The Phenomenology of Decision Making

It is becoming apparent in modern cognitive science that the lack of knowledge about human experiential landscape implies the loss of a very important element, perhaps the very essence. Consequently, a rather new area of research has emerged recently: an attempt at a systematic observation and study of experience. This is the so-called phenomenologically inspired research (or just phenomenological research). Part of this article aims to present this new area of research – it describes the common fundaments of the field and some of its characteristic methodological derivates, relating them to the possibility of studying decision making from the first-person point-of-view, i.e. decision making as an experiential phenomenon (and not as a neurological or behavioural process). The article also presents some of the findings phenomenological studies have led to and some theoretical reflexions encouraged by these insights

Parallels between Mindfulness and First-person Research into Consciousness

The article highlights some of the parallels encountered in the areas of mindfulness and first-person scientific approaches to research into consciousness. It thus considers the possibilities of using mindfulness as a scientific method in the area of cognitive science. We are well aware that both first-person research approaches in cognitive science and mindfulness as a type of Buddhist practice are intertwined with certain conceptual frameworks. This calls for a careful consideration of their individual characteristics, which may gain completely different meanings outside of their primary contexts. Since the concept of mindfulness has been a part of Western thinking for some time now, especially in the area of therapy, we believe it is necessary for a critical reflection on the possibilities of both of these areas to inspire each other. We touch upon some of the important epistemological and methodological questions, and point out some of the problems common to both empirical first-person research and Buddhist methods of contemplation of experience. More specifically, this work examines the problem of limited scope of insight, the subject-object split and excavation fallacy, the problem of researching everyday experience, and the issue of horizon. We also consider the question of research intention in both science and Buddhism. The conclusion gives some suggestions as to how these two areas might mutually benefit one another. We also point out the ethical aspects that Buddhism might contribute to scientific research, and the open-endedness that science could contribute to Buddhism and other spiritual practices.Članek osvetljuje nekatere vzporednice, ki jih lahko najdemo med prakso čuječnosti in prvoosebnimi znanstvenimi pristopi k raziskovanju doživljanja. Gre za razmislek o možnosti uporabe čuječnosti kot raziskovalne metode na področju kognitivne znanosti. Upoštevano je, da so tako pristopi prvoosebnega raziskovanja v kognitivni znanosti, kot tudi čuječnost kot praksa v budizmu, vpeti v določen konceptualni in kulturni okvir. To nedvomno zahteva veliko previdnost pri obravnavi posameznih značilnosti, ki lahko zunaj svojega konteksta dobijo drug pomen. Uporaba čuječnosti je že nekaj časa tudi del zahodnih pristopov, predvsem v terapiji, zato je dobrodošel kritičen razmislek o možnosti medsebojnega oplajanja obeh področij. Prispevek se dotakne nekaterih pomembnih epistemoloških in metodoloških vprašanj in opozori na nekatere probleme, ki so skupni empiričnemu prvoosebnemu raziskovanju in budističnim metodam zrenja doživljanja: problem omejenega spoznavnega dosega, problem razcepa med objektom in subjektom v t. i. napaki izkopavanja, problem raziskovanja vsakdanjega doživljanja in vprašanje horizonta spoznanja. Obravnavano je še vprašanje namere raziskovanja v znanosti in v budizmu. Zaključek nakaže, na kakšen način bi ti dve področji lahko sodelovali drugo z drugim. Izpostavljeni so etični vidiki, ki jih lahko znanstvenemu raziskovanju prispeva budizem, in odprta naravnanost, ki jo budizmu in duhovnim šolam lahko doprinese znanost

Entropy - our Best Friend

The paper tries to tackle the question of connection between entropy and the living. Definitions of life as the phenomenon that defies entropy are overviewed and the conclusion is reached that life is in a way dependant on entropy – it couldn\u27t exist without it. Entropy is a sort of medium, a fertile soil, that gives life possibility to blossom. Paper ends with presenting some consequences for the field of artificial intelligence

Second-Person in-Depth Phenomenological Inquiry as an Approach for Studying Enaction of Beliefs

Phenomenology and empirical research are not naturally compatible and devising an empirical technique aiming at researching experience is a challenge. This article presents second-person in-depth phenomenological inquiry – a technique that tries to meet this challenge by allowing the transformation of a participant greatly interested in the investigation of their own subjective experience, into a co-researcher. It then provides an example of this technique being used in a study on enaction of beliefs, more closely showing the cooperative research process of researcher and co-researcher and its result: a grounded theory. The article ends with a discussion on the techniques strengths and weaknesses

Participatory Position

The paper deals with the problems encountered in exploring/describing cognising systems. It is argued that these are mostly an issue of epistemology and that some of the aspects of the above mentioned systems cannot be described without taking into account the researcher’s participation in the process of researching (and describing)

O METODOLOGIJI PEDAGOŠKEGA RAZISKOVANJA IN KAKO JO POUČEVATI

The quantity as well as difficulty of methodological contents in curricula must always be submitted to main study discipline. Despite that, one should not neglect the area of methodology since three of five expected graduate learning outcomes described in «Framework for Qualifications of the European Higher Education Area» are (partially or entirely) connected to methodological contents. The purpose of present paper is to outline guidelines for devising methodology-related parts of study programs for educational professions. Proposed guidelines are based on following three premises: - Specifics of educational research (as well as research in education) compared with other social sciences. - Epistemological and ethical consideration including (post)modern theoretical streams such as constructivism in education, participatory position, grounded theories, transition from general «valid-for-all» procedures to so called examples of good praxis. - Sketch of current student’s attitude towards methodology. Guidelines, following from above-mentioned theoretical concepts and observations are divided into two parts. 1. General recommendations, related to expected study outcomes and competences: awareness of context, education for methodical work, practice of the skill of concise reporting of observations, research etc. 2. Concrete propositions for curricula development. In this section, paper concentrates on selected specific methodological topics such as importance of understanding basic statistical toolbox, action research and case study, observation, skill of assessment of concrete educational situation and observer’s (researcher’s) role in it

A better Metaphor for Understanding Consciousness?

The article is an attempt at – yet once again – finding a source of more fitting metaphor for the study of consciousness inside the framework of quantum mechanics. It starts by doubting into the possibility of the naturalization of research of experience. Proceeding from that it searches for a more adequate way to implement Varela’s idea about a balanced bridging the explanatory gap. By comparing certain positions of the Copenhagen interpretation of quantum mechanical phenomena with the properties of introspection, it tries to point out that there might exist better epistemic positions for understanding consciousness than the ones most frequently used today

Thinking of Experience, Experiencing Thinking

The article briefly describes the relatively young field of cognitive science dedicated to the research of lived human experience – the so-called phenomenological inquiry (or first-person research). It enumerates the reasons for the renewed interest in the study of experience and outlines the field’s relation to the rest of cognitive science. With the help of an example (phenomenology of thinking), the article attempts to illustrate the importance of systematic study of experience and addresses some open questions emerging from such an enterprise

Pregled nekaterih fenomenov v športni psihologiji z doživljajskega vidika

Although many quantitative studies have been carried out on various aspects of sport, it seems our understanding of them has not advanced considerably. Because of that there has been a greater acceptance of qualitative methods and with that also the value of employing phenomenological approaches in the academic discipline of sport psychology has increased in recent years. Phenomenological psychology can allow us to look more closely to athletes’ experiences and therefore plays a mediating role between applied and theoretical aspects of sport psychology. We find its special importance at phenomena connected to peak performance and different stages of consciousness

Pregled nekaterih fenomenov v športni psihologiji z doživljajskega vidika

Although many quantitative studies have been carried out on various aspects of sport, it seems our understanding of them has not advanced considerably. Because of that there has been a greater acceptance of qualitative methods and with that also the value of employing phenomenological approaches in the academic discipline of sport psychology has increased in recent years. Phenomenological psychology can allow us to look more closely to athletes’ experiences and therefore plays a mediating role between applied and theoretical aspects of sport psychology. We find its special importance at phenomena connected to peak performance and different stages of consciousness