scholarly journals Why Bion Field Theory?

2018 ◽  
Vol 11 (2) ◽  
pp. 97-120
Author(s):  
Violet Pietrantonio
Keyword(s):  
Field Theory ◽  
Emotional Experience ◽  
States Of Mind ◽  
The Mind

Abstract What kind of functions does a theory carry out in the analyst’s mind at work? The author tries to describe, using a few analytic trailers, how Bion Field Theory (BFT) can become an oneiric psychoanalytic tool in the mind of the analyst working with inaccessible states of mind and the violence of nameless turbulences. The hypothesis expressed is that BFT, as described in the works of its principal authors (Ferro, Grotstein, Ogden et.c), seems to evoke a psych-O-analysis that chooses O as psychoanalytic vertex, developing the bionian idea of unconscious as psychoanalytic function of the mind. BFT introduces explains and illustrates an oneiric model of the mind and of the analytic cure. The priority given by this theory to the contact with emotional experience and the capacity to stay at one ment with the unknown emotional experience circulating in the hic et nunc, seems, in author’s analytical experience, to promote both the development of an authentic analytic Self and analytic ethic and a process of subjectivation in analyst, patient, analytic experience.

Variations of the Mixed Discourse

2018 ◽  
Author(s):  
Chantal Jaquet
Keyword(s):  
The Body ◽  
States Of Mind ◽  
Mind And Body ◽  
The Mind ◽  
Shed Light

Lastly, on the basis of this definition, the author shows how affects shed light on the body-mind relationship and provide an opportunity to produce a mixed discourse that focuses, by turns, on the mental, physical, or psychophysical aspect of affect. The final chapter has two parts: – An analysis of the three categories of affects: mental, physical, and psychophysical – An examination of the variations of Spinoza’s discourse Some affects, such as satisfaction of the mind, are presented as mental, even though they are correlated with the body. Others, such as pain or pleasure, cheerfulness (hilaritas) or melancholy are mainly rooted in the body, even though the mind forms an idea of them. Still others are psychophysical, such as humility or pride, which are expressed at once as bodily postures and states of mind. These affects thus show us how the mind and body are united, all the while expressing themselves differently and specifically, according to their own modalities.

4. Oedipus

2015 ◽  
Author(s):  
Daniel Pick
Keyword(s):  
Lived Experience ◽  
Oedipus Complex ◽  
States Of Mind ◽  
Fundamental Part ◽  
Political Implications ◽  
Archaic States ◽  
Triangular Relationships ◽  
The Mind

‘Oedipus’ considers the Oedipus complex, a pivotal but much criticized idea in psychoanalysis. Freud suggested the ancient story of the murder of the father and union with the mother has such power because it resonates with a psychic truth about archaic states of mind in all of us. The psychological, anthropological, and political implications of Freud’s account have been much explored. It can be argued that with its focus upon such core triangular relationships in the mind it affords a useful perspective, and one with considerable purchase on psychic truth and people’s lived experience. Whatever the particular familial details, analysts would argue, the Oedipus complex plays a fundamental part in personality structuring.

scholarly journals HUBUNGAN KOMUNIKASI TERAPEUTIK DENGAN TINGKAT KECEMASAN PASIEN BARU di RUANG UGD PUSKESMAS TAMANAN BONDOWOSO

2020 ◽  
Vol 8 (2) ◽  
pp. 35-52
Author(s):  
Rini Novita
Keyword(s):  
Medical Condition ◽  
Emotional Experience ◽  
Psychological Impact ◽  
Anxiety Level ◽  
P Value ◽  
Test Results ◽  
Therapeutic Communication ◽  
Cross Sectional ◽  
The Mind ◽  
Communication Methods

One of the emotional problems disorders that are often encountered and has a psychological impact seriously is anxiety. Anxiety is an unclear and diffuse concern related to feelings of uncertainty and helplessness. Anxiety is an emotional experience that is short-lived and reasonable response, when individuals faceup pressure or events that threaten their lives, both internal and internal threats. Anxiety that happened and hav a relation ship with medical condition often found when patient came to healt hfacility, whichone of themisemergencyroom. Therapeutic communication methods provide understanding between nurses and patients with the aim of helping patients clarify and reduce the burden of the mind and are expected to eliminate anxiety. This study aims to knowabout relationship between therapeutic communication and the anxiety level of new patients.This study useddescription korelation with cross sectional approach. Sample are171 people. Instrument used for data collection is the questionnaire, anddata analysis used the Spearman Rho test. Therapeutic communication of nurses was mostly in good categorywas128 respondents (74.9%). The anxiety level of new patients is not anxious categorywere 127 respondents (74.3%). Rho Spearman's test results obtained a coefficient (r) of 0.901 with a p value of 0,000. Because p<0.005 then H0 is rejected.Conclusion,There is a significan trelation ship between therapeutic communication and the anxiety level of new patients in the emergency room at Tamanan Bondowoso Public Health Center.

scholarly journals Schooled in our own minds: Mind wandering and mindfulness in the makings of the curriculum

2017 ◽  
Author(s):  
Oren Ergas
Keyword(s):  
Cognitive Science ◽  
Mind Wandering ◽  
States Of Mind ◽  
Enacted Curriculum ◽  
The Mind ◽  
Systematic Framework

Curriculum discourse focuses understandably, on the formal and enacted curriculum; however, studies demonstrate that much of individuals’ waking hours are spent in task-unrelated thinking and mind-wandering. No less, this pervasive phenomenon has been shown to affect us in many ways that can be linked to education. This paper examines this null-hidden inner curriculum that is enacted within students’ minds when they are not attentive to the formal/enacted curriculum. Drawing on a review of research in cognitive science, the paper develops a theory of ‘the mind as a curriculum deliberator’ and explains how the mind can be seen as ‘schooling itself’. Different states of mind such as mind-wandering, rumination and mindfulness are discussed in terms of their educational effects and a systematic framework that renders them in curricular terms is suggested. Based on this analysis, the paper aims to mobilize this inner curriculum from opaqueness and absence to a more explicit presence in curricular discourse, in an attempt to broaden our understanding of how the mind can both enhance and hinder education.

Body-Mind Dissociation, Altered States, and Alter Worlds

2020 ◽  
Vol 68 (5) ◽  
pp. 769-806
Author(s):  
Peter Goldberg
Keyword(s):  
Everyday Life ◽  
The Body ◽  
Altered States Of Consciousness ◽  
Altered States ◽  
States Of Mind ◽  
Body Experience ◽  
States Of Consciousness ◽  
Life Of The Mind ◽  
The Mind

A psychosomatic model of dissociation is proposed that addresses the ever adjusting mind-body relation—the constant titration of the quality and degree of the psyche’s embeddedness in the sensorial and temporal life of the body. The model highlights the function of hypnoid mechanisms (autohypnosis, distraction, somatic autostimulation) and of altered states of consciousness in facilitating and masking the work of mind-body dissociation. Transient altered states, which enable new and creative forms of mind-body experience in everyday life and in the therapy situation, are contrasted with pathological forms of retreat into alter worlds—rigidly organized, timeless, often inescapable trancelike states of mind-body dislocation. These pathological dissociative structures reshape the life of the mind and of the body, requiring new clinical approaches to these phenomena.

Modeling Field Theory of Higher Cognitive Functions

2007 ◽  
pp. 64-105 ◽  
Author(s):  
Leonid Perlovsky
Keyword(s):  
Mathematical Modeling ◽  
Field Theory ◽  
Cognitive Functions ◽  
Mathematical Theory ◽  
Everyday Functioning ◽  
The World ◽  
The 1950S ◽  
Higher Cognitive Functions ◽  
The Mind

The chapter discusses a mathematical theory of higher cognitive functions, including concepts, emotions, instincts, understanding, imagination and intuition. Mechanisms of the knowledge instinct are proposed, driving our understanding of the world. Aesthetic emotions and perception of beauty are related to “everyday” functioning of the mind. We briefly discuss neurobiological grounds as well as difficulties encountered by previous attempts at mathematical modeling of the mind encountered since the 1950s. The mathematical descriptions below are complemented with detailed conceptual discussions so the content of the chapter can be understood without necessarily following mathematical details. We relate mathematical results and computational examples to cognitive and philosophical discussions of the mind. Relating a mathematical theory to psychology, neurobiology and philosophy will improve our understanding of how the mind works.

Emotional Education

2020 ◽  
pp. 16-41
Author(s):  
Anna Toropova
Keyword(s):  
Cultural Production ◽  
Emotional Experience ◽  
Emotional Engagement ◽  
Emotional Impact ◽  
Audience Response ◽  
Emotional Life ◽  
Emotional Appeal ◽  
Soviet Psychology ◽  
The Mind ◽  
Emotional Education

Soviet cinema’s ‘affective turn’ in the 1930s took shape in the context of far-ranging scientific debates about emotion and perceptual management. The Soviet film industry’s attention to emotional appeal and push to develop its genre repertoire at the end of the 1920s were closely linked, this chapter shows, to a broader re-evaluation of emotional life in Soviet psychology, as well as to a new scientific interest in the effects of cultural production on audiences. At the end of the 1920s, psychologists including Lev Vygotsky and Aleksandr Luria began to discredit the physiological reading of emotion that had held sway over the human sciences. Alongside its integration into the processes of the mind by the 1930s, emotion was rendered inextricable from the social environment and thereby amenable to cultivation and direction. The setting forth of ‘emotional education’ as a crucial cultural agenda spurred a wave of enquiries into the emotional impact of Soviet cinema. I explore how these sociological and psycho-physiological investigations not only re-conceptualized film viewing as predominantly an emotional experience, but established a correlation between the spectator’s emotional engagement and a film’s use of familiar narrative structures and clear genre markers. The chapter concludes by discussing Stalinist cinema’s commitment to increasing genre variety as both the corollary of an increased audience mindedness, and a symptom of its desire to better manage and guide audience response.

scholarly journals The Mind in REM Sleep: Reports of Emotional Experience

SLEEP ◽  
2001 ◽  
Vol 24 (8) ◽  
pp. 1-9 ◽  
Author(s):  
Roar Fosse ◽  
Robert Stickgold ◽  
J. Allan Hobson
Keyword(s):  
Rem Sleep ◽  
Emotional Experience ◽  
The Mind
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