional identity stands at a medium and low level, and there is difference in psychological resilience and professional identity in nursing students of different temperaments. Nursing educators shall provide targeted psychological and vocational counseling based on nursing students' temperaments. Key words: Students, nursing; Temperament; Psychological resilience; Professional identity

Reflective self as an antidote to excessive consumption and the role of religion in its formation

Reflective self as an antidote to excessive consumption and the role of religion in its formation

The Psychology of Neoliberalism and the Neoliberalism of Psychology

AbstractIn this article, we approach the relationship between neoliberalism and psychological science from the theoretical perspective of cultural psychology. In the first section, we trace how engagement with neoliberal systems results in characteristic tendencies—including a radical abstraction of self from social and material context, an entrepreneurial understanding of self as an ongoing development project, an imperative for personal growth and fulfillment, and an emphasis on affect management for self‐regulation—that increasingly constitute the knowledge base of mainstream psychological science. However, as we consider in the second section, psychological science is not just an observer of neoliberalism and its impact on psychological experience. Instead, by studying psychological processes independent of cultural–ecological or historical context and by championing individual growth and affective regulation as the key to optimal well‐being, psychological scientists reproduce and reinforce the influence and authority of neoliberal systems. Rather than a disinterested bystander, hegemonic forms of psychological science are thoroughly implicated in the neoliberal project.

What is Movement?

On the basis of their corporeity humans are not only beings of distance but also the beings of proximity, rooted beings, not only inner worldly but also beings in the world (Patocka, 1998)Over the centuries the dialectical confluence of metaphysics and epistemology has been at the forefront in the attempt to define the concept of what it is to be human and ultimately human existence. The union of several aspects conceived from these two opposite elements has been responsible for the genesis of numerous philosophical terms and ideas such as: rationalism, materialism, socialism and idealism. Although these terms reference something different, what is primarily at the core has been the endeavour to analyse and demonstrate that it is through man’s relationship with nature that one garners the understanding of self. Human consciousness in conjunction with a spatio-temporal perception, defined as movement through the time-space continuum, creates the condition where the possibility of defining the essence of existence may blossom. In this commentary, an effort is made to present movement, specifically its relationship to the “body” as the physical construct for the meaning of self.

“Too Good to be True? No!” Exploring Self, Incorporating a Quick and Easy Reflective Writing Exercise that Anyone Can Do (TH339)

•Identify innate qualities of Self, such as feelings, beliefs, expectations, values, and yearnings, and how they relate to how we define ourselves.•Construct a self-reflective and insightful 6-10 word phrase.•Integrate a brief mindfulness exercise into clinical practice and teaching to improve individual and team well-being, resiliency, compassion, and hope and minimize burnout and compassion fatigue. Narrative medicine is defined as clinical practice strengthened by the ability to “recognize, absorb, interpret, and honor the stories of self and other.”[1] In the form of reflective writing, it has been shown to help healthcare providers improve critical thinking, understanding of self, cultural humility, and psychological resilience, as well as to better connect with each other, their patients, and their families.[2,3,4] But reflective writing can feel intimidating or overwhelming to clinicians who have never had any formal experience or training in writing or the reflective practices. We will set the expectation for self-contemplation by reading a poem, completing a mindfulness exercise, and then examining the deeper structures of our coping stances. We will explore our feelings, beliefs, perceptions, expectations, values, and yearnings as they all make up our sense of self. Participants will engage in an innovative self-reflective writing exercise that anyone can adopt and gain insight from, whether professional writer or novice learner. It begins with pen to paper and, through a distillation process, culminates in a 6-10 word revelation. The exercise becomes one of purification, where the result is a precise truth or an unveiled discovery. [5][1]Miller E, Balmer D, Hermann N, Graham G, Charon, R. Sounding Narrative Medicine: Studying Students’ Professional Identity Development at Columbia University College of Physicians and Surgeons. Acad Med 2014;89:335-342.[2]Schuessler JB, Wilder B, Byrd LW. Reflective journaling and development of cultural humility in students. Nurs Educ Perspect 2012;33:96-99.[3]Sexton JD, Pennebaker JW, Holzmueller CG, et al. Care for the cargiver: benefits of expressive writing for nurses in the United States. Prog Palliat Care 2013;17:307-312.[4]Sewell E. Journaling as a mechanism to facilitate graduate nurses’ role transition. J Nurses Staff Develop 2008;24:49-52.[5]Forner, Kristin. “Finding Meaning in Stream of Consciousness.” Mending the Fractured Story. March 2018. https://mendingthe-fracturedstory.weebly.com/blog

Collaborative Meaning-Making and Dialogic Interactions in Critical Friends as Co-Authors

ABSTRACTFrom this year-long study, we offer new perspectives for being and becoming critical friends as co-authors. Informed by the Transactional Theory of Reading, a narrative view of experience and feminist communication theory, we positioned ourselves as collaborative, active meaning makers who could read and make meaning from our lived experiences and who could disrupt and problematize our narrative lives as teacher researchers. Through use of a collaborative conference protocol, we discovered what it means to be and to become critical friends who can co-author narrative understanding of self in the study. We have revisited the concept of critical friendship by repositioning our coauthoring as not just a resource for the completion of a better end product, but also as a way of being and knowing that enables an individual to revisit, reignite, disrupt, problematize and challenge one’s past and present storied lives.