Solidly grounded in Chinese primary sources, Neo Confucianism: Metaphysics, Mind, and Morality engages the latest global scholarship to provide an innovative, rigorous, and clear articulation of neo-Confucianism and its application to Western philosophy. Contextualizes neo-Confucianism for contemporary analytic philosophy by engaging with today’s philosophical questions and debates Based on the most recent and influential scholarship on neo-Confucianism, and supported by primary texts in Chinese and cross-cultural secondary literature Presents a cohesive analysis of neo-Confucianism by investigating the metaphysical foundations of neo-Confucian perspectives on the relationship between human nature, human mind, and morality Offers innovative interpretations of neo-Confucian terminology and examines the ideas of eight major philosophers, from Zhou Dunyi and Cheng-Zhu to Zhang Zai and Wang Fuzhi Approaches neo-Confucian concepts in an penetrating yet accessible way
Feminism in philosophy of mind: The question of personal identity
In this essay, James challenges current psychological theories on personal identity – theories arguing that psychological continuity is a criterion for personal identity. James offers a feminist examination of popular thought experiments aimed at showing that one’s person’s character and memories could be transplanted into someone’s else body, thus, preserving a person’s survival. According to James, those thought experiments don’t take into account the role of the body in constructing one’s identity and character, as well as influencing one’s memories.
Transformative Learning, Enactivism, and Affectivity
Education theorists have emphasized that transformative learning is not simply a matter of students gaining access to new knowledge and information, but instead centers upon personal transformation: it alters students’ perspectives, interpretations, and responses. How should learning that brings about this sort of self-transformation be understood from the perspectives of philosophy of mind and cognitive science? Jack Mezirow has described transformative learning primarily in terms of critical reflection, meta-cognitive reasoning, and the questioning of assumptions and beliefs. And within mainstream philosophy of mind, there has been a long-standing assumption that cognition and thought are brain-based, computational, disembodied processes that occur separately from emotion and affect. According to this view, selftransformation might be construed as the forging of new neural connections and the development of new cognitive “programs.†However, I will argue that the literature on embodiment and enactivism that has emerged in recent years offers us a different and more productive way to conceptualize the intended effects of transformative learning. From the standpoint of enactivism, the experience of transformative learning is thoroughly bound up with the cognitive shifts that it involves, and it also involves significant changes to the neurobiological dynamics of the living body. Moreover, personal transformation is not simply something that happens to subjects, but rather a process in which they are actively and dynamically engaged. In addition, this enactivist approach emphasizes that the learning process is fully embodied and fundamentally affective. From a phenomenological perspective, personal transformation can be understood as a pronounced alteration in cognitive-affective orientation; and from a neurobiological perspective, the development of new habits of mind can be understood as the formation of highly integrated patterns of bodily engagement and response. The upshot is that it is not just subjects’ brains that are altered over the course of transformative learning, but also their overall bodily and affective attunement to their surroundings.
An Enactive Approach to Psychiatry
This article addresses the integration problem in psychiatry: the explanatory problem of integrating such heterogeneous factors as cause or contribute to the problems at hand, ranging from traumatic experiences, dysfunctional neurotransmitters, existential worries, economic deprivation, social exclusion, and genetics. In practice, many mental health professionals work holistically in a pragmatic and eclectic way. Such pragmatic approaches often function well enough. Yet an overarching framework provides orientation, treatment rationale, a shared language for communication with all those involved, and the means to explain treatment decisions to health insurers and to society at large. It also helps to relate findings from different areas and types of research. In this article, I introduce an enactive framework that supports holistic psychiatric practice by offering an integrating account of how the diverse aspects of psychiatric disorders relate. The article starts with a short overview both of the four main dimensions of psychiatric disorders and of the currently available models. I then introduce enactivism and the enactive notion of sense-making. Subsequently, I discuss how this enactive outlook helps explicate the relation between the four dimensions and what that implies regarding the causality involved. The article concludes with an overview of treatment implications.
Cognitive disability and embodied, extended minds
Many models of cognitive ability and disability rely on the idea of cognition as abstract reasoning processes implemented in the brain. Research in cognitive science, however, emphasizes the way that our cognitive skills are embodied in our more basic capacities for sensing and moving, and the way that tools in the external environment can extend the cognitive abilities of our brains. This chapter addresses the implications of research in embodied cognition and extended cognition for how we think about cognitive impairment and rehabilitation, how cognitive reserve mitigates neural impairment, and the distinction between medical and social models of disability.
Pregnant Agencies: Movement and Participation in Maternal-Fetal Interactions
Pregnancy presents some interesting challenges for the philosophy of embodied cognition. Mother and fetus are generally considered to be passive during pregnancy, both individually and in their relation. In this paper, we use the enactive operational concepts of autonomy, agency, individuation, and participation to examine the relation between mother and fetus in utero. Based on biological, physiological, and phenomenological research, we explore the emergence of agentive capacities in embryo and fetus, as well as how maternal agency changes as pregnancy advances. We show that qualitatively different kinds of agency have their beginnings already in utero, and to what extent fetal and maternal movement modulate affectivity and individuation in pregnancy. We thus propose that mother and fetus are both agents who participate in pregnancy. Pregnancy then emerges as a relational developmental organization that anchors and holds its developing participants. We end the paper with reflections on ethical implications of this proposal, and suggestions for future research.
Extended Sex: An Account of Sex for a More Just Society
We propose an externalist understanding of sex that builds upon extended and distributed approaches to cognition, and contributes to building a more just, diversity-sensitive society. Current sex categorization practices according to the female/male dichotomy are not only inaccurate and incoherent, but they also ground moral and political pressures that harm and oppress people. We argue that a new understanding of sex is due, an understanding that would acknowledge the variability and, most important, the flexibility of sex properties, as well as the moral and political meaning of sex categorization. We propose an externalist account of sex, elaborating on extended and distributed approaches to cognition that capitalize on the natural capacity of organisms to couple with environmental resources. We introduce the notion of extended sex, and argue that properties relevant for sex categorization are neither exclusively internal to the individual skin, nor fixed. Finally, we spell out the potential of extended sex to support an active defense of diversity and an intervention against sex-based discrimination.
The Mind in the Body: Feminist and Neurocognitive Perspectives on Embodiment
From the introduction: The body’s epistemic significance is a shared preoccupation for both feminist theory and neurophilosophy, two fields that rarely interact. Neurocognitive theories of embodied mind seek to identify the features of embodiment that inform cognition and consciousness. They share with feminist epistemologies a view that consciousness is inextricably linked to lived embodiment and situated in the environment, and they each offer powerful challenges to the disembodied, abstract Cartesian subject. This convergence bears deeper consideration. In this chapter I address claims of their compatibility, and also how feminist concerns trouble neurophilosophical interpretations of the embodied mind. I begin with a brief introduction to neurobiologically informed views of mind that embrace reductive physicalism, and then I describe the non-reductive physicalism of embodied mind theories. Later, I take up feminist epistemology and its parallels and tensions with this subfield of neurophilosophy. I raise the question of epistemic difference as an opening for critical engagement. (p. 1 – online version)
The embodiment of emotion
Historically, almost all psychological theories of emotion have proposed that emotional reactions are constituted by the body in some fashion, but those theories utilized a common metaphor that the body and mind are separate and independent forces in an emotional episode. Current embodiment theories of the mind challenge this assumption, however, by suggesting that the body helps to constitute the mind in shaping an emotional response. We briefly review new theories of embodied cognition in light of accumulating findings from emotion research, to lay the foundation for novel hypotheses about how the conceptual system for emotion is constituted and used. Finally, we discuss how an embodied perspective can help to usher in a paradigm shift in scientific approaches to what emotions are and how they work
The Embodied Mind
The Embodied Mind provides a unique, sophisticated treatment of the spontaneous and reflective dimension of human experience. The authors argue that only by having a sense of common ground between mind in Science and mind in experience can our understanding of cognition be more complete. Toward that end, they develop a dialogue between cognitive science and Buddhist meditative psychology and situate it in relation to other traditions such as phenomenology and psychoanalysis.