Metaphors abound in both the arts and in science. Due to the traditional division between these enterprises as one concerned with aesthetic values and the other with epistemic values there has unfortunately been very little work on the relation between metaphors in the arts and sciences. In this paper, we aim to remedy this omission by defending a continuity thesis regarding the function of metaphor across both domains, that is, metaphors fulfill any of the same functions in science as they (...) do in the arts. Importantly, this involves the claim that metaphors in arts as well as science have both epistemic and aesthetic functions. (shrink)

This paper examines the role of awe and wonder in scientific practice. Drawing on evidence from psychological research and the writings of scientists and science communicators, I argue that awe and wonder play a crucial role in scientific discovery. They focus our attention on the natural world, encourage open-mindedness, diminish the self (particularly feelings of self-importance), help to accord value to the objects that are being studied, and provide a mode of understanding in the absence of full knowledge. I will (...) flesh out implications of the role of awe and wonder in scientific discovery for debates on the relationship between science and religion. Abraham Heschel argued that awe and wonder are religious emotions because they reduce our feelings of self-importance, and thereby help to cultivate the proper reverent attitude towards God. Yet metaphysical naturalists such as Richard Dawkins insist that awe and wonder need not lead to any theistic commitments for scientists. The awe some scientists experience can be regarded as a form of non-theistic spirituality, which is neither a reductive naturalism nor theism. I will attempt to resolve the tension between these views by identifying some common ground. (shrink)

Many pantheists have claimed that their view of the divine is motivated by a kind of spiritual experience. In this paper, I articulate a novel argument, inspired by recent work on moral exemplarism, that gives voice to this kind of motivation for pantheism. The argument is based on two claims about the emotion of awe, each of which is defended primarily via critical engagement with empirical research on the emotion. I also illustrate how this pathway to pantheism offers pantheists distinctive (...) resources for responding to persistent objections to their view, and how it might lead to more exotic views incorporating pantheistic elements. (shrink)

ABSTRACTExperiences that contradict one's core concepts elicit intense emotions. Such schema incongruence can elicit awe, wherein experiences that are too vast...

Awe has traditionally been considered a religious or spiritual emotion, yet scientists often report that awe motivates them to answer questions about the natural world, and to do so in naturalistic terms. Indeed, awe may be closely related to scientific discovery and theoretical advance. Awe is typically triggered by something vast (either literally or metaphorically) and initiates processes of accommodation, in which existing mental schemas are revised to make sense of the awe‐inspiring stimuli. This process of accommodation is essential for (...) the kind of belief revision that characterizes scientific reasoning and theory change. Across six studies, we find that the tendency to experience awe is positively associated with scientific thinking, and that this association is not shared by other positive emotions. Specifically, we show that the disposition to experience awe predicts a more accurate understanding of how science works, rejection of creationism, and rejection of unwarranted teleological explanations more broadly. (shrink)

ABSTRACTAwe is described as an a “epistemic emotion” because it is hypothesised to make gaps in one’s knowledge salient. However, no empirical evidence for this yet exists. Awe is also hypothesised...

In this article we review the emerging literature on the self-transcendent emotions. We discuss how the self-transcendent emotions differ from other positive emotions and outline the defining features of this category. We then provide an analysis of three specific self-transcendent emotions—compassion, gratitude, and awe—detailing what has been learned about their expressive behavior, physiology, and likely evolutionary origins. We propose that these emotions emerged to help humans solve unique problems related to caretaking, cooperation, and group coordination in social interactions. In our (...) final section we offer predictions about the self-transcendent emotions that can guide future research. (shrink)

This review provides an overview of the research on nonverbal expressions of positive emotions, organised into emotion families, that is, clusters sharing common characteristics. Epistemological positive emotions are found to have distinct, recognisable displays via vocal or facial cues, while the agency-approach positive emotions appear to be associated with recognisable visual, but not auditory, cues. Evidence is less strong for the prosocial emotions in any modality other than touch, and there is little support for distinct recognisable signals of the savouring (...) positive emotions. In closing, some limitations of extant work are noted and some proposals for future research are outlined. (shrink)

Some experimental results in science are productively surprising or beautiful. Such results are disruptive in their epistemic nature: by violating epistemic expectations they mark the phenomenon at hand as worthy of further investigation. Could it be that there are emotions beyond these two which are also useful for the epistemic evaluation of scientific experiments? Here, I conduct a structured sociological survey to explore affective experiences in scientific experimental research. I identify that learning the results of an experiment is the high (...) emotional point in the experimenting process. Thus, experimental results can be challenging, beautiful, or boring, and they can worry, amuse, make one sad, and so on. They can also drive meta-cognitive evaluations as well as motivate specific research-related actions. From this, I advance two claims: that emotions beyond surprise and disruptive beauty are epistemically useful in empirical research, and that emotions help to overcome specific challenges of reasoning about new experimental results. (shrink)

Contributions to this special section on positive emotions are summarized and integrated within a framework for organizing theory and research on particular emotions. Emotions are conceptualized as evolved strategies for coping with crises and opportunities, elicited by situational and appraisal antecedents–with phenomenological, physiological, expressive, behavioral, and emotivational goal components. Within this framework, theories are compared, inconsistencies and gaps in knowledge are identified, and issues in emotion theory are discussed.

Arguably, emotion is always valenced—either pleasant or unpleasant—and dependent on the pleasure system. This system serves adaptive evolutionary functions; relying on separable wanting, liking, and learning neural mechanisms mediated by mesocorticolimbic networks driving pleasure cycles with appetitive, consummatory, and satiation phases. Liking is generated in a small set of discrete hedonic hotspots and coldspots, while wanting is linked to dopamine and to larger distributed brain networks. Breakdown of the pleasure system can lead to anhedonia and other features of affective disorders. (...) Eudaimonia and well-being are difficult to study empirically, yet whole-brain computational models could offer novel insights potentially linking eudaimonia to optimal metastability in the pleasure system. (shrink)

The Overview Effect is the commonly reported experience of astronauts viewing planet Earth from space, and the subsequent reflection on, and processing of this experience. The Overview Effect is associated with feelings of awe, self-transcendence, and a change of perspective and identity that manifest themselves in taking steps towards protecting the fragile ecosystem. In the current study, we investigated whether the Overview Effect can be obtained in school children when simulated using virtual reality and whether the effect has a positive (...) impact on learning gains. Using questionnaires and attention data in an existing simulation environment used in the school system, we showed that the virtual reality simulation elicits an Overview Effect experience. Moreover, the experience yields learning gains in the domain of astrophysics. These findings are in line with past evidence regarding the positive impact of awe on learning and can be used to support further investigations of the relation between the Overview Effect and behavioral changes, specifically for educational purposes. (shrink)

Coastal environments are increasingly shown to have a positive effect on our health and well-being. Various mechanisms have been suggested to explain this effect. However, so far little focus has been devoted to emotions that might be relevant in this context, especially for people who are directly or indirectly exposed to the coast on a daily basis. Our preregistered qualitative study explored how coastal residents experience the emotions they feel at the coast and how they interpret the effect these emotions (...) have on them. We conducted semi-structured interviews with a purposive sample of eight Belgian coastal residents aged 21–25 years old. The interviews were analyzed with the approach of interpretative phenomenological analysis. Five superordinate themes were identified and indicate that, for our participants, the coast represents a safe haven in which they can experience emotional restoration, awe, and nostalgia. These emotional states are accompanied with adaptive emotion regulating strategies, such as reflection and positive reappraisal, that may facilitate coping with difficult thoughts and feelings. Our study demonstrates the importance of investigating specific emotions and related processes triggered at the coast and how these could contribute to the therapeutic value of the coast. (shrink)

Awe arises when one experiences something so extraordinary that it defies current understanding, prompting efforts to comprehend the initially incomprehensible. We situate awe within Dubourg and Baumard's framework for the prevalence and psychological underpinnings of imaginary worlds. We argue that imaginary worlds are powerful catalysts of awe, which, in turn, drive important individual and social outcomes.

This special issue presents developments in research on the cognitive mechanisms and consequences of surprise. Amidst much progress, surprise research has often been siloed, so, as editors, we have sought to juxtapose insights, theories, and findings, to support cross‐fertilization in future research. The present paper sets the stage by presenting a historical summary, highlighting contrasts in definitions, and tracing major threads running through this issue and the larger surprise literature.

After decades of neglect, positive emotion is now the focus of a rich, diverse, and rapidly growing field. Basic research has advanced understanding of positive emotions’ neural mechanisms, nonverbal expression, and implications for cognition and motivation, with increasing appreciation of positive emotion differentiation, as well as cultural and contextual moderators of positive emotions’ effects. Much research has also addressed ways positive emotions can be leveraged to improve the human condition, and the mechanisms by which interventions have beneficial effects. As always, (...) new knowledge raises more questions, and we still have a long way to go before the promise of this field can be fully realized. This comment reviews major developments in positive emotion science and offers recommendations for the future. (shrink)

This paper considers how surprise (or its lack) can be cast as a metacognitive signal with an adaptive function in learning new knowledge and revising belief networks. It reviews the phenomena that may hinder this signal (e.g., hindsight bias) and argues for its extrinsic exploitation in instructional and educational contexts by educators, journalists and parents, who might train learners to internalize the use of surprise to drive explanation‐based learning.

The universe is enormous, perhaps unimaginably so. In comparison, we are very small. Does this suggest that humanity has little if any cosmic significance? And if we don’t matter, should that matter to us? Blaise Pascal, Frank Ramsey, Bertrand Russell, Susan Wolf, Harry Frankfurt, Stephen Hawking, and others have offered insightful answers to those questions. For example, Pascal and Ramsey emphasize that whereas the stars cannot think, human beings can. Through an exploration of some features of awe and its positive (...) effects on us, I offer a novel way of answering the second question: even if we don’t matter, we, unlike the stars, naturally benefit from observing our own smallness. I explore implications for accounts of the absurdity of human life. Life might be absurd. But I give reasons to think that life isn’t absurd in the ways some such as Nagel and Camus suggest. Finally, I connect non-symmetric awe with Buddhist insights to strengthen a recent and more positive account of how to find meaning in life. (shrink)