Russell, Jodie Louise. Problems for enactive psychiatry as a practical framework
2023, Philosophical Psychology, pp.1458-1481
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Abstract:
In recent years, autopoietic enactivism has been used to address persistent conceptual problems in psychiatry, such as the problem of demarcating disorder, that other models thus far have failed to overcome. There appear to be three main enactive accounts of psychopathology with subtle, although not incompatible, differences: Maiese characterizes disorder as distinct disruptions in autonomy and agency; Nielsen characterizes disorder as behaviors that relevantly conflict with the functional norms of an individual; De Haan emphasizes patterns of disordered sense-making, that are transformed through the existential dimension. Given that these accounts are intended to provide not only an ontologically richer account of psychopathology but also reduce the stigma experienced by individuals with mental disorders by accounting for lived experience, a critical analysis of these approaches is needed. Russell provides a problematization of enactive accounts of mental disorder, showing that this particular framework does not, as it stands, necessarily reduce the harm and suffering experienced by individuals with mental disorder because of its ontological openness; enactivism leaves much to be interpreted and applied by the clinician (or patient) such that practical and ethical problems in its use arise.Comment (from this Blueprint): This cheeky inclusion of Russell's paper as further reading would suitably compliment both the readings on mental disorder, and Butnor and MacKenzie's chapter on gender, for a deeper discussion. The positive feminist thesis is left vague at the end of this paper, which provides a nice starting point to discuss solutions to the problems with enactivism raised therein. This paper also provides a nice entry-point into the enactive literature, which might provide an enticing, situated model of mind to compliment particular feminist outlooks.
Stapleton, Mog. Enacting Education
2020, Phenomenology and the Cognitive Sciences 20(5), pp. 887-913
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Added by: Maria Jimena Clavel VazquezAbstract:
Education can transform our cognitive world. Recent use of enactivist and enactivist-friendly work to propose understanding transformational learning in terms of affective reframing is a promising first step to understanding how we can have or inculcate transformational learning in different ways without relying on meta-cognition. Building on this work, I argue that to fully capture the kind of perspectival changes that occur in transformational learning we need to further distinguish between ways of reorienting one’s perspective, and I specify why different ways are differently valuable. I propose that recent approaches to Confucian ritual provide a clue to what is missing in characterisations of perspective transformation and the resultant transformed perspective. I argue that focussing on ritualised interpersonal interactions provides a further clue as to what’s missing from a mere appeal to the ritual-based inculcation of new perspectives, namely the kind of lightness and flexibility that some ritualised interactions encourage participants to have, and the deepening of perspective associated with that lightness. I argue that a case study of a project implementing a highly ritualised philosophical practice with prisoners in Scotland shows how these constraints, seemingly paradoxically, function so as to actually deepen the perspectival spaces of those agents. This case study provides a proof of concept for the proposal that certain forms of ritual engagement can reliably bring about the kind of transformation of perspective that is the target phenomenon of transformative learning theory.Comment: available in this Blueprint
1991, MIT Press, pp. 147-184
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Added by: Maria Jimena Clavel VazquezAbstract:
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.Comment: available in this Blueprint
Ward, David, Mog Stapleton. Es are Good. Cognition as enacted, embodied, embedded, affective and extended
2012, In Fabio Paglieri (ed.), Consciousness in Interaction: The role of the natural and social context in shaping consciousness. John Benjamins Publishing, pp. 89-104
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Added by: Maria Jimena Clavel VazquezAbstract:
We present a specific elaboration and partial defense of the claims that cognition is enactive, embodied, embedded, affective and (potentially) extended. According to the view we will defend, the enactivist claim that perception and cognition essentially depend upon the cognizer's interactions with their environment is fundamental. If a particular instance of this kind of dependence obtains, we will argue, then it follows that cognition is essentially embodied and embedded, that the underpinnings of cognition are inextricable from those of affect, that the phenomenon of cognition itself is essentially bound up with affect, and that the possibility of cognitive extension depends upon the instantiation of a specific mode of skillful interrelation between cognizer and environment. Thus, if cognition is enactive then it is also embodied, embedded, affective and potentially extended.Comment: available in this Blueprint
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