Art and Embodiment: Biological and Phenomenological Contributions to Understanding Beauty and the Aesthetic

Increasing awareness of the crucial and complex role of the body in making and experiencing art has led to a diverse range of biological and phenomenological philosophies of art. The shared emphasis on the role of the body re-connects these contemporary theories of art to aesthetics\u27 pre-Kantian origin as a science of sense-perception (aesthesis) and feeling. Tracing some of the current positions in such diverse thinkers as Dissanayake, Langer, and Merleau-Ponty, this paper will examine their shared interest in art as a pre-reflective, non-discursive mode of knowing, symbolizing, and being-in-the-world. This paper argues that while some biologically based theories have drawn legitimate attention to the potential role of art in human evolution, their reductive tendencies need to be corrected and complemented by both a phenomenological and a \u27symbolic\u27 approach, which situates art in a web of culturally mediated affective encounters with the world in the context of a broader horizon that lends it its meaning

A Technical Integration of Primary Care into a Behavioral Health Site

People with persistent mental illness experience more chronic disease and co-morbidities than the general population, impacting their quality of life and increasing the cost of health care. In spite of the increased need for primary care services, people with mental illness encounter barriers to health care including lack of access to care, and a shortage of both primary care and psychiatric care providers. While this challenge was previously addressed by attempting to integrate behavioral health care into primary care settings, recent research indicates that a more successful model is reversed shared care, or the integration of primary care into a behavioral health site. Integration may take many forms including standardized integration, interpersonal integration, technical integration, and physical integration. The goal of this technical integration project is to integrate primary care assessment information, medication lists, and laboratory results into holistic behavioral health assessment with the use of a health information exchange (HIE) tool as a first step towards reversed shared care

The food systems approach: sustainable solutions for a sufficient supply of healthy food

A food systems approach (FSA) is a useful interdisciplinary conceptual framework for research and policy aimed at sustainable solutions for the sufficient supply of healthy food. An FSA analyses the relationships between the different parts of the food system and the outcomes of activities within the system in socio-economic and environmental/climate terms. Feedback loops are a distinguishing factor in systems thinking: they occur between parts of the food chain (production, processing, distribution and consumption) and from the socio-economic and environmental outcomes of food production and consumption (such as food security and soil depletion) back to that production and consumption. The FSA sheds light on non-linear processes in the food system, and on possible trade-offs between policy objectives. Systems thinking also broadens the perspective when seeking solutions for the root causes of problems such as poverty, malnutrition and climate change. The framework offers at least three benefits. First, it provides a checklist of topics that should at the very least be addressed when it comes to improving food security, certainly in relation to other policy objectives. Second, FSA helps to map the impact of environmental and climate changes on food security by pointing to the various vulnerabilities of the food system. In that sense the approach can contribute to the search for possibilities for strengthening the system’s resilience to climate changes. Third, it helps to determine the most limiting factors for achieving food security, and hence identify effective interventions aimed at improving food securit

Design Principles for the Professional Development of Teacher Educators: Illustrations of Narration, Dialogue and Self-study

Teacher education has been recognized increasingly as a profession that fundamentally differs from teaching pupils in schools. This has resulted in teacher educator development programs which address the uniqueness of the profession. In this article we depart from this recognition of teacher education as a profession outlining the specifics of teacher education, and we describe a professional development program for teacher educators run in the Netherlands. We describe its building blocks and three design principles – narrative inquiry, dialogue and self-study – and illustrate their value by examples of evaluations taken from the program.Bregje de Vries: [email protected] de Vries - Vrije Universiteit Amsterdam, the NetherlandsAnja Swennen - Vrije Universiteit Amsterdam, the NetherlandsJurriën Dengerink - Vrije Universiteit Amsterdam, the NetherlandsBerry, A. (2009). Professional self-understanding as expertise in teaching about teaching. 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