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Action, Identification and Experience
Author: Maik Niemeck
The book offers new answers to two central questions that have been heavily debated, especially in recent years, in the debate on so-called de se skepticism: Is there something special about first-person thinking? And how does it relate to other forms of self-consciousness? The answer to the first question is a resounding "yes." This assertion is justified by the double-reflexive structure, motivational force, and specific concern that first-personal thinking involves. Regarding the second question, the book concludes that there are non-linguistic forms of self-consciousness. However, these should not be understood as representational contents or non-relational properties, but as mental relations that, without themselves being represented, can contribute to the phenomenal character of conscious states. In this respect, the book also provides a justification for the rarely considered impure intentionalism.
An important aspect of narrative motivation is emotional understanding. The sequence of events completes an emotional cadence in the audience, which makes narratives meaningful for them. In this regard, negative emotions have an outstanding role. Based on general emotion-theories, positive emotions support approaching action tendencies while negative emotions endorse distancing and avoiding. However, this notion is not valid for aesthetic reception, because as research shows, aesthetic objects eliciting negative emotions greatly attract recipients and increase the intensity of the aesthetic experience. In aesthetic experience, it seems, negative emotions interweave with pleasure; moreover, they can be a source of pleasure. The studies of this volume discuss the role of negative emotions in the reception of fictional narratives with special interest to fear and disgust.
A New Theory of Constructive Reasoning
This book develops a modern evolutionary anthropological theory of the cognitive conditions for explanatory descriptions of the world.
Within the broad framework of processual hermeneutics, this monograph studies rationality by investigating what are the fundamental cognitive mechanisms required for the cultural development of rational constructions. It analyses the basic cognitive competences through which the human being connects categories and operations in a manner that allows it to orient itself in the world. If both understanding and explaining are forms of human-specific orientation, what does asking the question “how” imply cognitively? This monograph focuses therefore on the human-specific array of cognitive mechanisms, here referred to as enarrativity.
It has often been noted that liberal democracies are facing a serious political crisis. A common reaction to this situation is to call for more comprehensive or more effective liberal democratic education. This volume discusses some of the most important challenges to and critiques of the paradigm of liberal democratic education. In doing so, it offers novel insights into how liberal democratic education can be amended, extended or qualified to address the special challenges of the current political moment.
In: Liberal Democratic Education: A Paradigm in Crisis
In: Liberal Democratic Education: A Paradigm in Crisis