Untitled

Markič, Olga

doi:10.7906/indecs.10.3.1

Cited by 5 publications

(5 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, the use of this methodology has enabled researchers to consider embodied cognition “in real time” as it were, to help understand what can be considered “cognitive”. This study did not consider the mind as an independent entity or “disembodied”, but as a part of the body, indeed, we would suggest that the body and the embodied emotional experiences of our participants influenced their minds and their mood rather than the other way around [50]. Indeed, it has been suggested [51,52] that mental representations rather than embodied responses are not the best theoretical option for explaining human cognition.…”

Section: Hetero Phenomenologymentioning

confidence: 99%

“…First person data are not about objective functioning, they inevitably relate to our beliefs and understandings of what is happening to us, as Dennett suggests we have an inkling of [49,50,51]. Psycho-physiological measures, however, may offer insights into objective functioning and in relation to SCR into emotional arousal, and therefore, objective measurable embodied experience.…”

Section: Hetero Phenomenologymentioning

confidence: 99%

See 1 more Smart Citation

An Exploration of the Mechanism of Action of an Equine-Assisted Intervention

Hemingway

Carter

Callaway

et al. 2019

Animals

View full text Add to dashboard Cite

Though long alluded to, there is now an accumulation of evidence of the vital contribution that emotion makes to learning. Within this broad advance in understanding is a growing body of research emphasising the embodied nature of this emotion-based learning. The study presented here is a pilot study using a mixed-method approach (combining both physiological and experiential methodologies) to give a picture of the “emotional landscape” of people’s learning through the intervention under study. This has allowed researchers to examine mediating pathways that may underlie any effects of an equine-assisted intervention. This study specifically focuses on examining the role of emotion. The intervention under study was used with young people with chronic mental health and behavioural problems for whom talk-based interventions were not working. Nine healthy participants aged 18–24 undertook the equine intervention, with an initial group having emotion-related psycho-physiological changes (skin conductance responses) measured while viewing their experience on video, and a further two participants experiencing a development of the methodology as their physiological responses were captured in real time during the intervention. The sessions were analysed by a group of five cross-disciplinary researchers to determine when significant learning episodes occurred, and the findings were that this learning was associated with powerful skin conductance responses. The qualitative element of the research entailed the participants watching themselves on video undertaking the equine intervention. They were asked to stop the video and share any changes in emotion at any point while watching. All participants experienced a positive temporal change in mood as the intervention progressed. All results supported the findings that emotional arousal occurred in relation to the participants asking the horse to perform a task. This paper will offer two novel contributions: (1) description of a new methodology for investigating the mechanism of action occurring in this type of intervention and (2) findings from the exploration of the intervention via psycho-physiological and experiential mechanisms.

show abstract

Section: Hetero Phenomenologymentioning

confidence: 99%

Section: Hetero Phenomenologymentioning

confidence: 99%

An Exploration of the Mechanism of Action of an Equine-Assisted Intervention

Hemingway

Carter

Callaway

et al. 2019

Animals

View full text Add to dashboard Cite

show abstract

“…Under such a framework, the phenomenal structure of experience involves intentionality, in addition to sensory qualities of the object of purpose. Thus, one cannot study phenomena like thoughts and judgement except by taking into account one's inner phenomenal experience [44].…”

Section: Appropriate Methodologies For the Collection Of Both First-a...mentioning

confidence: 99%

Understanding Lived Experience: Bridging Artificial Intelligence and Natural Language Processing with Humanities and Social Sciences

Girju

2023

IOP Conf. Ser.: Mater. Sci. Eng.

View full text Add to dashboard Cite

True human-centered Artificial Intelligence (AI) is impossible without addressing the inherent and diverse aspects of humanness. Deep learning models have achieved remarkable success in some tasks in vision and language processing, and few can deny it. However, as it moves forward, the field cannot continue to pretend it can do it all by itself, especially when we advertise it as ‘human-centered AI’. It has come the time to open up the stage for methodological pluralism in the interest of critical and democratic science, and for the benefit of society. In this paper, I want to draw particular attention to the aspect of lived (subjective) experience, one research area highly misunderstood and hugely neglected in AI, and especially in Natural Language Processing (NLP). Our intensions, selfhood, autonomy, emotions, feelings, sensory knowledge, cultural history are integral components of our intelligence. Thus, the future AI and NLP models will need to more closely align with the embodied component of human intelligence. As we push the limit of creativity and innovation in AI, we need to develop a new way of looking at human experience, with a better scientific understanding of intelligence and its own practices, at the intersection of many disciplinary fields.

show abstract

“…Using the time-honored, external third-person perspective of the natural sciences to study leadership is associated with limits on the comprehension of conscious experience and is, therefore, insufficient for understanding the internal first-person subjective point of view (Markic, 2012;Van Gulick, 2014). The natural sciences start from a complex set of presuppositions, beliefs, and frameworks, but these taken-for-granted elements are not questioned by the sciences themselves (Kekes, 1980).…”

Section: Introductionmentioning

confidence: 99%

The Phenomenology of Leadership

Souba¹

2014

OJL

View full text Add to dashboard Cite

Teaching people about leadership is different from creating leaders. Teaching leadership uses a third-person approach to impart someone else's knowledge, which grants learners limited direct access to the being and actions of effective leaders. In contrast, creating leaders entails a firstperson phenomenological methodology, which provides direct access to what it means to be a leader and what it means to exercise good leadership in real time, with real results. The distinctiveness of the first-person "as-lived/lived-through" approach lies in its capacity to disclose the hidden contexts that shape the ways of being, thinking, and acting that are the source of the leader's performance. When these contexts become unveiled, it allows for the creation of new contexts that give leaders more space and more degrees of freedom to lead effectively as their natural selfexpression. A phenomenological inquiry into leadership does not study the attributes of leaders, but rather the fundamental structures of human "being" that make it possible to be a leader in the first place. Because the phenomenological "facts" of lived experience reside in language, creating for oneself what it is to be a leader entails mastering a special language (that includes terms like intentionality; thrownness; being-in-the-world; clearing-for-action; absorbed coping; hermeneutic; and, break-down) from which leaders can orient their being, thinking, and actions. Learning to be a leader is not first and foremost about the acquisition of knowledge or certain personal attributes. Rather, only when leadership becomes an as-lived/lived-through experience does it grant access to its actual nature and essence.

show abstract

Untitled

Cited by 5 publications

References 13 publications

An Exploration of the Mechanism of Action of an Equine-Assisted Intervention

An Exploration of the Mechanism of Action of an Equine-Assisted Intervention

Understanding Lived Experience: Bridging Artificial Intelligence and Natural Language Processing with Humanities and Social Sciences

The Phenomenology of Leadership

Contact Info

Product

Resources

About