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| 2. |
- Eriksson, Karl
(author)
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Self-Stigma, Bad Faith and the Experiential Self
- 2019
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In: Human Studies: A Journal for Philosophy and the Social Sciences. - : Springer Science and Business Media LLC. - 0163-8548. ; 391-405, s. 391-405
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Journal article (peer-reviewed)abstract
- The concept of self-stigmatization is guided by a representational account of selfhood that fails to accommodate for resilience against, and recovery from, stigma. Mainstream research on self-stigma has portrayed it only as a reified self, that is, as collectively shared stereotypes representing individuals’ identity. Self-stigma viewed phenomenologically, however, elucidates what facilitates a stigmatized self. A phenomenological analysis discloses the lived phenomenon of stigma as an act of self-objectification, as related to the experiential self, and therefore an achievement of subjectivity. Following a phenomenological account, the stigmatized self can thus return to a state-of-being, similar to that Jean-Paul Sartre once referred to as bad faith. Regarding your identity as analogous to an inanimate thing is ultimately self-deceptive. Self-stigma is here phenomenologically illuminated as constituted by basic discretion, that is, as a minimal form of agency. The study found that basic discretion can uphold the possibility for emancipation from a stigmatized self.
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| 3. |
- Karlsson, Gunnar, 1955-, et al.
(author)
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The experience of guilt and shame : A phenomenological-psychological study
- 2009
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In: Human Studies. - Dordrecht The Netherlands : Springer. - 0163-8548 .- 1572-851X. ; 32:3, s. 335-355
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Journal article (peer-reviewed)abstract
- This study aims at discovering the essential constituents involved in the experiences of guilt and shame. Guilt concerns a subject's action or omission of action and has a clear temporal unfolding entailing a moment in which the subject lives in a care-free way. Afterwards, this moment undergoes a reconstruction, in the moment of guilt, which constitutes the moment of negligence. The reconstruction is a comprehensive transformation of one's attitude with respect to one's ego; one's action; the object of guilt and the temporal-existential experience. The main constituents concerning shame are its anchorage in the situation to which it refers; its public side involving the experience of being perceptually objectified; the exclusion of social community; the bodily experience; the revelation of an undesired self; and the genesis of shame in terms of a history of frozen now-ness. The article ends with a comparison between guilt and shame. Adapted from the source document.
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| 4. |
- Leiviskä Deland, Ann-Charlotte, et al.
(author)
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A phenomenological analysis of the psychotic experience
- 2011
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In: Human Studies. - : Springer Science and Business Media LLC. - 0163-8548 .- 1572-851X. ; 34:1, s. 23-42
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Journal article (peer-reviewed)abstract
- Six individuals with experience of psychosis were interviewed about their psychotic experiences. The material was analyzed using the empirical phenomenological psychological method. The results consist of a whole meaning structure, a gestalt, entailing the following characteristics: The feeling of estrangement in relationship to the world; the dissolution of time; the loss of intuitive social knowledge; the alienation of oneself, and finally; the loss of intentionality/loss of agency. In brief, the results show that an altered perception of the self and the world was an essential part of the psychotic experience where subjects described themselves as changed; something was sensed as being wrong as psychosis is perceptible but hard to communicate. The normal life-world experience was altered and reality seemed strange. Time perception seemed to be changed as temporality appeared dissolved and the experience of time was focused on the current moment excluding the future. The subjects described loss of intentionality, they were no longer agents in their actions but partly steered by others and they could feel as if their experiences were not theirs. The patients also describe problems regarding their ability to socialize and communicate with others. They seem to lose their intuitive social capacity and were prone to suspiciousness.
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| 5. |
- Lindwall, Oskar, 1974, et al.
(author)
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Instruction-in-Interaction : The Teaching and Learning of a Manual Skill
- 2012
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In: Human Studies. - : Springer Science and Business Media LLC. - 0163-8548 .- 1572-851X. ; 35:1, s. 27-49
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Journal article (peer-reviewed)abstract
- This study takes an interest in instructions and instructed actions in the context of manual skills. The analysis focuses on a video recorded episode where a teacher demonstrates how to crochet chain stitches, requests a group of students to reproduce her actions, and then repeatedly corrects the attempts of one of the students. The initial request, and the students' responses to it, could be seen as preliminary to the series of corrective sequences that come next: the request and the following attempts make it possible for the teacher to launch instructional sequences specifically designed and addressed to the students who need further guidance. In the interaction between the teacher and the novice student, the reasoned character of the instructed actions is not explained so much as installed and tuned. The materiality of the project makes it possible for the two parties to methodically and meticulously adjust their actions in accordance with each other, and towards the gradual realization of the aimed-for results. In connection to this, a number of issues pertaining to the reproducibility and recognizability of manual skills are raised: how instructions-in-interaction orient towards the progression of the skill rather than the interaction itself; how attempts by and mistakes of the instructed party provide grounds for further instruction; and, consequently, how instructions in the form of corrections build on the instructor's continuous assessments of the instructed actions.
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| 6. |
- Lymer, Gustav, 1978
(author)
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Assessing the Realization of Intention: The Case of Architectural Education
- 2013
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In: Human Studies. - : Springer Science and Business Media LLC. - 0163-8548 .- 1572-851X. ; 36:4, s. 533-563
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Journal article (peer-reviewed)abstract
- The present study provides an ethnomethodologically informed respecification of intention in the context of architectural education. The analyses focus on the ways in which participants deal with the relation between formulations of intention and designed objects. Claimed mismatches between stated intention and design make relevant instructional sequences elaborating alternative ways of understanding the design and possible routes by which articulated intentions could have been realized. The practice of topicalizing intentions appears to be a technique by which aspects of architectural competence are made visible and instructed. In particular, the practice makes otherwise unattended aspects of the design process accountably available for assessment and remark. Furthermore, the complexities of architectural consequence in relation to individual design decisions are addressed as an instructional matter. The study expands existing work on intention ascription and avowal by examining a setting where participants deal with the intentional status of designed objects. It is argued that the analyzed assessment sequences are shaped and organized with reference to the particularities of architectural knowledge as well as to the educational character of the activity. Their basic logic, however, is grounded in ordinary understandings of action and intentionality.
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| 7. |
- Lymer, Gustav, 1978-, et al.
(author)
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Experimental Philosophy, Ethnomethodology, and Intentional Action : A Textual Analysis of the Knobe Effect
- 2019
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In: Human Studies. - : Springer Science and Business Media LLC. - 0163-8548 .- 1572-851X. ; 42:4, s. 673-694
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Journal article (peer-reviewed)abstract
- In “Intentional action and side-effects in ordinary language” (2003), Joshua Knobe reported an asymmetry in test subjects’ responses to a question about intentionality: subjects are more likely to judge that a side effect of an agent’s intended action is intentional if they think the side effect is morally bad than if they think it is morally good. This result has been taken to suggest that the concept of intentionality is an inherently moral concept. In this paper, we draw attention to the fact that Knobe’s original interpretation of the results is based on an abstract rendering of the central scenario (the Chairman scenario) that is significantly different from the vignettes presented to the survey participants. In particular, the experimental vignettes involve temporal and social dimensions; they portray sequences of social actions involving an agent and an interlocutor, rather than a lone agent making a momentary decision in light of certain attitudes. Through textual analyses of a set of vignettes used to study the Knobe effect, drawing on ethnomethodology, conversation analysis, and discursive psychology, we show that there are many differences between the experimental conditions besides the moral valence of the side effect. In light of our textual analyses, we discuss vignette methodology in experimental philosophy and suggest an alternative interpretation of Knobe’s original experimental results. We also argue that experimental philosophy could benefit from considering research on naturally occurring social interaction as an alternative source of empirical findings for discussions of folk-psychological concepts.
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| 8. |
- Mondada, Lorenza
(author)
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Ethics in Action: Anonymization as a Participants Concern and a Participants Practice
- 2014
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In: Human Studies. - : Springer Verlag (Germany). - 0163-8548 .- 1572-851X. ; 37:2, s. 179-209
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Journal article (peer-reviewed)abstract
- Ethical issues are often discussed in a normative, prescriptive, generic way, within methodological recommendations and ethical guidelines. Within social sciences dealing with social interaction, these ethical issues concern the approach of participants during fieldwork, the recordings of audio-video data, their transcription, and their analysis. This paper offers a respecification (in an ethnomethodological sense) of these issues by addressing them in a double perspective: as a topic for research-and not just as a methodological resource-; as a members concern and not as (only) a researchers problem. In order to do so, the paper focuses on a particular ethical problem, which has not yet been submitted to analytical scrutiny: the anonymization of the participants. It studies the way in which participants treat their recorded actions as "delicate," and therefore as having to be "anonymized"; as well as the way in which participants implement their practical solutions for the anonymization-by "erasing" or anonymizing themselves the recording within the course of their situated action. Adopting the perspective of conversation analysis and ethnomethodology, the paper explores these issues through a sequential analysis identifying the particular moments within social interaction in which problems are pointed at by the participants and the way in which they are locally managed by them.
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| 9. |
- Norrthon, Stefan, 1972-
(author)
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Cueing in Theatre : Timing and Temporal Variance in Rehearsals of Scene Transitions
- 2023
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In: Human Studies. - 0163-8548 .- 1572-851X. ; 46:2, s. 199-219
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Journal article (peer-reviewed)abstract
- This video-ethnographic study explores how professional actors and a director at the end of a theatrical rehearsal process coordinate transitions between rehearsed scenes. This is done through the development and use of cues, that is, ‘signals for action’. The aim is to understand how cues are developed and how timing in transitions is achieved by using the designed cues. Work on three different scene transitions is analysed using multimodal Conversation Analysis. The results show that cueing is a central tool for developing well-timed transitions, and how cues serve different purposes in the developing performance. There is no prior plan for how to achieve timely transitions. In all the analysed examples, it is an actor who must produce or act on the given cue who insists on its precise definition, followed by a negotiation on candidate cues, confirmation and specifying the cue. It is also actors who are primarily responsible for the timing of transitions, and the timing is solved through an interplay of clear-cut and embodied actions that allow for temporal variance. Cues are reflexively linked to actors’ observation and interpretation of other actors’ actions, which prevents a mechanical determination of timing in scene transition.
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| 10. |
- Norrthon, Stefan, 1972-, et al.
(author)
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Knowledge Accumulation in Theatre Rehearsals : The Emergence of a Gesture as a Solution for Embodying a Certain Aesthetic Concept
- 2023
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In: Human Studies – A Journal for Philosophy and the Social Sciences. - : Springer Science and Business Media LLC. - 0163-8548 .- 1572-851X. ; :46, s. 337-369
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Journal article (peer-reviewed)abstract
- Theater rehearsals are (usually) confronted with the problem of having to transform a written text into an audio-visual, situated and temporal performance. Our contribution focuses on the emergence and stabilization of a gestural form as a solution for embodying a certain aesthetic concept which is derived from the script. This process involves instructions and negotiations, making the process of stabilization publicly and thus intersubjectively accessible. As scenes are repeatedly rehearsed, rehearsals are perspicuous settings for tracking interactional histories. Based on videotaped professional theatre interactions in Germany, we focus on consecutive instances of rehearsing the same scene and trace the interactional history of a particular gesture. This gesture is used by the director to instruct the actors to play a particular aspect of a scene adopting a certain aesthetic concept. Stabilization requires the emergence of shared knowledge. We will show the practices by which shared knowledge is established over time during the rehearsal process and, in turn, how the accumulation of knowledge contributes to a change in the interactional practices themselves. Specifically, we show how a gesture emerges in the process of developing and embodying an aesthetic concept, and how this gesture eventually becomes a sign that refers to and evokes accumulated knowledge. At the same time, we show how this accumulated knowledge changes the instructional activities in the rehearsal process. Our study contributes to the overall understanding of knowledge accumulation in interaction in general and in theater rehearsals in particular. At the same time, it is devoted to the central importance of gestures in theater, which are both a means and a product of theatrical staging.
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