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Books > Social sciences > Psychology > States of consciousness > Conscious & unconscious
For decades, neuroscientists, psychologists, and an army of brain researchers have been struggling, in vain, to explain the phenomenon of consciousness. Now there is a clear trail to the answer, and it leads through the dense jungle of quantum physics, Zen, and subjective experience, and arrives at an unexpected destination. In this tour-de-force of scientific investigation, Evan Harris Walker shows how the operation of bizarre yet actual properties of elementary particles support a new and exciting theory of reality, based on the principles of quantum physics-a theory that answers questions such as "What is the nature of consciousness, of will?" "What is the source of material reality?" and "What is God?"
In recent years the nature of consciousness--our immediately known experiences--has taken its place as the most profound problem that science faces. Now in this brilliant and thoroughly accessible new book Colin McGinn takes a provocative position on this perplexing problem. Arguing that we can never truly "know" consciousness--that the human intellect is simply not equipped to unravel this mystery--he demonstrates that accepting this limitation in fact opens up a whole new field of investigation. In elegant prose, McGinn explores the implications of this Mysterian position--such as the new value it gives to the power of dreams and introspection--and challenges the reader with intriguing questions about the very nature of our minds and brains.
The Royal Institute of Philosophy's London Lecture series for 2013-14 brought together contributions from a distinguished group of leading figures in the philosophy of mind. The topic the lecturers were asked to speak and write on, 'Mind, Self and Person', has been at the forefront of philosophical enquiry throughout the history of the subject, and, as will be evident from this volume, is as lively and contested an area of investigation in contemporary philosophy as it was in the days of the ancient Greeks. This collection of papers covers a wide range of issues, including consciousness, the mind and its relation to the body, the self, the nature of the human person, personal identity, the link between mind and morality, the existence of group minds and the educational implications of what we think about the mind.
The unconscious, cornerstone of psychoanalysis, was a key twentieth-century concept and retains an enormous influence on psychological and cultural theory. Yet there is a surprising lack of investigation into its roots in the critical philosophy and Romantic psychology of the early nineteenth century, long before Freud. Why did the unconscious emerge as such a powerful idea? And why at that point? This interdisciplinary study breaks new ground in tracing the emergence of the unconscious through the work of philosopher Friedrich Schelling, examining his association with Romantic psychologists, anthropologists and theorists of nature. It sets out the beginnings of a neglected tradition of the unconscious psyche and proposes a compelling new argument: that the unconscious develops from the modern need to theorise individual independence. The book assesses the impact of this tradition on psychoanalysis itself, re-reading Freud's The Interpretation of Dreams in the light of broader post-Enlightenment attempts to theorise individuality.
The cooperative action of different regions of our brains gives us
an amazing capacity to perform activities as diverse as playing the
piano and hitting a tennis ball. Somehow, without conscious effort,
our eyes find the information we need to operate successfully in
the world around us. The development of head-mounted eye trackers
over recent years has made it possible to record where we look
during different active tasks, and so work out what information our
eyes supply to the brain systems that control our limbs. We are now
in a position to explore the strategies that the eye movement
system uses in the initiation and guidance of action.
Over the past two decades, a new picture of the cognitive
unconscious has emerged from a variety of disciplines that are
broadly part of cognitive science. According to this picture,
unconscious processes seem to be capable of doing many things that
were thought to require intention, deliberation, and conscious
awareness. Moreover, they accomplish these things without the
conflict and drama of the psychoanalytic unconscious. These
processes range from complex information processing, through goal
pursuit and emotions, to cognitive control and self-regulation.
Consciousness is perhaps the most puzzling problem we humans face in trying to understand ourselves. It has been the subject of intense study for several decades, but, despite substantial progress, the most difficult problems have still not reached any generally agreed solution. Future research can start with this book. Eighteen original, specially written essays offer new angles on the subject. The contributors, who include many of the leading figures in philosophy of mind, discuss such central topics as intentionality, phenomenal content, knowledge of mental states, consciousness and the brain, and the relevance of quantum mechanics to the study of consciousness.
The book is about the joys and frustrations of lifelong learning, and about what drives us to learn as we move through our years. It follows the life-in-learning, from birth to death, of a character that the reader is invited to create. It examines many of life's important themes-a response to overwhelming choice, the instinct of self-protection-as they apply to a person's learning journey. Using a variety of psychoanalytic and philosophical lenses, and using the Psychic River as a metaphor, the text asks the question of what it means "to learn" and "to teach". It investigates factors that might break the fragile process of learning, and explores the complex motivations behind returning to learning. The book is of interest to educators and learners, to psychoanalysts and analysands, and to anyone who has ever wondered what drives us to learn or teach. |
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