_Initiating Psychoanalysis_ presents an international collection of papers brought together by the Working Party on Initiating Psychoanalysis of the European Psychoanalytic Federation and addresses the specific clinical and technical issues involved in launching the processes that are at the core of psychoanalysis and psychoanalytic treatment. Expert contributors provide introductions and commentaries on a selection of psychoanalytic papers, including one by Freud himself, which refer to beginning psychoanalytic treatment in a wide range of settings. Divided into four main sections, areas of (...) discussion include: historical and conceptual developments in the field practical, technical and ethical considerations unconscious transference and counter-transference dynamics of initial interviews internal factors that can help or hinder psychoanalysts in their work to initiate psychoanalysis. This book will be helpful to all psychoanalytical practitioners in thinking about their work in first interviews with prospective patients, as well as psychoanalysts and psychotherapists at all levels of experience, who will be able to use this book to enrich their own practice. (shrink)

Sexual difference as a basis of equality : an introduction to Irigarayan politics -- Irigaray on language : from the speech of dementia to the problem of sexual indifference -- Rethinking the politics of recognition : the declaration of Irigarayan sexuate rights -- Irigarayan performativity : is this a question of can saying it make it so? -- Sexuate genre : ethics and politics for improper selves -- Anticipating sexual difference : mediation, love, and divinity -- Interrogating an unasked question (...) : is there sexual difference? -- The impossible friend : traversing the heterosocial, the homosocial, and the successes of failure -- Sexed discourse and the language of the philosophers : to be two -- Effacement redoubled? : between the Orient and the Occident. (shrink)

Professor Deutscher studies Beauvoir's philosophy on "otherness" not just through her famous views on gender (in her celebrated 1949 work The...

Naturalism in Mathematics investigates how the most fundamental assumptions of mathematics can be justified. One prevalent philosophical approach to the problem--realism--is examined and rejected in favor of another approach--naturalism. Penelope Maddy defines this naturalism, explains the motivation for it, and shows how it can be successfully applied in set theory. Her clear, original treatment of this fundamental issue is informed by current work in both philosophy and mathematics, and will be accessible and enlightening to readers from both disciplines.

[opening paragraph] -- Clark: The `astonishing hypothesis' which you put forward in your book, and which you obviously feel is very controversial, is that `You, your joys and sorrows, your memories and ambitions, your sense of personal identity and free will are, in fact, no more than the behaviour of a vast assembly of nerve cells. As Lewis Carroll's Alice might have phrased it: `You're nothing but a pack of neurons'.' But it seems to me that this is not so (...) astonishing a statement for a scientist to make. Isn't this what reductionist science has always believed? (shrink)

Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply that significant attention be given to the moral and social development of the learner over time, to the active engagement of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets out a theoretical framework that offers (...) a perspective on learning suitable for these far-reaching aims. We argue that schools need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes necessary for lifelong learning with a view to developing ongoing communicative action. (shrink)

The enthusiastic reception for the first edition of this book has prompted us to produce a second. We were delighted by the interest from people thinking about and working in public services beyond health care, although the book had been unapologetically health focused. Eight years have passed, and although the issues we addressed are still very much with us, times have changed. 'Austerity' has bitten hard into the UK's public services, especially social care. Developments in policy, technology, organisation and practice (...) have affected health and social care, separately and together. Mindful of this, we have extended our reach to consider both sectors and, to an extent, the wider world of 'welfare'. Hence our new subtitle: 'rehabilitating the welfare state'. We have expanded our narratives, case studies and references accordingly, believing that the issues and perspectives in each field illustrate important points for all. (shrink)

[opening paragraph] -- Clark: The `astonishing hypothesis' which you put forward in your book, and which you obviously feel is very controversial, is that `You, your joys and sorrows, your memories and ambitions, your sense of personal identity and free will are, in fact, no more than the behaviour of a vast assembly of nerve cells. As Lewis Carroll's Alice might have phrased it: `You're nothing but a pack of neurons'.' But it seems to me that this is not so (...) astonishing a statement for a scientist to make. Isn't this what reductionist science has always believed? (shrink)

We adopt and extend the concept of ‘noncooperative space’ to analyze how (aspirant) black women intellectual activists attempt to sustain their efforts within settings that publicly endorse racial equality, while, in practice, the contexts remain deeply racist. Noncooperative spaces reflect institutional, organizational, and social environments portrayed by powerful white agents as conducive to anti-racism work and promoting racial equality but, indeed, constrain individuals who challenge racism. Our work, which is grounded in intersectionality, draws on an autoethnographic account of racially motivated (...) domestic violence suffered by our lead author. Our analysis suggests that (aspirant) black women intellectual activists must develop courage to sustain their ‘voice’ within noncooperative spaces. However, the three interlinked dimensions of noncooperative spaces—namely, deceiving design, hegemonic actors’ indifference to racism, and (some assimilated gatekeepers’) false equivalence—may gradually erode a black female scholar’s courage. This forces her ‘voice’ to vanish temporarily, or even permanently. Courage is thus fragile and depletable. Yet, courage can be regenerated, resulting in regaining voice. Consequently, we propose courageous collective action by white allies and black and brown individuals who voluntarily and officially cooperate within and across various spaces to achieve racial equality. (shrink)

Sleep enhances integration across multiple stimuli, abstraction of general rules, insight into hidden solutions and false memory formation. Newly learned information is better assimilated if compatible with an existing cognitive framework or schema. This article proposes a mechanism by which the reactivation of newly learned memories during sleep could actively underpin both schema formation and the addition of new knowledge to existing schemata. Under this model, the overlapping replay of related memories selectively strengthens shared elements. Repeated reactivation of memories in (...) different combinations progressively builds schematic representations of the relationships between stimuli. We argue that this selective strengthening forms the basis of cognitive abstraction, and explain how it facilitates insight and false memory formation. (shrink)

"In his third lecture Crick anticipates events and trends that have in fact come to pass in the past four decades, including the increasing use of computer technology and robotics in mind-brain research, explorations into right-side versus left-side uses of the brain, and controversies surrounding the existence of the soul."--BOOK JACKET.

Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply that significant attention be given to the moral and social development of the learner over time, to the active engagement of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets out a theoretical framework that offers (...) a perspective on learning suitable for these far-reaching aims. We argue that schools need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes necessary for lifelong learning with a view to developing ongoing communicative action. (shrink)

Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply that significant attention be given to the moral and social development of the learner over time, to the active engagement of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets out a theoretical framework that offers (...) a perspective on learning suitable for these far-reaching aims. We argue that schools need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes necessary for lifelong learning with a view to developing ongoing communicative action. (shrink)

Mathematicians tend to think of themselves as scientists investigating the features of real mathematical things, and the wildly successful application of mathematics in the physical sciences reinforces this picture of mathematics as an objective study. For philosophers, however, this realism about mathematics raises serious questions: What are mathematical things? Where are they? How do we know about them? Offering a scrupulously fair treatment of both mathematical and philosophical concerns, Penelope Maddy here delineates and defends a novel version of mathematical (...) realism. She answers the traditional questions and poses a challenging new one, refocusing philosophical attention on the pressing foundational issues of contemporary mathematics. (shrink)

Citizenship as a compulsory subject was added to the National Curriculum in England in 2002 following the 1998 report, 'Education for Citizenship and the Teaching of Democracy in Schools'. It was little noticed at the time that the report stressed active citizenship much more strongly than democracy. The underlying presupposition was what historians call 'civic republicanism' the tradition from the Greeks and the Romans of good government as political government, that is, citizens reaching acceptable compromises of group interests and values (...) by public debate. This is contrasted to modern liberalism. To stress 'democracy' unduly in citizenship education can lead to definitional dogmatics about multiple meanings of the term, even to disillusionment. Democracy is a necessary element in good government but not a sufficient one, unless subjective opinion is enshrined over knowledge through education. The practices of free politics are both historically and logically prior to democracy. (shrink)

The human microbiome has become one of the dominant biomedical frameworks of the contemporary moment that may be understood to be post-Pasteurian. The recognitions the human microbiome opens up for thinking about the biological self and the individual have ontological and epistemological ramifications for considering what and who the human being is. As this article illustrates, the microbiopolitics of the human microbiome challenges the immunitarian Pasteurian model in which the organismic self shores itself up and defends itself against a microbial (...) non-self or other. Instead, this theory presents the human organism as comprised of multiple ecosystems and as a multitude, suggesting that the thanatopolitical attempts to wipe out microbial others (evident in the overuse and misuse of antibiotics, for example) are giving way to an affirmative microbiopolitics grounded in generative multispecies relationality. This article sets out to make the case for this affirmative microbiopolitics. (shrink)

In the Western tradition citizenship is part of the good life, but can never be enforced on people. Some modern views see liberty as only a consumer or private ‘good’ detached from civic obligations. However, an education that creates a disposition to active citizenship is a necessary condition of free societies. Education is training and learning towards freedom, and freedom is closely linked to an understanding of the concept of the political as a matter of peaceful compromises of values and (...) interests. Understanding of general concepts fortified by practical activity is essential. It is suggested that any democratic political education (as in the present UK Government proposals) presupposes five ‘procedural values’: freedom, toleration, fairness, respect for truth, respect for reasoning. (shrink)

Many philosophers these days consider themselves naturalists, but it's doubtful any two of them intend the same position by the term. In Second Philosophy, Penelope Maddy describes and practices a particularly austere form of naturalism called "Second Philosophy". Without a definitive criterion for what counts as "science" and what doesn't, Second Philosophy can't be specified directly ("trust only the methods of science" for example), so Maddy proceeds instead by illustrating the behaviors of an idealized inquirer she calls the "Second (...) Philosopher". mhis Second Philosopher begins from perceptual common sense experimentation, theory formation and testing, working all the while to asses, correct and improve her methods as she goes. Second Philosophy is then the result of the Second Philosopher's investigations. Maddy delineates the Second Philosopher's approach by tracing her reactions to various familiar skeptical and transcendental views (Descartes, Kant, Carnap, late Putnam, van Fraassen), comparing her methods to those of other self-described naturalists (especially Quine), and examining a prominent contemporary debate (between disquotationalists and correspondence theorists in the theory of truth) to extract a properly second-philosophical line of thought. She then undertakes to practice Second Philosophy in her reflections on the ground of logical truth, the methodology, ontology and epistemology of mathematics, and the general prospects for metaphysics naturalized. (shrink)

In the Western tradition citizenship is part of the good life, but can never be enforced on people. Some modern views see liberty as only a consumer or private ‘good’ detached from civic obligations. However, an education that creates a disposition to active citizenship is a necessary condition of free societies. Education is training and learning towards freedom, and freedom is closely linked to an understanding of the concept of the political as a matter of peaceful compromises of values and (...) interests. Understanding of general concepts fortified by practical activity is essential. It is suggested that any democratic political education (as in the present UK Government proposals) presupposes five ‘procedural values’: freedom, toleration, fairness, respect for truth, respect for reasoning. (shrink)

Many philosophers claim to be naturalists, but there is no common understanding of what naturalism is. Maddy proposes an austere form of naturalism called 'Second Philosophy', using the persona of an idealized inquirer, and she puts this method into practice in illuminating reflections on logical truth, philosophy of mathematics, and metaphysics.

Lack of supportive workplaces may be depriving babies and mothers of the health advantages of breastfeeding. This citizen science pilot project set out to engage women in photographing and sharing information on the available facilities for breastfeeding and expressing and storing breastmilk in Australian workplaces. While some useful insights were gained, the project failed in the sense that 234 people ‘liked’ the project Facebook page set up to recruit participants, but only nine photographs were submitted. The heaviest loss of participation (...) occurred after the ethics committee requirements were explained, in particular, the requirement for employer consent to take a photograph, or alternatively, for a participant to agree to bear the risk of taking a photo without permission. The ethics committee also made stipulations about the formality of language to be used. Thus, the project’s potential role as an enabler for health action was neutered. We argue that the ethics requirements worked contrary to our purpose and possibly acted to reinforce the powerlessness some women experience at work. (shrink)

Non-suicidal self-injury is a complex behaviour, routinely engaged for emotion regulatory purposes. As such, a number of theoretical accounts regarding the aetiology and maintenance of NSSI are grounded in models of emotion regulation; the role that cognition plays in the behaviour is less well known. In this paper, we summarise four models of emotion regulation that have repeatedly been related to NSSI and identify the core components across them. We then draw on social cognitive theory to unite models of cognition (...) and models of emotion in developing a new cognitive-emotional model of NSSI. Our model articulates how emotion regulation and cognition can work in concert to govern NSSI, and offers several new research questions that can be addressed within this framework. (shrink)