The Law Society recently published a practice note titled 'Prosecutions of victims of trafficking'. This practice note comes many years after many lawyers had highlighted the problem and after the government machinery had chuntered into action and passed the UK Modern Slavery Act 2015 with explanatory notes and non-statutory guidelines for corporations. Since 2012 there had been issued warnings about the way defence lawyers, the Crown Prosecution Service and the UK police were dealing with trafficking and the Criminal Cases Review (...) Commission as far back as 2012 had note the severe failings by defence solicitors, prosecution and police, leading to many appeals and potential miscarriages of justice. Even in 2012 there were 946 known human trafficking victims, including 234 children. There was an attempt at a Human Trafficking Bill in 2010 which came to a halt and several reports including one by the Prison Reform Trust and Cambridge University Press, notwithstanding many books by notable academics for many years before today. This article examines the inadequacies of the Law Society practice note on defending victims and the jumble of high-ideals but short-sighted and impractical parts of the UK Modern Slavery Act 2015. (shrink)

Kosgaard claims that selves/agents self-constitute during actions by relying on principles such as Kant’s Categorical Imperative. This intellectualist approach neglects the body. Merleau-Ponty considers the “lived body” and its perceptual world as the source of the unity of action, an approach that I extrapolate to all biological organisms.

Davidson famously contended that all actions are movements of the agent's body. It has been objected, however, that Davidson's view is incompatible with his own definition of primitive actions. This paper argues that this objection is based on an incorrect reading of Davidson's argument. I will show that by reading 'movements', in 'all actions are bodily movements', transitively, Davidson's definition of primitive actions ceases to contradict with his thesis that all actions are bodily movements.

While there is a prolific debate surrounding the issue of conscientious objection of individuals towards performing certain clinical acts, this debate ignores the fact that there are other reasons why clinicians might wish to object providing specific services. This paper briefly discusses the idea that healthcare workers might object to providing specific services because they are against their professional judgement, they want to maintain a specific reputation, or they have pragmatic reasons. Reputation here is not simply understood as being (...) in good standing with a professional body. Rather, reputation is treated in the sense that a craftsman might wish to be known for providing a specific type, quality, and style of service. Professionalism is understood as acting according to the philosophical and scientific principles that are the basis of healthcare (such as acting for the benefit of the patient’s health and following well- evidenced treatment pathways). (shrink)

In his 1953 lectures at the College de France, Merleau-Ponty dedicated much effort to further developing his idea of embodied subject and interpreted fresh sources that he did not use in Phenomenology of Perception. Notably, he studied more in depth the neurological notion of "body schema". According to Merleau-Ponty, the body schema is a practical diagram of our relationships to the world, an action-based norm with reference to which things make sense. Merleau-Ponty more precisely tried to describe the (...) fundamentally dynamic unity of the body, i.e. the fact there are various possibilities how the practical "diagram" of body schema could be de-differentiated (in pathology) or further refined (via cognitive and cultural superstructures, symbolic systems). This chapter summarises Merleau-Ponty's interpretation of the notion, while contrasting it to the more traditional understanding of the body in phenomenology and recent philosophical texts dealing with body schema. (shrink)

Body Integrity Identity Disorder (BIID) is a very rare condition describing those with an intense desire or need to move from a state of ability to relative impairment, typically through the amputation of one or more limbs. In this paper, I draw upon research in critical disability studies and philosophy of disability to critique arguments based upon the principle of nonmaleficence against such surgery. I demonstrate how the action-relative concept of harm in such arguments relies upon suspect notions of (...) biological and statistical normality, and I contend that each fail to provide normative guidance. I then propose a critical theory of harm, one marked by substantive engagement with both empirical and reflective inquiry across the sciences, social sciences, and humanities. I conclude by discussing the implications of this theory and how it might enrich ongoing debates in bioethics, philosophy of disability, and the health humanities. (shrink)

In mental action there is no motor output to be controlled and no sensory input vector that could be manipulated by bodily movement. It is therefore unclear whether this specific target phenomenon can be accommodated under the predictive processing framework at all, or if the concept of “active inference” can be adapted to this highly relevant explanatory domain. This contribution puts the phenomenon of mental action into explicit focus by introducing a set of novel conceptual instruments and developing a first (...) positive model, concentrating on epistemic mental actions and epistemic self-control. Action initiation is a functionally adequate form of self-deception; mental actions are a specific form of predictive control of effective connectivity, accompanied and possibly even functionally mediated by a conscious “epistemic agent model”. The overall process is aimed at increasing the epistemic value of pre-existing states in the conscious self-model, without causally looping through sensory sheets or using the non-neural body as an instrument for active inference. (shrink)

We have been observing how infants between 3 and 21 months react when a vibrotactile stimulation (a buzzer) is applied to different parts of their bodies. Responses included in particular movement of the stimulated body part and successful reaching for and removal of the buzzer. Overall, there is a pronounced developmental progression from general to specific movement patterns, especially in the first year. In this article we review the series of studies we conducted and then focus on possible mechanisms (...) that might explain what we observed. One possible mechanism might rely on the brain extracting “sensorimotor contingencies” linking motor actions and resulting sensory consequences. This account posits that infants are driven by intrinsic motivation that guides exploratory motor activity, at first generating random motor babbling with self-touch occurring spontaneously. Later goal-oriented motor behavior occurs, with self-touch as a possible effective tool to induce informative contingencies. We connect this sensorimotor view with a second possible account that appeals to the neuroscientific concepts of cortical maps and coordinate transformations. In this second account, the improvement of reaching precision is mediated by refinement of neuronal maps in primary sensory and motor cortices—the homunculi—as well as in frontal and parietal corti- cal regions dedicated to sensorimotor processing. We complement this theoretical account with modeling on a humanoid robot with artificial skin where we implemented reaching for tactile stimuli as well as learning the “somatosensory homunculi”. We suggest that this account can be extended to reflect the driving role of sensorimotor contingencies in human development. In our conclusion we consider possible extensions of our current experiments which take account of predictions derived from both these kinds of models. (shrink)

The relationship between space and human occurs through the actions performed with the body. The abstraction study as an exploration of the body is one of the significant practices for first-year design students. However, there are not enough investigations for design students regarding body, space and basic design principles. This paper aims to explore the potentiality and limitations of the body-abstraction process by comparing the impact of two different educational models on students' perception and improvement. (...) The applied methodology includes comparing two design processes of the basic design course depending on parameters: Given example, source of the video, type of movement, the number of the selected-used scenes, mode of sketching, the method for production, requested outcome, the scale of the study, the material of models and critique of the video. The results present that the activation of the body through mental practice, drawing and modelling stages is critical to understand its abstract and spatial capabilities. The realisation of the potentials in the relationship between body and abstraction in spatial perception would enable us to create an advanced design process addressing more original concepts. (shrink)

While philosophers of mind have devoted abundant time and attention to questions of content and consciousness, philosophical questions about the nature and scope of mental action have been relatively neglected. Galen Strawson’s account of mental action, arguably the most well-known extant account, holds that cognitive mental action consists in triggering the delivery of content to one’s field of consciousness. However, Strawson fails to recognize several distinct types of mental action that might not reduce to triggering content delivery. In this paper, (...) we argue that meditation provides a useful model for understanding a wider range of types of mental action than heretofore recognized. Conclusions yielded by two distinct bodies of current psychological research on meditation and cognition, and meditation and introspection, buttress meditation’s suitability for this role. (shrink)

I defend the Doctrine of Doing and Allowing: the claim that doing harm is harder to justify than merely allowing harm. A thing does not genuinely belong to a person unless he has special authority over it. The Doctrine of Doing and Allowing protects us against harmful imposition – against the actions or needs of another intruding on what is ours. This protection is necessary for something to genuinely belong to a person. The opponent of the Doctrine must claim (...) that nothing genuinely belongs to a person, even his own body. (shrink)

Philosophical orthodoxy has it that intentional action consists in one’s intention appropriately causing a motion of one’s body, placing the latter as (conceptually and/or metaphysically) prior to the former. Here I argue that this standard schema should be reversed: acting intentionally is at least conceptually prior to intending. The argument is modelled on a Williamsonian argument for the priority of knowledge developed by Jenifer Nagel. She argues that children acquire the concept KNOWS before they acquire BELIEVES, building on this (...) alleged developmental priority of knowledge to establish its conceptual priority. I start by taking a closer look at Nagel’s argument, canvassing extant objections to do both with the empirical adequacy of her claims and their philosophical implications. Doing so allows me in the second part of the paper to draw lessons that inform the construction of a revamped parallel argument for the priority of ACTS INTENTIONALLY. (shrink)

Recently, research capability has received an overwhelming and remarkable interest among academics and practitioners. This is timely since the Department of Education had institutionalized research and encouraged teachers to engage in it to support evidence-based practice, decision-making, policy, and program development. On these premises, a study was carried out to assess the research capability of public teachers in Malaybalay City, determine its correlates and determinants. It utilized descriptive, correlational, and explanatory designs. It administered survey questionnaires to 92 participants. Data were (...) analyzed using descriptive and inferential statistics. The results revealed that teachers were slightly capable of conducting research and having neutral attitudes toward it, motivated to write research, had a high level of difficulties in research processes, and moderately capable of action planning. They also show evidence of potential in mentoring. Further, mentoring and action planning skills, motivation to write research, attitudes toward research, and the number of studies completed by teachers were the correlates of their research capability at different magnitudes of the relationship. Notably, the research capability of teachers had a low, negative but significant relationship with their age and accumulated years of service. Thus, this capability deteriorates as they age and accumulate years of service. The motivation to write research, the number of studies completed, and age were the determinants of research capability. It was concluded that research capability can be determined and predicted by how motivated teachers are to write research, how productive they are in research, and how young they are when they engage in this rigorous endeavor. The study identified and recommended topics for continuing professional development. (shrink)

Recently, research capability has received an overwhelming and remarkable interest among academics and practitioners. This is timely since the Department of Education had institutionalized research and encouraged teachers to engage in it to support evidence-based practice, decision-making, policy, and program development. On these premises, a study was carried out to assess the research capability of public teachers in Malaybalay City, determine its correlates and determinants. It utilized descriptive, correlational, and explanatory designs. It administered survey questionnaires to 92 participants. Data were (...) analyzed using descriptive and inferential statistics. The results revealed that teachers were slightly capable of conducting research and having neutral attitudes toward it, motivated to write research, had a high level of difficulties in research processes, and moderately capable of action planning. They also show evidence of potential in mentoring. Further, mentoring and action planning skills, motivation to write research, attitudes toward research, and the number of studies completed by teachers were the correlates of their research capability at different magnitudes of the relationship. Notably, the research capability of teachers had a low, negative but significant relationship with their age and accumulated years of service. Thus, this capability deteriorates as they age and accumulate years of service. The motivation to write research, the number of studies completed, and age were the determinants of research capability. It was concluded that research capability can be determined and predicted by how motivated teachers are to write research, how productive they are in research, and how young they are when they engage in this rigorous endeavor. The study identified and recommended topics for continuing professional development. (shrink)

My primary aim is to defend a nonreductive solution to the problem of action. I argue that when you are performing an overt bodily action, you are playing an irreducible causal role in bringing about, sustaining, and controlling the movements of your body, a causal role best understood as an instance of agent causation. Thus, the solution that I defend employs a notion of agent causation, though emphatically not in defence of an account of free will, as most theories (...) of agent causation are. Rather, I argue that the notion of agent causation introduced here best explains how it is that you are making your body move during an action, thereby providing a satisfactory solution to the problem of action. (shrink)

This quantitative study explores the acceptability of Online Learning Action Cell (LAC) practice as a school-based professional development strategy for Tagumpay National High School (TNHS) teachers. The research was motivated by the Department of Education (DepEd) Order No. 35 s. 2016 which prompts public schools to comply with the implementation of LAC sessions because it has a positive impact on teachers’ beliefs and practices resulting in education reforms for learners’ benefit. However, in compliance with DepEd’s policy on maximizing Time-On-Task (...) (DepEd Order No. 9 s. 2005) and the teacher’s conflict of schedule and other ancillary and coordination functions, absences or non-participation in classroom LAC was noted. The viability of offering Online LAC sessions using appropriate media and technologies to provide more options and flexibility for the study is suggested and tested utilizing a conceptual framework drawn from DepEd Order No. 35 s. 2016, Simonson’s Equivalency Theory and Anderson’s Community of Inquiry (COI). A descriptive survey method was used in this study with purposive sampling identifying ten Technology and Livelihood Education (TLE) teachers to pilot the Online LAC based on the memorandum issued by the school head. The subjects went through a week of experience in a LAC session using Facebook (FB) as Learning Management System (LMS) while a researcher-designed survey tool in the form of a Likert-type scale questionnaire was administered via Google forms before and after the online session to measure teacher’s acceptability of Online LAC Session practice. In the analysis, a descriptive statistic shows that pre-post survey results on Online LAC session planning is from ‘moderately acceptable’ to ‘very highly acceptable’; implementation is from ‘acceptable’ to ‘very highly acceptable’, and evaluation is from ‘moderately acceptable’ to ‘very highly acceptable’. TNHS teachers' acceptability of Online LAC session practice increases after their participation in a fully-online learning environment. Limitations, recommendations, future research directions, and conclusions are also included in the study. -/- . (shrink)

David Tomasi presents new, groundbreaking research on the science and application of Mind-Body Medicine strategies to improve clinical outcomes in inpatient psychiatry settings. Much more than a list of therapeutic recommendations, this book is a thorough description of how Mind-Body Medicine can be successfully applied, from a therapeutic as well as from an organizational, cost-effective analysis viewpoint, to the full spectrum of psychiatric treatments. Furthermore, this study examines the role of multidisciplinary and interdisciplinary treatment teams, with a special (...) focus on the profession and the role of psychotherapists and group therapists, thereby providing solid scientific evidence of the benefits of patient-provider therapeutic alliances. In this sense, this book serves as a guide for professionals and institutions both in the private and the public sphere, to learn effective treatment and management strategies. About the Author Psychotherapist, Researcher, and Philosopher Dr. David Låg Tomasi is the author of Medical Philosophy (ibidem, 2016) and the co-author of Positive Patient Response to a Structured Exercise Program Delivered in Inpatient Psychiatry (Global Advances in Health and Medicine, 2019), the most-read research item from the University of Vermont (Researchgate, 2019). A member of several national and international Academies of Sciences, Dr. Tomasi works in the Inpatient Psychiatry Unit at the UVM Medical Center, and teaches at the University of Vermont and the Community College of Vermont. ---- Ibidem / Columbia University Press. (shrink)

Defining actions in contradistinction to mere happenings runs into the problem of specifying the role of the agent and separating what the agent does from what they exploit or suffer. Traditionally these problems have been approached by starting with a simple act, such as an incidental movement, and considering causality, or by seeking to elucidate the connection between the act and the agent's intentions or reasons. It is suggested here that a promising approach is to shift attention from 'simple' (...) movements and start instead by exploring the general character of acquired skills. Balancing the body is one such skill and serves here as an exemplar. Some remarks made by Reid on balance are used in a Peircean framework for perception to suggest that, at least for humans, an action is always the performance of an acquired skill. Also, while action is constitutive of perception, bodily perception is the basis of action, providing in a feeling of ownership direct knowledge of an asymmetric opposition between the agent and the world. (shrink)

In “The myth of mental illness” Thomas Szasz challenges the idea that mental illnesses are diseases in the biomedical sense. In his view they are more similar to a foreign language and for this reason they cannot be treated by means of biomedical therapies. The present article explores the semiotic implications of Szasz’s view of the hysterical symptoms as an iconic language. Following Reichenbach, Szasz distinguishes three classes of signs: indexical, iconic and symbolic. The somatic language of the hysteric person (...) would be an iconic protolanguage which is more primordial than the objective language. Nevertheless, it retains all the basic functions of the language: to transmit information, to induce mood, and to promote action. Five different but intertwined reasons for the use of such an iconic form of communication are discussed. In conclusion, the hysterical symptom speaks its proper language and our ethical commitment is primarily to empathically listen to it. (shrink)

A body schema is an agent's model of its own body that enables it to act on affordances in the environment. This paper presents a body schema system for the Learning Intelligent Decision Agent (LIDA) cognitive architecture. LIDA is a conceptual and computational implementation of Global Workspace Theory, also integrating other theories from neuroscience and psychology. This paper contends that the ‘body schema' should be split into three separate functions based on the functional role of consciousness (...) in Global Workspace Theory. There is (1) an online model of the agent's effectors and effector variables (Current Body Schema), (2) a long-term, recognitional storage of embodied capacities for action and affordances (Habitual Body Schema), and (3) "dorsal" stream information feeding directly from early perception to sensorimotor processes (Online Body Schema). This paper then discusses how the LIDA model of the body schema explains several experiments in psychology and ethology. (shrink)

Patient and public involvement is widely thought to be important in the improvement of health care delivery and in health equity. Purpose: The article examines the role of experiential knowledge in service co-production in order to develop opiate substitution treatment services (OST) for high-risk opioid users. Method: Drawing on social representations theory and the concept of social identity, we explore how experts’ by experience and registered nurses’ understandings of OST contain discourses about the social representations, identity, and citizenship of the (...) participants and the effects these may have on developing or hindering inclusive and bottom-up forms of patient and public involvement. Results: The meeting sessions that potentially offer room for creativity and problem-solving fail to provide any new propositions for fixing the system. The health care professionals primarily identify themselves as regulators who protect the correctness of their actions and show little interest in considering experiential knowledge on opioid addiction. Conclusion: The participation of patients has been one of the prominent reforms implemented in health care. The goal of client-centered thinking is often emphasised; however, the implementation is not simple due to the strongly institutionalised knowledge and related working patterns and practices in health care. (shrink)

A qualitative phenomenological approach was used in this study to describe the lived experiences of Tagumpay National High School (TNHS) teachers on Online Learning Action Cell (LAC) session. LAC is a school-based professional development for teachers implemented by the Philippine Department of Education (DepEd). Due to teacher’s lack of participation on classroom LAC, a fully-online mode option is explored by offering TNHS teachers Online LAC session using Facebook as a Learning Management System (LMS). To capture the lived experience of (...) teachers, an in-depth interview with a purposive sample of one TNHS teacher is done in the process. The data gathered went through “Hycner’s Explicitation Process” (1999, in Groenewald, 2004) which includes bracketing, delineating, clustering, summarizing and extracting unique themes. Validity and Credibility were accomplished through an intercoder agreement between researchers, Facebook chat records, bracketing, and member checking. Results identified three themes in relation to teacher’s experience of Online LAC session including usefulness, barriers, and preference. Findings revealed the major role of TNHS teacher’s context on how Online LAC is utilized. Recommendations include administrator and expert teacher working with classroom teachers and the inclusion of teachers’ voices as input in the program design, implementation and evaluation stages of Online LAC to better address curriculum needs and facilitate the delivery of high-quality professional development for teachers’ professional growth. (shrink)

Recently, research capability has received an overwhelming and remarkable interest among academics and practitioners. This is timely since the Department of Education had institutionalized research and encouraged teachers to engage in it to support evidence-based practice, decision-making, policy, and program development. On these premises, a study was carried out to assess the research capability of public teachers in Malaybalay City, determine its correlates and determinants. It utilized descriptive, correlational, and explanatory designs. It administered survey questionnaires to 92 participants. Data were (...) analyzed using descriptive and inferential statistics. The results revealed that teachers were slightly capable of conducting research and having neutral attitudes toward it, motivated to write research, had a high level of difficulties in research processes, and moderately capable of action planning. They also show evidence of potential in mentoring. Further, mentoring and action planning skills, motivation to write research, attitudes toward research, and the number of studies completed by teachers were the correlates of their research capability at different magnitudes of the relationship. Notably, the research capability of teachers had a low, negative but significant relationship with their age and accumulated years of service. Thus, this capability deteriorates as they age and accumulate years of service. The motivation to write research, the number of studies completed, and age were the determinants of research capability. It was concluded that research capability can be determined and predicted by how motivated teachers are to write research, how productive they are in research, and how young they are when they engage in this rigorous endeavor. The study identified and recommended topics for continuing professional development. (shrink)

Just as bodily actions are things you do with your body, mental actions are things you do with your mind. Both are different from things that merely happen to you. Where does the idea of mental action come from? What are mental actions? And why do they matter in philosophy? These are the three main questions answered in this paper. Section 1 introduces mental action through a brief history of the topic in philosophy. Section 2 explains (...) what it is to be a mental action in terms of intentional action. Section 3 argues that the fact that we can perform mental actions has some striking consequences concerning mental content. Section 4 shows how mental action helps to explain some important facts about self-knowledge and the normativity of thought. The conclusion mentions two further fruitful avenues for philosophical research on mental action. (shrink)

This chapter aims to deepen Donald Schön’s insight about jazz playing as an example of what he calls “reflection-in-action” (RiA) by situating this notion within the enactive view of humans as linguistic bodies. Our main claim is that the knowl-edge or skills displayed by expert jazz musicians must be understood as aural and communicative in nature. After presenting the notions of RiA and linguistic bodies, we develop our view through a critical discussion of four statements from Schön’s passage on jazz (...) musicianship, before wrapping up and clarifying the position we are advocating. This way, we suggest a revised version of Schön’s concept, which we call “reflection in communicative jazz action.". (shrink)

According to the ‘standard story’ in the philosophy of action, actions are those movements of a creature’s body that are caused and rationalized by the creature’s mental states. The attractions of the causal condition have been widely discussed. The rationalization condition is nearly ubiquitous, but it is notoriously obscure, and its motivation has rarely been made explicit. This paper presents a new argument for including the rationalization condition in the causal theory of action, and sketches a broadly Davidsonian (...) theory of what rationalization is. (shrink)

Understanding everyday behavior relies heavily upon understanding our ability to improvise, how we are able to continuously anticipate and adapt in order to coordinate with our environment and others. Here we consider the ability of musicians to improvise, where they must spontaneously coordinate their actions with co-performers in order to produce novel musical expressions. Investigations of this behavior have traditionally focused on describing the organization of cognitive structures. The focus, here, however, is on the ability of the time-evolving patterns (...) of inter-musician movement coordination as revealed by the mathematical tools of complex dynamical systems to provide a new understanding of what potentiates the novelty of spontaneous musical action. We demonstrate this approach through the application of cross wavelet spectral analysis, which isolates the strength and patterning of the behavioral coordination that occurs between improvising musicians across a range of nested time-scales. Revealing the sophistication of the previously unexplored dynamics of movement coordination between improvising musicians is an important step towards understanding how creative musical expressions emerge from the spontaneous coordination of multiple musical bodies. (shrink)

It is not necessarily the case that we ever have experiences of self, but human beings do regularly report instances for which self is experienced as absent. That is there are times when body parts, mental states, or actions are felt to be alien. Here I sketch an explanatory framework for explaining these alienation experiences, a framework that also attempts to explain the “mental glue” whereby self is bound to body, mind, or action. The framework is a (...) multi-dimensional model that integrates personal and sub-personal components, psychological and neural processes. I then proceed to show how this model can be applied to explain the action-related passivity experiences of persons suffering from schizophrenia. I argue that a distinctive phenomenological mark of these experiences is that they are vividly felt, unlike ordinary actions (those taken to belong to self), and I seek to explain these heightened sensory experiences from within the proposed framework. I also propose hypotheses concerning such phenomena as thought insertion and anarchic hand syndrome that are motivated by this framework. Finally, I argue that the proposed model and view of self-experiences is consistent with several aspects of and theories of consciousness, especially theories which indicate that consciousness is more likely to be engaged when we are dealing with novelty or error—e.g. when self seems to have gone missing. I conclude by recommending that if we wish to learn about self, we would be well advised to attend closely to those times when it seems absent. (shrink)

What forms of consciousness can the subject have of her body in action? This is a recurrent issue in contemporary research on skilled movement and expertise, and according to a widespread view, the body makes itself inconspicuous in performance in favour of the object or goal that the activity is directed to. However, this attitude to consciousness in bodily performance seems unsatisfying for an understanding of skilled action, and the work of several researchers can be seen as responding (...) to this view: Montero, Legrand, Ravn and others in the philosophy of expertise and of dance have developed various notions of consciousness and cognition to account for the mindful processes at play in performance. Two related questions can be distinguished here: 1. Is there an inherent conflict between skilled action and at least more than marginal awareness of that action, or is it possible – and even desirable – to reflect on our own performance without considerably impeding on it? 2. What forms of consciousness pertaining to the body in action must we distinguish in order to answer the first question? This paper gives an overview of this discussion, focusing on the second issue, although the first will come into play in so far as it is linked with the latter question. Drawing on Merleau-Ponty’s analyses of bodily reflection and on dancers’ descriptions, I show that there is, in phenomenological terms, a bodily level of reflection: a fully conscious and exploratory activity that is led by the skilled body, and that is explicitly aimed at by many performers. (shrink)

The main idea of this book (in Arabic) is that the dichotomy of intention/behavior is about as viable as the mind/body dichotomy, which is to say it is not at all viable. An approach to the problem of knowledge of other minds and intersubjectivity via a discussion of the ontology of human action, which must be viewed as an original unity, not a combination of two really distinct things, namely, intention and bodily movement.

Dancers and dance philosophers report on experiences of a certain form of sense making and bodily thinking through the dancing body. Yet, discussions on expertise and consciousness are often framed within canonical philosophical world-views that make it difficult to fully recognize, verbalize, and value the full variety of embodied and affective facets of subjectivity. Using qualitative interviews with five professional dancers and choreographers, I make an attempt to disclose the characteristics of what I consider to be a largely (...) overseen state of consciousness: embodied reflection. Dancers are familiar with this attentive bodily presence, which constitutes their work mode and heightens their abilities as experts. Detailed descriptions of their daily work at the theatre help us grasp the qualities and understand the enigmas of the absorbed state of bodily thinking. Husserl’s theories on reflection and Merleau-Ponty’s work on motoricity support our understanding of the structures behind embodied reflection. I believe it is a common human resource, and that whether we are experts or not, we all have the ability to reflect non-conceptually through bodily and/or affective activity. (shrink)

People suffering from severe monothematic delusions, such as Capgras, Fregoli, or Cotard patients, regularly assert extraordinary and unlikely things. For example, some say that their loved ones have been replaced by impostors. A popular view in philosophy and cognitive science is that such monothematic delusions aren't beliefs because they don't guide behaviour and affect in the way that beliefs do. Or, if they are beliefs, they are somehow anomalous, atypical, or marginal beliefs. We present evidence from five studies that folk (...) psychology unambiguously views monothematic delusions as stereotypical beliefs. This calls into question widespread assumptions in the professional literature about belief's stereotypical functional profile. We also show that folk psychology views delusional patients as holding contradictory beliefs. And we show that frequent assertion is a powerful cue to belief ascription, more powerful than even a robust and consistent track record of non-verbal behaviour. (shrink)

I agree with Nachev and Hacker’s general approach. However, their criticism of claims of covert automaticity can be strengthened. I first say a few words on what voluntary action involves and on the consequent limited relevance of brain research for the determination of voluntariness. I then turn to Nachev and Hacker’s discussion of possible covert automaticity and show why the case for it is weaker than they allow.

What occurs in the mind of an expert who is performing at their very best? In this paper, I survey the history of debate concerning this question. I suggest that expertise is neither solely a mastery of the automatic nor solely a mastery of intelligence in skilled action control. Experts are also capable of performing automatic actions intelligently. Following this, I argue that unconscious-thought theory (UTT) is a powerful tool in coming to understand the role of executive, intelligent action (...) control in the fluidly automatic performance of expertise. Relying on a body of empirical evidence concerning the cognitive structures and perceptual strategies employed by experts, I show that the realm of skilled action is an ideal environment within which the powers of unconscious cognitive processing can have positive effects on action. I conclude that experts rely upon unconscious thinking in the production of intelligently automatic skilled actions. (shrink)

According to proponents of the sensorimotor contingency theory of perception (Hurley & Noë 2003, Noë 2004, O’Regan 2011), active control of camera movement is necessary for the emergence of distal attribution in tactile-visual sensory substitution (TVSS) because it enables the subject to acquire knowledge of the way stimulation in the substituting modality varies as a function of self-initiated, bodily action. This chapter, by contrast, approaches distal attribution as a solution to a causal inference problem faced by the subject’s perceptual systems. (...) Given all of the available endogenous and exogenous evidence available to those systems, what is the most probable source of stimulation in the substituting modality? From this perspective, active control over the camera’s movements matters for rather different reasons. Most importantly, it generates proprioceptive and efference-copy based information about the camera’s body-relative position necessary to make use of the spatial cues present in the stimulation that the subject receives for purposes of egocentric object localization. (shrink)

Having a body is one of those unquestionable certainties of which we could not really understand the negation: the latter would not be a legitimate doubt in our linguistic, and therefore the epistemic game. In facts, according to Wittgenstein, contravening certain cornerstones of our language game implies that the used combination of words is being excluded from the game, withdrawn from circulation. The idea of this paper is that the external labelling of a behaviour as a mental illness, prima (...) facie, comes from here. Seriously questioning whether someone else controls my actions or my thoughts or whether I am actually dead, then, are not just doubts, as Wittgenstein's critique of G.E. Moore shows: such believes are constitutively excluded from our way of seeing the world and characterized as illnesses, anomalies; otherwise, it would the complete destruction of the language game we inhabit and therefore of the world as we know it, because we would not know on which bases something could be said truthfully or falsely if we did not even know that "this one is my hand". Therefore, even if mental illnesses objectify themselves in correlative physiological dysfunctions, such a discovery comes only after the external recognition of some symptoms, and to recognize the external symptoms of an illness we have to treat them as such; hereby is suggested that we do treat something this way when it threatens the certainties around which the language game we play revolves. (shrink)

The growth in neoliberal or market-driven higher education has challenged traditional approaches to evaluating faculty members. The involvement of multiple stakeholders (i.e., accreditation bodies, quality assurance officers, administrators, teaching faculty, and students) has led to different and sometimes conflicting needs in faculty evaluation. While extant literature generally suggests that faculty evaluation in contemporary higher education is strongly associated with accountability purposes, little is known about how key agents at the institutional level use evaluation for learning and improvement. Thus, this study (...) attempts to identify the approaches to faculty evaluation that promote learning and improvement in higher education. This study is a qualitative case study of Vietnamese higher education student evaluation of teaching (SET) and voting evaluation practices. It adopts the problem-based methodology (Robinson, 1993; Robinson & Lai, 2006) to investigate the theories of action of some key stakeholders of these faculty evaluation practices in Vietnam. The theories of action comprise the stakeholders’ approaches to faculty evaluation, together with the constraints (that rule in or rule out specific approaches) and the consequences of the approaches. Participants included four quality assurance officers, 18 administrators, and 20 faculty members from seven public higher education institutions in Vietnam. The theories of action about faculty evaluation were constructed based on interviews and key evaluation documents. Overall, the participants took three main approaches to faculty evaluation: (i) complying with the expected evaluation procedures and roles, (ii) taking a harmony-oriented and unilateral approach to problem solving, and (iii) disengaging from evaluation for learning and improvement. The participants generally fulfilled the evaluation policy requirements, but their approaches had a limited impact on learning and improvement at the institutional level. The constraint analysis suggests that the participants’ approaches were not completely passive but were mainly oriented to managerial accountability demands (Røiseland et al., 2015). The participants’ collectivist Confucian harmony-oriented norms hindered their approaches to problem solving and using evaluation for learning and improvement. However, there were a few participants who acted on their own values rather than being confined by political and cultural constraints. In spite of its scarcity, these participants’ self-reliant approach suggests a potential influence of Buddhist principles of self-transformation, contextuality and reflexivity on improving practices (Chu & Vu, 2021; Thich Nhat Hanh, 1987). The study has two key implications. First, it suggests the improvement of faculty evaluation policymaking and implementation by revising several existing constraints and by adding some cultural and individual constraints to the current theories of action. The faculty evaluation problems could be solved by improving the quality of evaluation processes and data, reconceptualising SET and voting evaluation, and treating faculty members’ underperformance as a collective problem. Second, the study suggests a framework to predict the likely success of future intervention on faculty evaluation. For instance, faculty evaluation for learning and improvement will be more feasible if policymakers and implementers prioritise transformational purposes and make joint efforts to foster dialogues and collaboration among individuals and groups. My study also highlights the need to understand faculty evaluation, and possibly other higher education practices in Vietnam, in religious contexts and from individual participants’ spiritual values or philosophical backgrounds. The study implications are applicable to Vietnamese higher education and potentially to other educational settings with similar characteristics. (shrink)

Thesis --University of Stellenbosch, 2004 Acceptance of the concept of medical futility facilitates a paradigm shift from curative to palliative medicine, accommodating a more humane approach and avoiding unnecessary suffering in the course of the dying process. This should not be looked upon as abandoning the patient but rather as providing the patient and family with an opportunity to come to terms with the dying process. It also does not entail withdrawal or passivity on the part of the health care (...) professional. In addition to medical skills, the treating physician is responsible for guiding this process by demonstrating sensitivity and compassion, respecting the values of patients, their families and the medical staff. The need for training to equip medical staff to take responsibility as empathetic participants in end-of-life decision-making is underscored. S Afr Med J 2008; 98: 284-286. (shrink)

A coherent practice of mens rea (‘guilty mind’) ascription in criminal law presupposes a concept of mens rea which is insensitive to the moral valence of an action’s outcome. For instance, an assessment of whether an agent harmed another person intentionally should be unaffected by the severity of harm done. Ascriptions of intentionality made by laypeople, however, are subject to a strong outcome bias. As demonstrated by the Knobe effect, a knowingly incurred negative side effect is standardly judged intentional, whereas (...) a positive side effect is not. We report the first empirical investigation into intentionality ascriptions made by professional judges, which finds (i) that professionals are sensitive to the moral valence of outcome type, and (ii) that the worse the outcome, the higher the propensity to ascribe intentionality. The data shows the intentionality ascriptions of professional judges to be inconsistent with the concept of mens rea supposedly at the foundation of criminal law. (shrink)

In this paper it is analyzed from the informational perspective the relation between mind and body, an ancient philosophic issue defined as a problem, which still did not receive up to date an adequate solution. By introducing/using the concept of information, it is shown that this concept includes two facets, one of them referring to the common communications and another one referring to a hidden/structuring matter-related information, effectively acting in the human body and in the living systems, which (...) determines the dynamic inter-change of information between specific structures of the organism by electric/electronic/chemical agents and genetic/epigenetic processes. It is shown that the maintenance of body, permanently and obligatory depending on the external matter (foods, air, water) resources, needed to provide both the structuring/restructuring basic material and energy, determines the necessary existence of an info-managing system, administrating the internal mechano-chemical/physical processes. As a natural consequence, such a system should organize and assure own survival by an effective informational operability to detect the external food resources, to select the appropriate interest information and to decide as a function of circumstances. One important component in such an informational system is memory, allowing to dispose of the reference informational data for analysis/comparison and the selection between good and bad binary possible decisions. The memory receives and stores therefore signals from external reality and from the body itself, referring to the emotional reaction, digestion status, creation, and inherited predilections, within specific info-neural communication circuits between the brain and body execution/sensitive organs, the human body appearing as an integrated info-matter self-managed dynamic system. The specific body components memorize information with different degrees of info-integration: short/long-term integration, emotive/action reaction, info-abilities, culminating with the integration in the chromosomal structures by epigenetic processes. The new acquired information is transgenerationally transmissible, and is manifested as new traits, showing the adaptation capability of the human and close relation between mind and body. Analyzing the results of such a mind-body informational model in comparison with the earlier assumed/proposed/asserted archaic, Greek and Occidental philosophies, which represent only partial aspects of this relation, it is shown that this informational model, elaborated in terms of information on the basis of scientific reasons and arguments, constitutes a general, realist, and coherent model of the mind-body relation, able to integrate and/or explain most of the others. (shrink)

In this article, I link the empirical hypothesis that neural representations of sensory stimulation near the body involve a unique motor component to the idea that the perceptual field is structured by skillful bodily activity. The neurophenomenological view that emerges is illuminating in its own right, though it may also have practical consequences. I argue that recent experiments attempting to alter the scope of these near space sensorimotor representations are actually equivocal in what they show. I propose resolving this (...) ambiguity by treating these representations as responsive to the development or degeneration of know-how—which can be isolated as an appropriate object for scientific investigation. (shrink)

Embodiment matters to perception and action. Beyond the triviality that, under normal circumstances, we need a body in order to perceive the world and act in it, our particular embodiment, right here, right now, both enables and constrains our perception of possibilities for action. In this chapter, we provide empirical support for the idea that the structural and morphological features of the body can narrow the set of our possible interactions with the environment by shaping the way we (...) perceive the possibilities for action provided. We argue that this narrowing holds true in the perception of what we call strongly embodied affordances, that is, relevant micro-affordances that have a genuinely demanding characteristic, as well as in the perception of actions performed by others. In particular, we show that perceptual contents are shaped by fine-grained morphological features of the body, such as specific hand-shapes, and that they change according to our possibility to act upon them with this body, in this situation, at this moment. We argue that these considerations provide insight into distinguishing a variety of experienced affordance relations that can aid us in better understanding the relevance of embodiment for perception and experience. (shrink)

Collective action is interpreted as a matter of people doing something together, and it is assumed that this involves their having a collective intention to do that thing together. The account of collective intention for which the author has argued elsewhere is presented. In terms that are explained, the parties are jointly committed to intend as a body that such-and-such. Collective action problems in the sense of rational choice theory—problems such as the various forms of coordination problem and the (...) prisoner’s dilemma—are then considered. An explanation is given of how, when such a problem is interpreted in terms of the parties’ inclinations, a suitable collective intention resolves the problem for agents who are rational in a broad sense other than the technical sense of game theory. Key Words: rationality • collective action • collective intention • joint commitment. (shrink)

Though Arthur Danto has long been engaged with issues of embodiment in art and beyond, neither he nor most of his interlocutors have devoted significant attention to the art form in which art and embodiment most vividly intersect, namely dance. This article, first, considers Danto’s brief references to dance in his early magnum opus, The Transfiguration of the Commonplace. Second, it tracks the changes in Danto’s philosophy of art as evidenced in his later After the End of Art and The (...) Abuse of Beauty. And finally, it utilizes Danto’s most recent work on the philosophy of action to suggest a new Danto-inspired definition of art, namely "apposite bodies.". (shrink)

Many actions have instrumental aims, in which we move our bodies to achieve a physical outcome in the environment. However, we also perform actions with epistemic aims, in which we move our bodies to acquire information and learn about the world. A large literature on action recognition investigates how observers represent and understand the former class of actions; but what about the latter class? Can one person tell, just by observing another person’s movements, what they are trying (...) to learn? Here, 5 experiments explore epistemic action understanding. We filmed volunteers playing a ‘physics game’ consisting of two rounds: Players shook an opaque box and attempted to determine (i) the number of objects hidden inside, or (ii) the shape of the objects inside. Then, independent subjects watched these videos and were asked to determine which videos came from which round: Who was shaking for number and who was shaking for shape? Across several variations, observers successfully determined what an actor was trying to learn, based only on their actions (i.e., how they shook the box)—even when the box’s contents were identical across rounds. These results demonstrate that humans can infer epistemic intent from physical behaviors, adding a new dimension to research on action understanding. (shrink)

The mind-body problem is the problem of explaining how our mental states, events and processes—like beliefs, actions and thinking—are related to the physical states, events and processes in our bodies. A question of the form, ‘how is A related to B?’ does not by itself pose a philosophical problem. To pose such a problem, there has to be something about A and B which makes the relation between them seem problematic. Many features of mind and body have (...) been cited as responsible for our sense of the problem. Here I will concentrate on two: the fact that mind and body seem to interact causally, and the distinctive features of consciousness. A long tradition in philosophy has held, with René Descartes, that the mind must be a non-bodily entity: a soul or mental substance. This thesis is called ‘substance dualism’ (or ‘Cartesian dualism’) because it says that there are two kinds of substance in the world, mental and physical or material. One reason for believing this is the belief that the soul, unlike the body, is immortal. Another reason for believing it is that we have free will, and this seems to require that the mind is a non-physical thing, since all physical things are subject to the laws of nature. (shrink)

A crucial socio-political challenge for our age is how to rede!ne or extend group membership in such a way that it adequately responds to phenomena related to globalization like the prevalence of migration, the transformation of family and social networks, and changes in the position of the nation state. Two centuries ago Immanuel Kant assumed that international connectedness between humans would inevitably lead to the realization of world citizen rights. Nonetheless, globalization does not just foster cosmopolitanism but simultaneously yields the (...) development of new group boundaries. Group membership is indeed a fundamental issue in political processes, for: “the primary good that we distribute to one another is membership in some human community” – it is within the political community that power is being shared and, if possible, held back from non-members. In sum, it is appropriate to consider group membership a fundamental ingredient of politics and political theory. How group boundaries are drawn is then of only secondary importance. Indeed, Schmitt famously declared that “[e]very religious, moral, economic, ethical, or other antithesis transforms into a political one if it is suffciently strong to group human beings e#ectively according to friend and enemy”. Even though Schmitt’s idea of politics as being constituted by such antithetical groupings is debatable, it is plausible to consider politics among other things as a way of handling intergroup di#erences. Obviously, some of the group-constituting factors are more easily discernable from one’s appearance than others, like race, ethnicity, or gender. As a result, factors like skin color or sexual orientation sometimes carry much political weight even though individuals would rather con!ne these to their private lives and individual identity. Given the potential tension between the political reality of particular groupmembership defnitions and the – individual and political – struggles against those definitions and corresponding attitudes, citizenship and civic behavior becomes a complex issue. As Kymlicka points out, it implies for citizens an additional obligation to non-discrimination regarding those groups: “[t]his extension of non-discrimination from government to civil society is not just a shift in the scale of liberal norms, it also involves a radical extension in the obligations of liberal citizenship”. Unfortunately, empirical research suggests that political intolerance towards other groups “may be the more natural and ‘easy’ position to hold”. Indeed, since development of a virtue of civility or decency regarding other groups is not easy, as it often runs against deeply engrained stereotypes and prejudices, political care for matters like education is justified. Separate schools, for example, may erode children’s motivation to act as citizens, erode their capacity for it and!nally diminish their opportunities to experience transcending their particular group membership and behave as decent citizens. This chapter outlines a possible explanation for such consequences. That explanation will be found to be interdisciplinary in nature, combining insights from political theory and cognitive neuroscience. In doing so, it does not focus on collective action, even though that is a usual focus for political studies. For example, results pertaining to collective political action have demonstrated that the relation between attitudes and overt voting behavior or political participation is not as direct and strong as was hoped for. Several conditions, including the individual’s experiences, self-interest, and relevant social norms, turned out to interfere in the link between his or her attitude and behavior. Important as collective action is, this chapter is concerned with direct interaction between agents and the in$uence of group membership on such interaction – in particular joint action. Although politics does include many forms of action that require no such physical interaction, such physical interaction between individuals remains fundamental to politics – this is the reason why separate schooling may eventually undermine the citizenship of its isolated pupils. This chapter will focus on joint action, de!ned as: “any form of social interaction whereby two or more individuals coordinate their actions in space and time to bring about a change in the environment”. Cognitive neuroscienti!c evidence demonstrates that for such joint action to succeed, the agents have to integrate the actions and expected actions of the other person in their own action plans at several levels of speci!city. Although neuroscienti!c research is necessarily limited to simple forms of action, this concurs with a philosophical analysis of joint action, which I will discuss below. (shrink)

The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the (...) context of nurse training. The analysis and interpretation of data brings to light a complex and unique unit, constructed in the space-time of a professional practice, a process during which several states succeed one another. The critical moment in action characterizes this unit; it is central to the process, mobilizing reflection in action, internal deliberation, and action-related decision. La situation professionnelle est identifiée comme interface majeure de la formation en alternance conçue ici comme une Ecole de la conjonction, une école où l’on apprend à relier, fondement d’une ingénierie de professionnalisation. La notion de situation est approfondie à partir de l’étude d’un corpus de données constitué au fil de l’expérimentation d’un modèle de formation en alternance centrée sur l’écriture et la construction de la situation professionnelle par un sujet-acteur-auteur de la situation, en interaction avec autrui, dans le contexte de la formation en soins infirmiers. L’analyse et l’interprétation des données permettent de mettre en évidence une unité singulière complexe, construite dans l’espace-temps d’une pratique professionnelle, un processus au cours duquel plusieurs états se succèdent. Le moment critique dans l’action la caractérise ; il occupe la place centrale du processus, mobilisant réflexion dans l’action, délibération intérieure et décision d’action. (shrink)

The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the (...) context of nurse training. The analysis and interpretation of data brings to light a complex and unique unit, constructed in the space-time of a professional practice, a process during which several states succeed one another. The critical moment in action characterizes this unit; it is central to the process, mobilizing reflection in action, internal deliberation, and action-related decision. La situation professionnelle est identifiée comme interface majeure de la formation en alternance conçue ici comme une Ecole de la conjonction, une école où l’on apprend à relier, fondement d’une ingénierie de professionnalisation. La notion de situation est approfondie à partir de l’étude d’un corpus de données constitué au fil de l’expérimentation d’un modèle de formation en alternance centrée sur l’écriture et la construction de la situation professionnelle par un sujet-acteur-auteur de la situation, en interaction avec autrui, dans le contexte de la formation en soins infirmiers. L’analyse et l’interprétation des données permettent de mettre en évidence une unité singulière complexe, construite dans l’espace-temps d’une pratique professionnelle, un processus au cours duquel plusieurs états se succèdent. Le moment critique dans l’action la caractérise ; il occupe la place centrale du processus, mobilisant réflexion dans l’action, délibération intérieure et décision d’action. (shrink)

In Chapter 1 I discuss the basic problem which made me undertake the issue of human death. That problem was the dualism in the depiction of human nature which has not been fully overcome yet, the dualism which leads to the emergence of new difficulties in contemporary attempts at adequately solving the problem of human death. They include the separation of soul from the body in the moment of death, and the borderline between the moment of death and the (...) moment of resurrection. Chapter 2 is devoted to the presentation of a new anthropological perspective, of an anthropology build “from the bottom up”, that is “from foundations”, and taking into account man’s rooting in the biological environment, and thus also in the genetic heritage taken over from our pre-human ancestors. That anthropology brings new aspects into traditional anthropology by extending it to include new ways of explaining the genesis of the human body and spirit, and new depictions of man’s death. In Chapter 2 I will also present the concept of evolution proposed by P.T. de Chardin, which I appreciate for its comprehensive evolutionary perception of the world. This concept has provoked various responses, but it certainly provides a creative inspiration for further attempts at applying the idea of evolution to various issues. The general framework of the evolutionary model proposed by the French researcher turns out to be useful also when applied to the evolutionary understanding of human death. Chapter 3 contains a discussion of the principal premises of the evolutionary concept of human death taken from analyses carried out by T. Wojciechowski concerning the issue of time, space, and the structure of variable material beings. A being is variable because it has a temporal structure, and the changes that occur are the derivatives of that structure. The temporal structure may be seen as endless, in which a being, even though its existence had a beginning, will exist for ever. Material substance should not be seen statically, but in dynamic and evolutionary terms. In evolution, time becomes a driver of development, an element shaping and directing the evolution of the entire cosmos. Man’s substance has been made capable of two levels of being and acting: the spatial and temporal level, and the endless and immanent level. Together, they form the one essence of man. Thus, the human person is partially immersed in the material cosmos, and partially elevated above it. Chapter 4 presents the evolutionary approach to the moment of man’s death. The views of T. Wojciechowski will be presented in which the moment of death is seen as a moment of transformation and perfection of the structure of the essence of human existence. Furthermore, the issue of the relationship existing, according to T. Wojciechowski, between man’s death and resurrection will be discussed. Understood in evolutionary terms, the moment of death is the time when the structure of human existence is transformed. Death transfers man fully into eternity and enables his life on a higher level of existential being. The element of flesh is retained, but changes its nature. Such view of death allows it to be understood as the moment of resurrection and the culmination of the evolutionary process of life. Death is therefore an “invention” of the evolution and should be seen as a natural and positive phenomenon. At this point, I also propose a solution to the question about reconciliation between temporal and endless existence. In Chapter 5 I take up the issue of consequences flowing from the postulated understanding of human death. They have been pointed to by T. Wojciechowski, but need to be further developed and clarified. He believed two lines in man’s development need to be recognized: that of natural and that of supernatural evolution. Both have the same direction, while occurring on different planes. In each of these lines, death is a natural element of life, pre-planned and, so to say, “encoded” in the cosmic matter. Therefore, the treatment of biological death as the consequence of sin is not only contrary to the evolutionary understanding of life, but in addition artificially combines that which is natural with that which is supernatural. Man’s authentic experience of his own present is a condition of his achieving full existential perfection in the moment of this death. Full engagement in the present is, in a way, a harbinger of the future; thus, the life “here” and “there” may not be inherently inconsistent. In the light of the evolutionary concept, death is not a punishment, but the most positive experience of man’s life in that it enables him to achieve full existential perfection. Chapter 6 is devoted to a substantiation of the possibility of evolutionary transformation of the structure of human existence in the moment of death. An adequate cause needs to be identified which could substantiate that transformation and achievement of perfection. I believe an appropriate substantiation can be found in God’s creative act, interpreted in evolutionary terms. The process of evolution, with its subsequent stages, is only a necessary condition for that “transformation” and “elevation”. The sufficient condition is fulfilled by the continuous creative intervention of God. The concept of God’s creative activity in the moment of man’s death finds its continuation in Chapter 7, where I present a detailed analysis of God’s activity at the time of man’s death. The concept of God’s creative activity extended over the entire process of evolution makes it possible to consider the moment of death as the moment of man’s resurrection. The moment of death is thus a moment of creation in evolutionary terms. Thus, as long as man is related to temporal and spatial elements, his development, or creation, continues. Death is only the completion of the final stage of creation, which may be painful and evoke fear, but in fact should give hope, for it involves resurrection. I also propose that the creative act in the moment of man’s death-resurrection be considered a basic action of God, which explains the manner in which God’s activity is contained within the framework of the creative act, encompassing also the moment of death-resurrection. The final Chapter 8 describes a didactic model illustrating the concept proposed here. I use the analogy of white light dispersion effect in the prism, and compare the incident ray to the creative act, and the dispersed rays going through the prism to the line of man’s natural and supernatural evolution. This model also shows the difference in the perspectives from which the phenomenon of death is seen by God and by man. (shrink)