One of the original uses of the word ‘interior’ was to describe that which belongs to or exists in the mind or soul, that is, the mental or spiritual, as opposed to that which is bodily. The etymology of the term gives a clue as to how interior space functions in a manner that is different from the architecture that contains it. This article explores the analogy of architecture as body and the interior as mind through the act of drawing out Sigmund Freud’s study and consulting room, with reference to Freud’s diagrams of the mind. Working with diagrams, the article will demonstrate a relation between Freud’s conceptual shift from descriptive anatomy to hypothetical structures of psychoanalysis and the diagrammatic ordering of the spatial arrangement of his practice.
My proposal is that local theory of mind – what I call here the ‘infrastructures of mind’ – shapes the way people recognize and experience supernatural presence. That is, I argue that the local cultural invitation to imagine thoughts, mental images and inner sensations in particular ways – as potent, powerful and dangerous, for instance, or as the heart of an authentic self – will affect the way people recognize and experience God’s voice. I compare interview data from similar churches in the US, Ghana and Chennai, to show that there are systematic differences in the way people experience God and that these differences appear to reflect culturally different understandings of mind. The often-unnoticed infrastructures of the thing that thinks – the way we think about our thinking – alters not only our mental experience but also the very texture of our reality.
If there is no art to find the mind’s construction in the face, how, alas, does Sartre find out that Hell is other people? Because he was looked at? By them? Not necessarily, though no doubt he was. Because he was looked at, that’s how.
Matthew P. Romaniello
Russian imperialism continues to leave a strong imprint on indigenous cultures across Siberia, and throughout the Russian Federation and the post-Soviet republics. Imperialism is invasive and persistent, and it might be impossible to escape its consequences. In 1986, African novelist and postcolonial theorist Ngũgĩ wa Thiong’o published his influential essay collection, Decolonising the Mind: The Politics of Language in African Literature. One of his arguments is that no postcolonial subject could be free from the constraints of imperialism until she or he succeeded in freeing the mind from the trap of an imposed (and foreign) language. Ngũgĩ’s experience was based on his own life growing up in Kenya, but his lesson is as applicable to Siberia as it is for East Africa. For indigenous Siberians, language and education are at the forefront of the ongoing postcolonial struggle to maintain their cultural identities in modern Russia.
Contemporary film theory is noted for its sturm und drang, though in the case of the soundtrack, incompatible attitudes and methods are found mostly below the surface where theoretical presuppositions are ruled by unpredictable melodic contours and accents. This article provides a comprehensive overview of philosophical issues concerning audition. It aims to orient a diverse array of sound theories in relation to a set of core issues involving perceptual processing, language, and mind. The article sounds out various cognitive frameworks, where each type of frame projects a favored description and explanation of sonic phenomena. It argues that what is heard in a sound depends on how one listens, and with what purpose.
Edward Thomas's Social Mysticism
According to his biographer R. P. Eckert, Edward Thomas was unaffected by the ‘social changes that seemed to have sprung up, almost overnight, when Edward VII ascended the throne’, preferring instead the work of Thomas Traherne (1637-74), ‘of a past generation, out of place in the company of modern social theory’. Writing in 1936-7, at the height of the Popular Front, Eckert assumed that ‘modern social theory’ was a front organisation for communism. Certainly, Thomas was never a ‘party politician’ – his phrase in the introduction to Richard Jefferies’ The Hills and the Vale (1909) to contrast with Jefferies’ ‘revolutionary’ commitment to the rural poor. He professed in The South Country the same year that ‘Politics … reforms and preservations … I cannot grasp; my mind refuses to deal with them’. But he also numbered himself in The Country (1913) among those ‘not indifferent to movements affecting multitudes’, who ‘may even have become entangled in one or another kind of social net’, and the circles in which he moved at Bedales school, where his wife Helen taught, were socialist, feminist and libertarian in a distinctively Georgian mode.
A Phenomenological Account of Mind
Julia Cassaniti and Tanya Marie Luhrmann
In this article we compare the encounter with the supernatural—experiences in which a person senses the immaterial—in Thailand and in the United States. These experiences appear to be shaped by different conceptions of the mind. In the US, there is a sharp, natural division between one's mind and the world; in Thailand, individuals have the moral responsibility to control their minds. These differences appear to explain how people identify and sense the supernatural. In the US, it is an external, responsive agent; in Thailand, it is an energy that escapes from an uncontrolled mind. Here we approach phenomenology—the experience of experience—comparatively, identifying patterns in social expectations that affect the ways in which humans think, feel, and sense. We take an experiential category of life that we know to be universal and use it to analyze cultural concepts that influence the enactment and interpretation of feeling and sensing.
Being and Nothingness opens with the claim that modern thought has sought to overcome a certain number of dualisms which have embarrassed philosophy in so far as their acceptance provides one with no way of explaining how there can be a relation between mind and world. The dualism of being and appearance is mentioned in this context.1 Sartre contends, however, that modern thought has failed to make good its aim, for the solutions in question have been set out within a framework that presupposes the dualism which was to have been transcended. So, for example, the idealist solution – that being is reducible to appearance – turns out to assume the very conception of appearance implied by the dualistic model (BN 5.iv). By doing so, it fails to provide a genuine alternative to those forms of realism that insist, in similar vein, that there is an insurmountable distinction between being and appearance, and is thus in no better position to explain how there can be a relation between mind and world.
A case study of Indian and Pakistani school textbooks
*Full article is in English
English abstract: This article analyzes the role of school education as a medium for indoctrinating young minds through school textbooks within the framework of India–Pakistan relations. This fact is more pronounced in Pakistan, but even in the case of India, efforts are not undertaken to objectively teach subjects in a way that helps sensitize students about the India–Pakistan relationship. The author argues that the young generations in India and Pakistan largely lack a shared understanding until they undergo a process of de-learning and re-learning. Hence, the borders between India and Pakistan remained intact and militarized but definite types of borders are also created in young minds. Unless the psychological borders melt, it is difficult to imagine a porous physical border between India and Pakistan. This article attempts to understand how pedagogically the image of an enemy is created in young minds serving the purpose of the state.
Spanish abstract: Este artículo analiza el papel de la educación escolar como un medio para adoctrinar mentes jóvenes a través de libros de texto en el marco de las relaciones India–Pakistán. Esta situación es más pronunciada en Pakistán, pero incluso en la India, no se llevan a cabo esfuerzos para enseñar objetivamente temas que apoyen la sensibilización de los estudiantes sobre la relación India–Pakistán. El autor argumenta que jóvenes generaciones en India y Pakistán comparten la falta de un conocimiento compartido hasta que pasen por un proceso de des-aprendizaje y re-aprendizaje. En consecuencia, las fronteras entre India y Pakistán permanecen intactas y militarizadas, pero también otros tipos de definición de fronteras son creados en las mentes jóvenes. A menos que las fronteras psicológicas se derritan, es difícil imaginar una frontera física porosa entre la India y Pakistán. Este artículo busca entender cómo la imagen del enemigo es pedagógicamente creada en las mentes jóvenes sirviendo el propósito del Estado. Los casos de los libros de texto en India y Pakistán son presentados para comprender los diferentes tipos de fronteras prevalecientes en el sur de Asia.
French abstract: Cet article analyse le rôle de l’éducation scolaire comme un moyen d’endoctrinement de jeunes esprits à travers les livres scolaires dans le contexte des relations entre l’Inde et le Pakistan. Cette situation est particulièrement marquée au Pakistan mais y compris en Inde, aucun effort n’est mené pour enseigner objectivement des thèmes qui sensibilisent les élèves sur les relations Inde-Pakistan. L’auteur argumente que les jeunes générations indiennes et pakistanaises manquent de connaissances partagées jusqu’à ce qu’elles transitent par un processus de désapprentissage et de ré-apprentissage. En conséquence, les frontières entre l’Inde et le Pakistan continuent à être intactes et militarisées et d’autres types de frontières claires son créées dans les esprits de la jeunesse. À moins que les frontières psychologiques ne disparaissent, il reste difficile d’imaginer une frontière physique poreuse entre l’Inde et le Pakistan. Cet article cherche à comprendre comment l’image de l’ennemi est créée pédagogiquement dans les jeunes esprits et sert les intérêts de l’Etat.
The Concept of Conscience and Durkheim's Division of Social Labour
Susan Stedman Jones
This essay examines Durkheim's functionalism, to argue that it cannot be adequately understood through later movements of structural functionalism, especially Parsonian functionalism. Concretely, for Durkheim, the function of the division of labour is to create solidarity but this runs into the problem of modern pathologies. More abstractly, his functionalism has two essential sets of components, and it is only through the relation between these that it is possible to grasp his argument and its full significance. One involves ideas of correspondence, tendency and action, so that function has to do with a set of 'living movements' and how it corresponds with social needs. The other involves a functionalism of mind, and above all centres round the idea of conscience as a set of epistemological, representative and practical functions. Durkheim's functionalism relates these two components in a concern with the power of critical reflection on existing patterns of society, and with how conscience releases the force of agency, to have a transformative potential on the ills of society.