Dis-ease is what you make of it: perception, deception and memory of 'emotion'
Guest Lecture, Tuesday 26 August 2003, 9.30-11.30. Finlandsgade 28, room 221
Simon Wilkinson, norsk-engelsk børnepsykiater, der tænker børn og syg-domssprog på tværs af biologi, psykologi og kultur, besøger i august Center for Kulturforskning. Han er kendt for sit kvalitative forskningsprojekt beskrevet i bogen: "The Child's World of Illness" (1988). Nu aktuel med bogen "Coping and Complaining. Atttachment and the Language of Dis-ease" (Brunner-Routledge 2003).
Alle interesserede er velkomne. Forelæsningen er arrangeret i et samarbejde mellem CfK og JYFE's forskningsgruppe om anbragte børn og unge. For yderligere oplysninger mail: email@example.com
Presentation of the lecturer
Simon Wilkinson is a child and adolescent psychiatrist in Oslo. He did his medical doctorate from Cambridge University nearly 20 years ago into children's views on the causality of illness (the second doctorate after Bowlby not to include a single statistic). It is really the same project which he has now brought nearer fruition. He did the fieldwork for his qualita-tive research in Edinburgh, with the aim being to understand the beginnings of children's understandings of illness and illness behaviour. Later he did research trying to explore how children's immune status changed as a result of stress, and how this related to their psychosocial context. This led him into attachment theory, and how one can classify attach-ment behaviour and the subsequent strategies of preschool children. It appeared as if the immune response varied according to the 3 major attachment distinctions. The research projects he proposed after this were always found worthy of support, but they never received grants - being seen as 'high risk research' where the chances of results were low. But the field is now nearing fruition, and it is this that he will bring to our attention today.
'Dis-ease is what you make of it: perception, deception and memory of 'emotion'. He will present information about the integration of biological factors with the psychosocial, which result in an evolutionary adaptation to one's environmental niche. Understanding how we remember is of particular importance because it both affects our subjects as informants and also ourselves, leaving us open to both deceive ourselves and those around us. Under-standing these central processes facilitates a critical approach to qualitative data, and to the supervisory process. Dis-ease and disease are related, but give rise to 'memories' in different memory systems which may or may not be integrated in working memory - the role of trauma and loss can be of especial importance in this connection. Dis-ease is not simply experienced, but is more or less experienced, depending on the caring dance of 'upbringing'. Emotions will be referred to according to Damasio's use of the term, and placed in the same terrain as disease states and dis-ease. Out of this will come a biological and psychosocial understanding of disease narratives - and what you make of them.
Justus Hartnack forelæsning 2003: John McDowell: "Subjective Autonomy and External Constraint"
Fredag den 21. november, 2003, 13:00 - 15:00
Efter forelæsningen er Instituttet vært ved en reception fra kl. 15-17 i Auditorium 5 (lokale 317), bygn. 253.
29. maj 2002 fyldte professor, dr.phil. Justus Hartnack 90 år. I den anledning vedtog Institut for Filosofi at afholde en årlig forelæsning ved en fremtrædende udenlandsk filosof til ære for Justus Hartnack og i taknemmelighed over hans indsats som professor ved instituttet 1954 - 72.
John McDowell er professor i filosofi ved University of Pittsburgh og Fellow of the British Academy og the American Academy of Arts and Sciences. Han er forfatter til Mind and World; Mind, Value and Reality; Meaning, Knowledge and Reality.
Ph.D. course: Culture and Cognitive Development
December 3-5, 2003
Professor Michael Cole Laboratory of Comparative Human Cognition, University of California, San Diego, USA
The theme of the course: "From artifacts and mediation to culture and cognitive development."
The purpose of this course is to examine theories of culture and cognitive development starting from the premises that:
(a) artifacts are basic building blocks of culture;
(b) as an ensemble, culture is the matrix, or essential environment of human life;
(c) mediation of action through artifacts/culture is essential to the process of human development.
This formulation leaves many important questions unanswered. Such questions include the extent to which culture is a uniquely human achievement or is present in non-human primates, and if so, what implications such facts have for developing theories of culture and human development, the ways that artifacts cluster in systems of activity, the dynamics of developmental change, and the implications of conclusions concerning these issues for developing our practice as developmentalists.
The course will explore issues in carrying out research projects within the area of Culture and cognitive development based on a cultural-historical approach with discussion of how research and theory connect and how qualitative and quantitative methods fit with varying research questions.
The structure of the course is teacher presentation in the morning; discussions in the afternoon that relate to central themes in the Ph.D. student's projects.
Ph.D. students from psychology and related disciplines are invited to apply to attend the course about. To apply for the course send a 2-maximum 3 pages abstract of your research project. The abstract should clearly identify the research question of the project, provide a brief background to the question, give a brief overview of the methods used, and indicate the expected (or in progress, or already completed findings). The application and the abstract should be sent no later than November 4 to Lene Ranfelt, Ph.D. Secretariat, Njalsgade 80, 2300 København S.
For further information see: www.psy.ku.dk
Organizer: Mariane Hedegaard