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The two inter-linked volumes in this series are dedicated to the
development of analysis and theorisation of learning and teaching
in higher education. The two volumes focus on the multi-scalar
ecological inter-connectedness of learners with teachers, with
artefacts, with cultural patterns and resources, with places, with
social activities and practices, with social institutions, with
time and temporality, and with technologies. Learning reflects
inter-individual dynamics that are shaped by biology and culture.
Against prevailing orthodoxies that view learning in higher
education in terms of "information transmission" and "content
delivery," the contributors articulate leading developments in
distributed cognition, distributed language, ecological psychology,
enactivist and embodied-embedded cognitive science, interactivity,
and multimodal event analysis. They also extend several earlier
traditions such as American pragmatism, embodied curriculum theory,
and Vygotsky's latter day anti-dualist Spinozan turn. Through
detailed empirical analysis of in vivo episodes of learning using
multimodal event analysis, cognitive event analysis, and
cutting-edge theory, the authors show how and why learning is not
adequately explainable as internal mental processes per se.
Instead, sophisticated empirical analysis and innovative theory are
put to work to reveal the emergence of learning in the
interactivity of learners and teachers with the affordances of a
distributed brain-body-environment learning system. Volume 1 is an
edited collection of seven chapters written by internationally
renowned researchers together with an Introduction and an Afterword
written by King and Thibault. Volume 1 (and its successor Volume 2)
will serve as valuable reading for educationalists and researchers
in the cognitive, communication, learning, and language sciences
who are looking for new multidimensional tools for thinking about,
and new empirical tools for analysing, learning, and teaching as
multi-scalar interactive processes in radical embodied ecologies of
learning and teaching.
Existential philosophy provides a useful theoretical foundation for
sucessful hynotherapy because it stresses the importance of the
client's experience over any preconceived notions or diagnoses. By
using the client's reality as the basis of clinical work, the
therapist can help the client break self-destructive habits and
maintain healthy patterns of behavior without relying solely on
behavioral techniques. Presenting an innovative approach to
psychotherapy that is firmly rooted in philosophy, "Existential
Hypnotherapy" bridges the gap between technique and theory.
Addressing theoretical themes, the book's initial chapters discuss
significant issues for psychotherapy in general, and hypnotherapy
in particular, with special attention paid to the nature of
diagnosis and concepts of addiction. Chapters introduce the reader
to the work of various existential philosophers, including
Kierkegaard, Nietzsche, and Sartre. Bound to stir controversy, the
authors persuasively argue that hypnosis should not be considered a
"state" or "altered consciousness," and that there is no such thing
as self-hypnosis. Instead, they demonstrate that all clinical
hypnosis belongs to the therapist-patient dialogue.
The book then focuses on specific hypnotherapy techniques that may
be linked to desired therapeutic outcomes. These strategies include
ways to help patients manage anxiety, and empower them to make
needed life changes; methods for illuminating the existential
meaning of symptoms to help patients break bad habits; and the
utilizization of patients' metaphors in treatment. Also discussed
is the inadequacy of measurement scales that are supposed to
determine a patient's ability to be hypnotized.
Unique and thought-provoking, "Existential Hypnotherapy" is an
important guide for any practitioner in the mental health field who
uses clinical hynosis as a tool, regardless of his or her training
or orientation. Providing an accessible review of the basic
principles of existential thought, it is also useful for
instructors and students using philosophy to ground their
psychological work.
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