Matt E.M. Bower (2014) Husserl's Theory of Instincts as a Theory of Affection, Journal of the British Society for Phenomenology, 45:2, 133-147, DOI: 10.1080/00071773.2014.919121

To link to this article: http://dx.doi.org/10.1080/00071773.2014.919121

Husserl’s theory of passive experience first came to systematic and detailed expression in the lectures on passive synthesis from the early 1920s, where he discusses pure passivity under the rubric of affection and association. In this paper, I suggest that this familiar theory of passive experience is a first approximation leaving important questions unanswered. Focusing primarily on affection, I will show that Husserl did not simply leave his theory untouched. In later manuscripts he significantly reworks the theory of affection in terms of instinctive intentionality and a passive experience of desire aimed at satisfaction and enjoyment. This paper will show that the theory of affection and the theory of instincts in Husserl are really one and the same, differing only in the superior theoretical apparatus with which Husserl treats the phenomenon in his more considered theory of the instincts. I demonstrate the connection between the two theories by showing how what he generically calls “affection” in earlier texts is the same phenomenon he calls “curiosity” in later texts. The connection is further supported by the way curiosity does the same work as affection in its function within Husserl’s theory of association, serving as the basic connective tissue linking diverse experiences. In closing, I deal with the problem of how to integrate the experience of the body into the theory of instincts, displaying in another way how Husserl improves his theory of affection by making it more concrete when he recasts it as a theory of instincts.

Husserl s Theory of Instincts as a Theory of Affection.pdf

A. Pascual-Leone  y J.M. Tormos-Muñoz

Resumen. Ofrecer una introducción a la técnica neurofisiológica de estimulación magnética transcraneal (EMT). Desarrollo. Resumimos los fundamentales físicos y neurobiológicos de la EMT. Ofrecemos una introducción a los aspectos esenciales de los instrumentos y a la técnica de aplicación de la EMT, de manera segura y fiable. Discutimos la posibilidad de caracterizar redes neurales en sujetos sanos y enfermos al integrar la EMT con técnicas de neuroimagen, como la resonancia magnética o la tomografía por emisión de positrones. Presentamos evidencia de que la EMT repetitiva permite modular la excitabilidad en redes neurales, ofreciendo así opciones terapéuticas en neurología, psiquiatría y rehabilitación. Conclusiones. La EMT ofrece una oportunidad única para la caracterización y modulación de redes neurales en sujetos normales y enfermos con distintas patologías neuropsiquiátricas. La EMT puede ser utilizada con fines diagnósticos, así como para fines terapéuticos, en distintas patologías neurológicas y psiquiátricas, tanto en niños, como en adultos y ancianos. [REV NEUROL 2008; 46 (Supl 1): S3-10]

Palabras clave. Bioingeniería. Diagnóstico. Enfermedades neurológicas. Enfermedades psiquiátricas. Estudios en humanos y modelos animales. Neurofisiología. Rehabilitación. Tratamiento.

Pascual-Leone-2008.pdf

Usha Goswami (Nature Reviews Neuroscience | AOP, published online 12 April 2006; doi:10.1038/nrn1907)

Brain-based learning in schools At a recent conference held to mark the launch of the Centre for Neuroscience in Education at the University of Cambridge1 , teachers reported receiving more than 70 mailshots a year encouraging them to attend courses on brain-based learning. Similar phenomena have been reported in other countries2 . These courses suggest, for example, that children should be identified as either ‘left-brained’ or ‘right-brained’ learners, because individuals ‘prefer’ one type of processing3. Teachers are told that the left brain dominates in the processing of language, logic, mathematical formulae, number, sequence, linearity, analysis and unrelated factual information. Meanwhile, the right brain is said to dominate in the processing of forms and patterns, spatial manipulation, rhythm, images and pictures, daydreaming, and relationships in learning3. Teachers are advised to ensure that their classroom practice is automatically ‘left- and right-brain balanced’ to avoid a mismatch between learner preference and learning experience3. This neuromyth probably stems from an over-literal interpretation of hemispheric specialization.

nrn1907.pdf