Reverie: between thought and prayer

Abstract:  Taking inspiration from a quotation by Lao Tzu, this paper considers 'reverie' as a dynamic process of containment as well as a state of mind. Reverie as a quality of thought akin to prayer is explored in the relationship between self and other. In infant observation, the paper contemplates the development of a baby's capacity to reach beyond the personal world to an archetypal experience of being held, where the creation of an internal space in mind could indicate the beginnings of spiritual awareness. 'Maternal/analytic reverie' views the passage of unconscious communication between patient and analyst as the result of a 'window' opening in the meniscus of the analyst's self. 'Paternal/supervisory reverie' reflects on the impact on a patient of an extra containing mind of a supervisor. 'Archetypal reverie' considers the transforming impact of numinous dreams on the psyche, and reflects on the power of prayer. Drawing on clinical examples from these four areas, the aim is to demonstrate the usefulness of the 'void within' and the perceptive function of emptiness in the 'doors and windows' of our mind.     

Art, dreams and active imagination: a post-Jungian approach to transference and the image

The term active imagination is sometimes applied rather uncritically to describe all forms of creative activity that take place in depth psychology. Whilst there are many forms of expression that evoke or are evoked by active imagination, they cannot automatically be classed as active imagination. In this article investigation of visualized mental imagery, dreams and art reveals three distinct forms of image-based psychological activity. Integrated and mediated within the transference and countertransference dynamic, it is proposed that the engagement in active imagination reflects and is influenced by the transference. Distinctions between sign and symbol, simple and big dreams as well as diagrammatic and embodied imagery clarify the differences. Examples from clinical practice demonstrate each mode in action within the analytic frame.     

百般谏诤皆为民--晏婴在《晏子春秋》中的谏诤形象

晏婴以极忠尽谏闻名,而其劝谏的主要内容便是要齐君效法古之贤君爱民、重民,体现出中国传统文化中的民本思想.本文以《晏子春秋》为据,描述晏婴的谏诤形象和高超的进谏艺术与技巧.     

Summoning White Bears or Letting Them Free: The Influence of the Content of Control Instructions on Target Thought Frequency

In the clinical literature, thought suppression is considered to play a role in the development of intrusion-related psychiatric syndromes, such as obsessive-compulsive disorder, acute or posttraumatic stress disorder, phobias, and addiction. This assumption goes back to a study by D. M. Wegner, D. J. Schneider, S. R. Carter, and T. L. White (1987) in which participants were asked to suppress thoughts of a white bear, an assignment that proved to be nearly impossible to complete. The present two studies sought to explore the influence of the content of control instructions on intrusion frequency in thought suppression experiments. Notably, during nonsuppression (i.e., control) periods, participants can either be instructed to think about white bears (i.e., expression instruction), or to think of anything including white bears (i.e., liberal instruction). Results indicated that expression instructions resulted in an increased number of target thoughts, while liberal instructions did not. Implications for the interpretation of thought suppression findings are discussed.     

Developmental Differences in Metacognition and their Connections with Cognitive Development in Adulthood

This study investigated developmental differences in some metacognitive variables in ill-defined problem solving and their possible connections with cognitive development in adulthood. Participants were 57 individuals of different ages (adolescents, young adults, mature adults and older adults). They solved one well-defined and six ill-defined problems while their thinking-aloud was taped. They then answered a metacognitive statements questionnaire. Differences in performance were statistically significant in all problems: the best results in interpolation and divergent production problems were achieved by the younger adult group and the best performance on most dialectical everyday problems was found in the mature adults' group. We found no significant differences between age groups in the on-line monitoring of the solving process. Accuracy in metacognitive statements was however significantly better in the mature adult and the younger adult groups. Awareness of and reflection on one's own mental processes showed a similar developmental pattern to relativistic/dialectical thought: low expression in adolescence, an increase in early adulthood, a peak in mature adulthood and a minor decline in later years.     

Extension of Luria's Psycholinguistic Studies in Poland

One of Luria's basic interests was the organization of human cognitive processes, and thinking in particular. He believed that language and thought are closely related, and hence the manner in which we speak reflects the way we think. To verify this assumption, he and his collaborators performed a number of interesting psycholinguistic experiments with subjects of various ages and cultural backgrounds. The tasks used made the evaluation of both receptive and expressive language possible. The Narrative Ability Test described here stems from Luria's observations to a considerable degree. The test was administered to preschool children (N = 106), schoolchildren (N = 143), adolescents (N = 89), adults (N = 126), and older persons (N = 175). Findings of the 20-year studies with normal and deviant populations indicate close relationships among thought, language, and self-control. It was found that difficulty in developing narratives corresponds with a disability to process complex information. Correlations between narrative skills and age, sex, and social background were also noted.     

Steep Cliff Arguments

In recent philosophical debates a number of arguments have been used which have so much in common that it is useful to study them as having a similar structure. Many arguments – Searle's Chinese Room, for example – make use of thought experiments in which we are told a story or given a narrative context such that we feel we are in comfortable surroundings. A new notion is then introduced which clashes with our ordinary habits and associations. As a result, we do not bother to investigate seriously the new notion any further. I call such an arrangement, which is perhaps a variation of the fallacy of presumption, a Steep Cliff argument. One remedy for the misdirection of a Steep Cliff argument is to tell a counterstory from the point of view of the rejected notion.     

From Neo-Kantianism to Logicism: Vvedenskij's Mature Years

In the first two decades of the century Vvedenskij developed and defended what he took to be an original argument in support of the impossibility of metaphysical knowledge. This argument, which he hailed as a proof, involved an examination of the four laws of thought alone. As it made no appeal to the highly technical analyses found in Kant's first Critique, Vvedenskij considered it to be more efficient and thereby effective than Kant's own arguments. Although Vvedenskij's estimation of his accomplishment actually increased with the passage of time, the proof rested on highly dubious assumptions.     

现代复苏的药物应用现状的理性思考

回顾了复苏药物应用研究的现状,运用创新思维的科学方法对现代复苏药物临床应用研究中的医学和伦理难题进行了理性分析,阐明了理论,逻辑思维,哲学思考对临床实践和医学研究的重要性。     

Empathic-Cognitive Development in Students of Counseling

Empathy is both crucial to counseling and a desired outcome in higher education. Since the 1960s, many studies have examined the relationship between stages of adult cognitive development and level of empathy, particularly in counselors. Though positive, findings related to this critical research focus have been grounded in small, local samples, leading several investigators to call for a replication using a large, national sample. In response, this study surveyed 340 graduate student members of a large professional counseling association across the United States. Results indicated that more mature forms of thought (according to the Perry scheme) are associated with higher empathy levels (Hogan scale). Implications are drawn for adult development theory, education of counselors, and higher education reform.