Research on moral judgment has been dominated by rationalist models, in which moral judgment is thought to be caused by moral reasoning. The author gives 4 reasons for considering the hypothesis that moral reasoning does not cause moral judgment; rather, moral reasoning is usually a post hoc construction, generated after a judgment has been reached. The social intuitionist model is presented as an alternative to rationalist models. The model is a social model in that it deemphasizes the private reasoning done (...) by individuals and emphasizes instead the importance of social and cultural influences. The model is an intuitionist model in that it states that moral judgment is generally the result of quick, automatic evaluations (intuitions). The model is more consistent than rationalist models with recent findings in social, cultural, evolutionary, and biological psychology, as well as in anthropology and primatology. (shrink)

Is the self narratively constructed? There are many who would answer yes to the question. Dennett (1991) is, perhaps, the most famous proponent of the view that the self is narratively constructed, but there are others, such as Velleman (2006), who have followed his lead and developed the view much further. Indeed, the importance of narrative to understanding the mind and the self is currently being lavished with attention across the cognitive sciences (Dautenhahn, 2001; Hutto, 2007; Nelson, 2003). Emerging from (...) this work, there appear to be a variety of ways in which we can think of the narrative construction of the self and the relationship between the narrative self and the embodied agent. I wish to examine two such ways in this paper. The first I shall call the abstract narrative account, this is because its proponents take the narrative self to be an abstraction (Dennett, 1991; Velleman, 2006). Dennett, for example, refers to the self as a centre of narrative gravity, to be thought of as analogous to a mathematical conception of the centre of gravity of an object. The second I shall call the embodied narrative account and this is the view that the self is constituted both by an embodied consciousness whose experiences are available for narration and narratives themselves, which can play a variety of roles in the agent’s psychological life. (shrink)

Several theories claim that dreaming is a random by-product of REM sleep physiology and that it does not serve any natural function. Phenomenal dream content, however, is not as disorganized as such views imply. The form and content of dreams is not random but organized and selective: during dreaming, the brain constructs a complex model of the world in which certain types of elements, when compared to waking life, are underrepresented whereas others are over represented. Furthermore, dream content is consistently (...) and powerfully modulated by certain types of waking experiences. On the basis of this evidence, I put forward the hypothesis that the biological function of dreaming is to simulate threatening events, and to rehearse threat perception and threat avoidance. To evaluate this hypothesis, we need to consider the original evolutionary context of dreaming and the possible traces it has left in the dream content of the present human population. In the ancestral environment human life was short and full of threats. Any behavioral advantage in dealing with highly dangerous events would have increased the probability of reproductive success. A dream-production mechanism that tends to select threatening waking events and simulate them over and over again in various combinations would have been valuable for the development and maintenance of threat-avoidance skills. Empirical evidence from normative dream content, children's dreams, recurrent dreams, nightmares, post traumatic dreams, and the dreams of hunter-gatherers indicates that our dream-production mechanisms are in fact specialized in the simulation of threatening events, and thus provides support to the threat simulation hypothesis of the function of dreaming. Key Words: dream content; dream function; evolution of consciousness; evolutionary psychology; fear; implicit learning; nightmares; rehearsal; REM; sleep; threat perception. (shrink)

The target article sketched and explored a mechanism (action-oriented predictive processing) most plausibly associated with core forms of cortical processing. In assessing the attractions and pitfalls of the proposal we should keep that element distinct from larger, though interlocking, issues concerning the nature of adaptive organization in general.

Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about (...) their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction. Key Words: language; Piaget; social interaction; theories of mind; Vygotsky; Wittgenstein. (shrink)

I clarify recently developed phenomenological approaches to social cognition. These are approaches that, drawing on developmental science, social neuroscience, and dynamic systems theory, emphasize the involvement of embodied and enactive processes together with communicative and narrative practices in contexts of intersubjective understanding. I review some of the evidence that supports these approaches. I consider a variety of criticisms leveled against them, and defend the role of phenomenology in the explanation of social cognition. Finally, I show how these phenomenological approaches can (...) solve the “starting problem” of social cognition. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

In this paper, we engage in a philosophical investigation of how blockchain technologies such as cryptocurrencies can mediate our social world. Emerging blockchain-based decentralised applications have the potential to transform our financial system, our bureaucracies and models of governance. We construct an ontological framework of “narrative technologies” that allows us to show how these technologies, like texts, can configure our social reality. Drawing from the work of Ricoeur and responding to the works of Searle, in postphenomenology and STS, we show (...) how blockchain technologies bring about a process of emplotment: an organisation of characters and events. First, we show how blockchain technologies actively configure plots such as financial transactions by rendering them increasingly rigid. Secondly, we show how they configure abstractions from the world of action, by replacing human interactions with automated code. Third, we investigate the role of people’s interpretative distances towards blockchain technologies: discussing the importance of greater public involvement with their application in different realms of social life. (shrink)

US citizens perceive their society to be one of the most diverse and religiously tolerant in the world today. Yet seemingly intractable religious intolerance and moral conflict abound throughout contemporary US public life - from abortion law battles, same-sex marriage, post-9/11 Islamophobia, public school curriculum controversies, to moral and religious dimensions of the Black Lives Matter and Occupy Wall Street movements, and Tea Party populism. Healthy Conflict in Contemporary American Society develops an approach to democratic discourse and coalition-building across deep (...) moral and religious divisions. Drawing on conflict transformation in peace studies, recent American pragmatist thought, and models of agonistic democracy, Jason Springs argues that, in circumstances riven with conflict between strong religious identities and deep moral and political commitments, productive engagement may depend on thinking creatively about how to constructively utilize conflict and intolerance. The result is an approach oriented by the recognition of conflict as a constituent and life-giving feature of social and political relationships. (shrink)

In this paper, we engage in a philosophical investigation of how blockchain technologies such as cryptocurrencies can mediate our social world. Emerging blockchain-based decentralised applications have the potential to transform our financial system, our bureaucracies and models of governance. We construct an ontological framework of “narrative technologies” that allows us to show how these technologies, like texts, can configure our social reality. Drawing from the work of Ricoeur and responding to the works of Searle, in postphenomenology and STS, we show (...) how blockchain technologies bring about a process of emplotment: an organisation of characters and events. First, we show how blockchain technologies actively configure plots such as financial transactions by rendering them increasingly rigid. Secondly, we show how they configure abstractions from the world of action, by replacing human interactions with automated code. Third, we investigate the role of people’s interpretative distances towards blockchain technologies: discussing the importance of greater public involvement with their application in different realms of social life. (shrink)

In their critique of connectionist models Fodor and Pylyshyn (1988) dismiss such models as not being cognitive or psychological. Evaluating Fodor and Pylyshyn's critique requires examining what is required in characterizating models as 'cognitive'. The present discussion examines the various senses of this term. It argues the answer to the title question seems to vary with these different senses. Indeed, by one sense of the term, neither representa-tionalism nor connectionism is cognitive. General ramifications of such an appraisal are discussed and (...) alternative avenues for cognitive research are suggested. (shrink)

Abstract Narrative thinking has a very important role in our ordinary everyday lives?in our thinking about fiction, about the historical past, about how things might have been, and about our own past and our plans for the future. In this paper, which is part of a larger project, I will be focusing on just one kind of narrative thinking: the kind that we sometimes engage in when we think about, evaluate, and respond emotionally to, our own past lives from a (...) perspective that is external to the remembered events. Being able to do this is an essential part of what it is to have a narrative sense of self. Sometimes, I will suggest, we fail to have such responses?we are not able to think and feel as we should about an episode in our lives. On such occasions, there is a gap in our narrative sense of self?a gap which opens up especially where the past is in some sense tragic or traumatic. The desire to close this gap is what I will call a desire for emotional closure. (shrink)

In this response, we clarify several misunderstandings of the understanding/acceptance principle and defend our specific operationalization of that principle. We reiterate the importance of addressing the problem of rational task construal and we elaborate the notion of computational limitations contained in our target article. Our concept of thinking dispositions as variable intentional-level styles of epistemic and behavioral regulation is explained, as is its relation to the rationality debate. Many of the suggestions of the commentators for elaborating two-process models are easily (...) integrated into our generic dual-process account. We further explicate how we view the relation between System 1 and System 2 and evolutionary and normative rationality. We clarify our attempt to fuse the contributions of the cognitive ecologists with the insights of the original heuristics and biases researchers. (shrink)

Literature reviews have traditionally been a simple exercise in reporting the current relevant research, both to provide an overview of the current status of the field, and perhaps to draw attention to controversies. From the perspective of positivist research traditions, it was important to neutrally report all the relevant research, which was assumed to be foundational. In this article, written for the Applied Critical Realism special issue of Journal of Critical Realism, I use my own research to illustrate how a (...) literature review might look if it were non-foundational and guided by the principles of immanent critique. Immanent critique is central to Bhaskar’s philosophical methodology but has not been much applied in critical realist empirical research. Following a brief introduction to immanent critique, its history and relation to other ways of grounding knowledge, an excerpt from a literature review is used as backdrop for an extended discussion about various potential applications, and impl... (shrink)

From princesses who free princes to journalists who tell stories about natural catastrophes and, most generally, individual and collective actors who make sense of the world, narratives are everywh...

In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. (...) Only within the context of what I call a transcendent view from somewhere—higher ideals that govern human activities—can we make sense of quantitative as well as qualitative research findings. (shrink)

The personhood of the physician is a crucial element in accomplishing the goals of medicine. We review claims made on behalf of the humanities in guiding professional identity formation. We explore the dichotomy that has evolved, since the Renaissance, between the humanities and the natural sciences. The result of this evolution is an historic misconstrual, preoccupying educators and diverting them from the moral development of physicians. We propose a curricular framework based on the recovery of Aristotelian concepts that bridge identity (...) and activity. The humanities and the natural sciences, jointly and severally, can fulfill developmental, characterological and instrumental purposes. (shrink)

This study examines how audiovisual brand stories both invite and enable consumers to enact heroic archetypes. Integrating research on the archetypal structure of narratives with research on the event structure of narratives, we distinguish singular plot stories (i.e. stories that show a Hero’s Journey) from embedded plot stories (i.e. stories that not only show but also tell one or more Hero’s Journeys) and develop a conceptual and narratological framework to analyze their structural elements. Application of the framework to 20 brand (...) stories representing 8 different brands reveals meaningful variation in elements between the singular plot stories and embedded plot stories. Differences in the expression of archetypes and event structure are argued to evoke different types of Hero enactment which in turn result in different outcomes. We specifically hypothesize that the enactment of heroic archetypes in singular plot stories primarily results in catharsis (pleasure), whereas the enactment of heroic archetypes in embedded plot stories primarily results in an outcome we describe as phronesis: a form of moral sense making of the self that advances one’s practical wisdom and prudence. The final section of the paper discusses how cathartic and phronetic outcomes of hero enactment may foster the psychological bonding between brand and consumer, and invite consumers to align their moral values with the values that are reflected by heroic character traits. The central aims of the analysis presented are to provide an exploration of narrative phenomena in a reasonably broad range of brand story videos and foremost to provide a conceptual framework with an applicable instrument suited to analyze relevant categories in these brand stories. The present study is interdisciplinary in its approach to a contemporary, developing marketing phenomenon, applying psychological modeling of archetypes and heroic values with narratological insights on perspective-taking and story structure. Its contribution is to systemize, from a narratological viewpoint, how various narrative archetypes in brand video stories may contribute to the development of brand-consumer relations. (shrink)

It is generally recognized that descriptive and normative individualism are logically independent theses. This paper defends the stronger view that recognition of the falsehood of descriptive individualism is crucial to understanding the evolutionary and developmental basis of normative individualism. The argument given for this is not analytic; rather, it is based on empirical generalizations about the evolution of markets with specialized labor, about the nature of information processing in large markets, and about the socialization of human children.

This project continues our interdisciplinary research into computational and cognitive aspects of narrative comprehension. Our ultimate goal is the development of a computational theory of how humans understand narrative texts. The theory will be informed by joint research from the viewpoints of linguistics, cognitive psychology, the study of language acquisition, literary theory, geography, philosophy, and artificial intelligence. The linguists, literary theorists, and geographers in our group are developing theories of narrative language and spatial understanding that are being tested by the (...) cognitive psychologists and language researchers in our group, and a computational model of a reader of narrative text is being developed by the AI researchers, based in part on these theories and results and in part on research on knowledge representation and reasoning. This proposal describes the knowledge-representation and natural-language-processing issues involved in the computational implementation of the theory; discusses a contrast between communicative and narrative uses of language and of the relation of the narrative text to the story world it describes; investigates linguistic, literary, and hermeneutic dimensions of our research; presents a computational investigation of subjective sentences and reference in narrative; studies children’s acquisition of the ability to take third-person perspective in their own storytelling; describes the psychological validation of various linguistic devices; and examines how readers develop an understanding of the geographical space of a story. This report is a longer version of a project description submitted to NSF. This document, produced in May 2007, is a L ATEX version of Technical Report 89-07 (Buffalo: SUNY Buffalo Department of Computer Science, August 1989), with slightly.. (shrink)

This original research hypothesises that the most fundamental building blocks of logical descriptions of cognitive, or knowledge, agents’ descriptions are expressible based on their conceptions (of the world). This article conceptually and logically analyses agents’ conceptions in order to offer a constructivist- based logical model for terminological knowledge. The most significant characteristic of [terminological] knowing is that there are strong interrelationships between terminological knowledge and the individualistic constructed, and to-be-constructed, models of knowledge. Correspondingly, I conceptually and logically analyse conception expressions (...) based on terminological knowledge, and I show how terminological knowledge may reasonably be assumed to be constructed based on the agents’ conceptions of the world. The focus of my model is on terminological knowledge structures, which may find applications in such diverse fields as the Semantic Web and educational/learning systems. (shrink)

Reflecting the dangers of irresponsible science and technology, Mary Shelley’s Frankenstein quickly became a mythic story that still feels fresh and relevant in the twenty-first century. The unique framework of the Frankenstein myth has permeated the public discourse about science and knowledge, creating various misconceptions around and negative expectations for scientists and for scientific enterprises more generally. Using the Frankenstein myth as an imaginative tool, we interviewed twelve scientists to explore how this science narrative shapes their views and perceptions of (...) science. Our results yielded two main conclusions. First, the Frankenstein myth may help scientists identify popular concerns about their work and offer a framework for constructing a more positive narrative. Second, finding optimistic science narratives may allow scientists to build a better relationship with the public. We argue that by showing the ethical principles and social dimensions of their work, scientists could replace a negative Frankenstein narrative with a more optimistic one. (shrink)

Using the two cases of the Icelandic Health Sector Database and Russian initiatives in biobanking, the article criticizes the view of narratives and imaginaries as a sufficient and unproblematic means of shaping public understanding of genetics and justifying population-wide projects. Narrative representations of national biobanking engage particular imaginaries that are not bound by the universal normative framework of human rights, promote affective thinking, distract the public from recognizing and discussing tangible ethical and socioeconomic issues, and harm trust in science and (...) technology. In the Icelandic case, the presentation of the project in association with national imaginaries concealed its market identity and could lead to the commodification of biodata. In the Russian case, framing in terms of "genetic sovereignty" and "civilizational code" offers pretexts for state securitization. Adherence to normative framework of human rights and public discussion of genetics in an argumentative and factual mode can counter these trends. (shrink)

This article argues that traditional, regulative principles of research ethics offer insufficient guidance for research in the narrative study of lives. These principles presuppose an implicit epistemology that conceives of research participants as data sources, a conception that is argued not tenable for narrative research. The case is made by drawing on recent discussions of research ethics in the qualitative and narrative research literature. This article shows that narrative ethics is inextricably entwined with epistemological issues--namely, issues of narrative ownership and (...) the multiplicity of narrative meaning. Finally, practical recommendations are made for the ethical treatment of research participants in narrative research. The article concludes by situating our approach with respect to the broad range of contemporary perspectives on research ethics. (shrink)

Emotional intelligence (EI) stands at the nexus between intelligence and emotion disciplines, and we outline how EI research might be better integrated within both theoretical frameworks. From the former discipline, empirical research focused upon whether EI is an intelligence and what type of intelligence it constitutes. It is clear that ability-based tests of EI form a group factor of cognitive abilities that may be integrated into the Cattell–Horn–Carroll framework; less clear is the lower order factor structure of EI. From the (...) latter discipline, research linking EI with theoretical frameworks from emotion research remain relatively sparse. Emotion regulation and appraisal theory may be key to explain how EI may reflect different processes. We propose a research agenda to advance the EI study. (shrink)

This paper re-frames business ethical codes as narrative processes by reflecting critically on key ontological assumptions underpinning the existing research, and introducing new and relevant concepts based on alternative assumptions. The first section draws on recent decision-making research to develop a theoretical account of BCEs as complex, socially embedded sensemaking processes. The second section addresses the content of codes, and differentiates between narrative and logico-scientific modes of reasoning. The third section focuses on the quality of code communication and identifies several (...) distinct types of narrative process. We provide research directions for how this new understanding of BCEs may be further developed, as well as implications for practitioners. In response to the call for new conceptual models, the paper provides organizational researchers with a more nuanced understanding of how BCEs enable or constrain ethical behavior in organizations. (shrink)

Complexity theory challenges educational philosophy to reconsider accepted paradigms of teaching, learning and educational research. However, though attractive, not least because of its critique of positivism, its affinity to Dewey and Habermas, and its arguments for openness, diversity, relationships, agency and creativity, the theory is not without its difficulties. These are seen to lie in terms of complexity theory's nature, status, methodology, utility and contribution to the philosophy of education, being a descriptive theory that is easily misunderstood as a prescriptive (...) theory, silent on key issues of values and ethics that educational philosophy should embrace, of questionable internal consistency, and of limited ‘added value’ in educational philosophy. The paper sets out key tenets of complexity theory and argues that, though it is useful for educational philosophy, it requires new conceptual tools and mind‐sets to comprehend fully its significance. (shrink)

This article discusses the function, development and maintenance of meaning and the importance of meaning-making from different perspectives, as it is based on a collaboration between professionals from health science and psychology. The aim is to discuss how meaning-making processes can be employed in the health context to enhance individuals’ well-being. Starting point is a description of the common basis of the understanding of meaning-making. Afterwards brief examples from the different professional areas will show how meaning-making can improve health care (...) practice. We will focus on the processual nature of meaning-making, its existential layers, as well as the ways in which meaning-making is at play in everyday activities and limit situations, such as illness or suicidality. (shrink)

New Zealand is a multilingual and multicultural society, where English, Maori, and the New Zealand sign language are designated as its official languages. However, some heritage languages are also taught either within or outside the national education system. During the past decade, an increasing number of students have chosen Mandarin Chinese as an additional language because of its fast-growing importance. To date, studies regarding CAL are mainly based on the mainstream Chinese programs or online platforms, with less attention paid to (...) other types of teaching contexts where there also exist many potential challenges awaiting teachers. To fill in this gap, this study, based on a teaching program consisting of two families in New Zealand, explored the trajectories of a CAL teacher’s emotional labor for 47 weeks to understand how she managed her emotions when she taught the language as well as balanced the relationship among the three parties: the institution, the two families, and herself. Narrative inquiry was used as a methodological approach. The data involved written and spoken narratives. Using inductive and deductive thematic analysis, findings revealed her different understandings of the emotional labor in the two families, respectively, during the program. Further analysis of the data revealed some factors that impacted her emotional labor and how they impacted her teaching in a family-based context. We concluded our study with a discussion of the implications of these findings for teaching CAL in similar contexts. (shrink)

This study is concerned with the productive aspects of confabulation as it occurs spontaneously in dementia care, in its context, and in interaction with other care recipients. Confabulation is approached as a social and discursive event with distinct narrative features; plots and formerly established genres of plots, storylines, are used by confabulators in order to understand, manage and interact socially in the present situation. Three main functions of confabulation are discerned: 1) making sense of the current situation ; 2) maintaining (...) a personal identity in interaction with others ; and 3) organizing and legitimizing joint action in the world. The resources used by confabulating subjects are sparse and not well adjusted to changing conditions, as the number of accessible storylines is limited. This makes it difficult to apply storylines that explain the current situation satisfactorily, provide useful guidelines for how to act, as well as preserve a positive self-identity. Helping with this constitutes a major challenge in dementia care. (shrink)

The zone of proximal development (ZPD) is defined as an overarching concept that integrates the main tenets of Vygotsky’s theory of human development. The conceptualization of the ZPD begins with its social, cultural, and historical context and traces its development as a spatial and temporal metaphor that reflects the sociogenetic root of all human mental functioning. Beyond the explication of sociogenesis, the ZPD is reconceptualized to include the notions of voice and dialogicality. The insights gained from the fields of semiotics (...) and discourse studies allow a broader understanding of the ZPD by bringing to light participant structures and institutional and historical forces that may not have been included in the dominant interpretations of the ZPD. (shrink)

All over the Internet, many websites operate dealing with collective and personal memory. The sites relevant to collective memory deal with structuring the memory of social groups and they comprise part of “civil religion”. The sites that deal with personal memory memorialize people who have died and whose family members or friends or other members of their community have an interest in preserving their memory. This article offers an analysis of an expanded philosophical discourse that took place over a two-year (...) period with three groups of young people who had experienced loss in their families or their communities and who were partners in writing texts on memorial sites or had established websites as part of coping with the loss. This article seeks to offer a narrative analysis of the philosophical discourse and to contribute to an expansion of the discussion regarding the connection between Philosophy with Children and its methods and the social networks where entire lives involving philosophical dimensions are conducted. (shrink)

En este artículo argumento a favor de dos tesis. Primero, defiendo que las teorías narrativas de la identidad personal deben comprometerse con la intuición de que la identidad es una relación determinada. Segundo, muestro cómo las teorías narrativas pueden ser exitosas en este empeño dando cabida a la dimensión social de nuestra existencia en tanto personas. Para organizar mi exposición me centro en uno de los casos más conflictivos para las teorías de la identidad personal: los casos de duplicación. Ante (...) estos casos, las únicas opciones disponibles parecen ser bien aceptar que la identidad personal es indeterminada, o bien dar una respuesta arbitraria que permita conservar la determinación de la identidad a costa de vaciar la relación de identidad de toda su importancia práctica. Argumentaré por qué las teorías narrativas pueden escapar de ese dilema mediante una tercera vía. (shrink)

This study investigated the impact of maternal reflective functioning (RF) and attachment security on children’s mentalization. The Adult Attachment Interview (AAI) was administered to mothers in a sample of 41 mother–preadolescent dyads. AAI transcripts were rated in terms of the Berkeley AAI System ( Main and Goldwyn, 1998 ) and the Reflective Functioning Scale (RFS; Fonagy et al., 1998 ). Preadolescent mentalization was assessed using a semi-structured interview adapted from O’Connor and Hirsch (1999) and also by analyzing mental-state talk produced (...) during an autobiographical interview. Relationships between maternal RF and children’s mentalization were analyzed, with consideration given to the different RFS markers and references to positive, negative, and mixed-ambivalent mental states. Children’s mentalization was positively correlated with the mother’s RF, particularly the mother’s ability to mentalize negative or mixed-ambivalent mental states. No significant differences in mentalization were observed between children of secure and insecure mothers. (shrink)

The mind constructs narratives from what would otherwise be chaos. Narratives viewed minimally—at least two temporally ordered events—are revealed in the way people talk about space and time. Narratives replete with a voice, causality, and emotion are reflected in the stories people tell about their own lives, stories that, as acknowledged by their tellers, distort the details around 60% of the time, but, according to their tellers, distort the 'truth' far less often.

Contemporary approaches to the study of suicide tend to examine suicide as a medical or public health problem rather than a moral problem, avoiding the kinds of judgements that have historically characterised discussions of the phenomenon. But morality entails more than judgement about action or behaviour, and our understanding of suicide can be enhanced by attending to its cultural, social, and linguistic connotations. In this work, I offer a theoretical reconstruction of suicide as a form of moral experience that delineates (...) five distinct, yet interrelated domains of understanding: the temporal, the relational, the existential, the ontological, and the linguistic. Attention to each of these domains, I argue, not only enriches our understanding of the moral realm but also provides a heuristic for examining the moral traditions and practices that constitute contemporary understandings of suicide. (shrink)

In introducing the works included in this special issue, this essay identifies some general ways that these and other narratives can function in ethical explorations in the field of education. The essay not only articulates ways that narratives can be useful to education scholars, but it also provides pedagogical reasons to connect stories with ethics in classrooms. It concludes with a brief nod to the dangers that Plato, contemporary scholars and teachers have about combining narratives with ethical inquiry, and touches (...) upon some ways to temper them. (shrink)

This paper proposes an understanding of literary narrative as a form of social cognition and situates the study of such narratives in relation to the new comprehensive approach to human cognition, enaction. The particular form of enactive cognition that narrative understanding is proposed to depend on is that of participatory sense-making, as developed in the work of Di Paolo and De Jaegher. Currently there is no consensus as to what makes a good literary narrative, how it is understood, and why (...) it plays such an irreplaceable role in human experience. The proposal thus identifies a gap in the existing research on narrative by describing narrative as a form of intersubjective process of sense-making between two agents, a teller and a reader. It argues that making sense of narrative literature is an interactional process of co-constructing a story-world with a narrator. Such an understanding of narrative makes a decisive break with both text-centered approaches that have dominated both structuralist and early cognitivist study of narrative, as well as pragmatic communicative ones that view narrative as a form of linguistic implicature. The interactive experience that narrative affords and necessitates at the same time, I argue, serves to highlight the active yet cooperative and communal nature of human sociality, expressed in the many forms than human beings interact in, including literary ones. (shrink)

The proposed multilevel framework of discourse comprehension includes the surface code, the textbase, the situation model, the genre and rhetorical structure, and the pragmatic communication level. We describe these five levels when comprehension succeeds and also when there are communication misalignments and comprehension breakdowns. A computer tool has been developed, called Coh-Metrix, that scales discourse (oral or print) on dozens of measures associated with the first four discourse levels. The measurement of these levels with an automated tool helps researchers track (...) and better understand multilevel discourse comprehension. Two sets of analyses illustrate the utility of Coh-Metrix in discourse theory and educational practice. First, Coh-Metrix was used to measure the cohesion of the text base and situation model, as well as potential extraneous variables, in a sample of published studies that manipulated text cohesion. This analysis helped us better understand what was precisely manipulated in these studies and the implications for discourse comprehension mechanisms. Second, Coh-Metrix analyses are reported for samples of narrative and science texts in order to advance the argument that traditional text difficulty measures are limited because they fail to accommodate most of the levels of the multilevel discourse comprehension framework. (shrink)

The interaction theory of social cognition contends that intersubjective interaction is characterized by both immersion and irreducibility. This motivates a question about autonomy and self-agency: If I am always caught up in processes of interaction, and interaction always goes beyond me and my ultimate control, is there any room for self-agency? I outline an answer to this question that points to the importance of communicative and narrative practices.