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Author: Thomas Ågotnes
Publisher:
ISBN:
Category :
Languages : en
Pages : 82
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Author: Thomas Ågotnes
Publisher:
ISBN:
Category :
Languages : en
Pages : 82
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Author: Alexis Shotwell
Publisher: Penn State Press
ISBN: 0271068051
Category : Philosophy
Languages : en
Pages : 188
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Book Description
Prejudice is often not a conscious attitude: because of ingrained habits in relating to the world, one may act in prejudiced ways toward others without explicitly understanding the meaning of one’s actions. Similarly, one may know how to do certain things, like ride a bicycle, without being able to articulate in words what that knowledge is. These are examples of what Alexis Shotwell discusses in Knowing Otherwise as phenomena of “implicit understanding.” Presenting a systematic analysis of this concept, she highlights how this kind of understanding may be used to ground positive political and social change, such as combating racism in its less overt and more deep-rooted forms. Shotwell begins by distinguishing four basic types of implicit understanding: nonpropositional, skill-based, or practical knowledge; embodied knowledge; potentially propositional knowledge; and affective knowledge. She then develops the notion of a racialized and gendered “common sense,” drawing on Gramsci and critical race theorists, and clarifies the idea of embodied knowledge by showing how it operates in the realm of aesthetics. She also examines the role that both negative affects, like shame, and positive affects, like sympathy, can play in moving us away from racism and toward political solidarity and social justice. Finally, Shotwell looks at the politicized experience of one’s body in feminist and transgender theories of liberation in order to elucidate the role of situated sensuous knowledge in bringing about social change and political transformation.
Author: Jean Petrucelli
Publisher: Routledge
ISBN: 0429915454
Category : Psychology
Languages : en
Pages : 296
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A contemporary, wide-ranging exploration of one of the most provocative topics currently under psychoanalytic investigation: the relationship of dissociation to varieties of knowing and unknowing. The twenty-eight essays collected here invite readers to reflect upon the ways the mind is structured around and through knowing, not-knowing, and sort-of-knowing or uncertainty. The authors explore the ramifications of being up against the limits of what they can know as through their clinical practice, and theoretical considerations, they simultaneously attempt to open up psychic and physical experience. How, they ask, do we tolerate ambiguity and blind spots as we try to know? And how do we make all of this useful to our patients and ourselves? The authors approach these and similar epistemological questions through an impressively wide variety of clinical dilemmas (e.g., the impact of new technologies upon the analytic dyad) and theoretical specialties (e.g., neurobiology).
Author: Matilda Berg
Publisher: Linköping University Electronic Press
ISBN: 9179296874
Category : Electronic books
Languages : en
Pages : 78
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Book Description
The role of explicit, declarative knowledge in general health care and in psychotherapy is a growing field of research. In many areas of healthcare, knowledge is regarded as an important factor for successful interventions. Participants within mental-health interventions should ideally gain knowledge about their specific conditions and strategies to improve, in order to manage their problems in more helpful ways. In Cognitive Behaviour Therapy (CBT), explicit knowledge is a core feature when treating clients and educating them about their symptoms, problems and potential solutions. Still, the role of knowledge and its relation to treatment outcome within CBT treatments is unclear. CBT administered over the internet (ICBT), is mainly based on psychoeducative texts and thus provides a suitable format for an initial evaluation of explicit knowledge within a clinical research context. The role of explicit knowledge could be of particular importance in the study of younger target groups, who probably have their first treatment experience. Their knowledge gain and its use could be of importance both as separate constructs but also in relation to symptom reduction following treatment. The overarching aim of this thesis was to explore the role of explicit knowledge in internet-delivered CBT for adolescents with depression and anxiety. Study I explored the role of explicit knowledge in a randomised controlled trial with adolescents suffering from primary depression. A knowledge test was constructed and administered at pre- and post-treatment. Results showed that explicit knowledge and certainty of knowledge about depression, anxiety and CBT increased during treatment, but that these variables were unrelated to treatment outcome. Lower pre-treatment knowledge levels (certainty) however predicted greater improvement in depressive symptoms. Study II describes the procedure of developing a new knowledge test in the context of ICBT for adolescents with depression and anxiety. An explorative factor analysis was performed and resulted in a three-factor solution with the following factors: Act in aversive states, Using positive reinforcement, and Shifting attention. The procedure presented could illustrate one way of creating a test for knowledge evaluation in ICBT, but its clinical use needs to be evaluated further. In Study III, participants from a randomised controlled trial of ICBT for adolescent depression were asked about their acquired knowledge and knowledge use six months later. Qualitative methodology (thematic analysis) was used. The results showed two overarching ways that clients can remember and relate to CBT-principles after treatment; one more explicit way related to the active application of CBT principles, and another vague way of recalling treatment content and the passive usage of CBT. Both ways of recalling CBT principles were related to experiencing the treatment as helpful. Study IV evaluated the role of learning strategies and chat-sessions in ICBT for adolescents with anxiety and depression. A total of 120 adolescents were randomised to one of four treatment groups, in a 2x2 factorial design with the two factors: with or without learning support and/or chat-sessions. Overall, the results showed general reductions of anxiety and depressive symptoms, and increased knowledge levels. Participants receiving learning strategies during treatment obtained more immediate benefits in treatment outcome and knowledge levels, but at six months follow-up participants without learning support had reached equal amounts of knowledge and symptom reduction. Chat-sessions did not add any effect on treatment outcome or knowledge levels. In conclusion, this thesis suggests that explicit knowledge is a construct that is independent of symptom reduction and increases during ICBT treatments for adolescents with depression and anxiety. Increased knowledge, and increased certainty of knowledge, are valuable outcomes since CBT emphasises educating clients about symptoms, therapeutic principles, and strategies that they can remember and use later on. The lack of association between explicit knowledge gain and symptom reduction could indicate that explicit knowledge is a necessary but insufficient factor for symptom reduction. Adding learning strategies within a treatment programme could be of importance for enhancing short-term treatment effects. There is a continued need for more research on the role of knowledge in ICBT, both as an outcome and as a way to improve treatment effects. The findings in this thesis however suggest that research on explicit knowledge is important to understand what makes ICBT work. Explicit kunskap och dess roll i psykoterapi är ett växande forskningsområde. I kognitiv beteendeterapi (KBT) har explicit kunskap en kärnfunktion då man behandlar klienter och utbildar dem om deras symptom, problemområden och potentiella lösningar. Trots detta är kunskapens roll och dess relation till behandlingsresultat vid KBT oklar. KBT som administreras via internet (IKBT) baseras huvudsakligen på psykoedukativa texter, och kan således vara ett lämpligt format för en initial utvärdering av explicit kunskap. Syftet med denna avhandling var att undersöka om kunskap ökar under IKBT för tonåringar med depression och ångest, dess relation till behandlingsutfall, och om lärandestöd kan öka effekten av behandling. De fyra inkluderade studierna visar att explicit kunskap är ett unikt konstrukt som, oberoende av symtomminskning, ökar under behandling. Deltagare kan komma ihåg behandlingsinnehåll och uppleva KBT kunskap som användbart i deras vardag. Detta är ett värdefullt resultat då KBT betonar vikten av att utbilda klienter om symtom, principer och strategier som de kan komma ihåg och använda. Ett nytt kunskapstest utvecklades och validerades initialt för potentiell användning i framtida kliniska studier. En av studierna visade, via experimentell design, att lärandestöd i behandlingsmoduler kan förbättra kortvariga behandlingseffekter. Sammanfattningsvis är forskning om explicit kunskap viktigt för att förstå vad som får IKBT att fungera.
Author: Bjørnar Tessem
Publisher: IOS Press
ISBN: 9781586033903
Category : Artificial intelligence
Languages : en
Pages : 206
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Book Description
The Eighth Scandinavian Conference on Artificial Intelligence continues a tradition of being one of the most important regional AI conferences in Europe. Keith Downing focuses on the low road to artificial intelligence, that is, the development of AI through evolutionary artificial life approaches. The topics of the accepted papers range from multi-agent systems, robots, natural languages and machine learning to general knowledge-based systems and formal approaches to AI. This collection of papers together exemplifies the diversity of research in artificial intelligence today. Two of the invited speakers, both focus on vision, although each from slightly different viewpoints. One considers biological models for vision and its consequences for artificial vision, whereas the other considers the relation between real world objects and their internal representation in robots. The last keynote speaker, presents answer set programming, a new idea for declarative programming.
Author: Charles B. Guignon
Publisher: Hackett Publishing
ISBN: 9780915145621
Category : Philosophy
Languages : en
Pages : 280
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Book Description
What Guignon does, very skillfully, is to use the problem of knowledge as a focus for organizing a discussion of Heidegger's thought in its entirety. . . . Places him squarely within the philosophical tradition he struggled to overcome and provides an account of his development from Being and Time to the last writings.
Author: Charlene Haddock Seigfried
Publisher: SUNY Press
ISBN: 9780791404010
Category : Philosophy
Languages : en
Pages : 454
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Author: Jerry H. Gill
Publisher: BRILL
ISBN: 9004412360
Category : Philosophy
Languages : en
Pages : 104
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Words, Deeds, Bodies by Jerry H. Gill concentrates on the interrelationships between speech, accomplishing tasks, and human embodiment. Ludwig Wittgenstein, J. L. Austin, Maurice Merleau-Ponty, and Michael Polanyi have all highlighted these relationships. This book examines the, as yet, unexplored connections between these authors’ philosophies of language. It focuses on the relationships between their respective key ideas: Wittgenstein’s notion of “language game,” Austin’s concept of “performative utterances,” Merleau-Ponty’s idea of “slackening the threads,” and Polanyi's understanding of “tacit knowing,” noting the similarities and differences between and amongst them.
Author: Paul D. Molnar
Publisher: InterVarsity Press
ISBN: 0830880186
Category : Religion
Languages : en
Pages : 453
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Book Description
Paul Molnar adds to his previous work on the immanent Trinity to consider divine and human interaction in faith and knowledge within history. He begins with the role of faith in knowing God through his incarnate Word, and thus through the Holy Spirit, seeing divine freedom as the basis for true human freedom.
Author: Dr. Eduardo Tomé
Publisher: Academic Conferences and publishing limited
ISBN: 1912764334
Category : Education
Languages : en
Pages : 711
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