Ted Talk by neuroscientist Anil Seth. The brain processes the outer world via the senses, then organizes it and projects that organization back on to the world. Perception itself is an active, constructive process. It is a controlled hallucination. Reality is just an agreed upon hallucination. And so is the perception of our self a controlled hallucination.
In a few previous posts I posted articles on new scientific research questioning some of Piaget’s original premises. This Wikipedia article discusses those neo-Piagetians who have taken into account the more recent science. Also see this article that discusses some of the neo-Piagetians but then focuses on Kurt Fischer’s work.
Here is an interview with Thompson on Buddhism and the Brain. It starts with defining consciousness as awareness, its changing contents and how both then identify as a self in changing contexts. “Consciousness is something we live, not something we have.”
I also like using the metaphor of dance for the process of self. Both are in the enaction of the process, not a thing apart from that process.
He also goes into how mindfulness in our culture has turned into McMindfulness, how we might learn to pay attention non-judgmentally but then fail to judge how the work we do might be harming others and the environment. It’s taken out of context with the entire Buddhist ethical framework.
Continuing the last post on developmental cognitive neuroscience (DCN), Meltzoff is one of the pioneers of DCN and here’s what he had to say in this ’99 article.
“There has been a profound, even revolutionary, shift in our theory of developmental psychology. The revolution began with challenges to Piaget’s theory of cognitive development, particularly his views of infancy. As everybody who has attended scientific conferences, read technical journals, or monitored the popular media knows, modern research has discovered that young children know more at earlier ages than had been predicted by classical theory. These new findings led to the gradual weakening, and finally the collapse of, classical Piagetian theory.
“There is now a furious search for a new framework. An analogy can be drawn to the early part of this century when classical Newtonian mechanics was overthrown and physicists were searching for a new model. In our field, we know that the classical framework of developmental psychology, which has reigned for almost 50 years, does not work; we have crucial experiments that have uncovered surprising facts; and we have great excitement in both the laboratories and in society at large, as competing views of early human development are being thrashed out.”
In the above paper Meltzoff proposes his work supports theory-theory, described as “a combination of innate structure and qualitative reorganization in children’s thought based on input from the people and things in their culture.” The Internet Encyclopedia of Philosophy has this to say about theory-theory:
“The Theory-Theory itself has a somewhat complicated origin story, with roots in a number of philosophical and psychological doctrines. One is the reaction against stage theories of cognitive development, particularly Piagetian and Vygotskian theories. Stage theories propose that children’s cognitive development follows a rigid and universal script, with a fixed order of transitions from one qualitatively distinct form of thought to another taking place across all domains on the same schedule. Each stage is characterized by a distinctive set of representations and processes. In Piaget’s theory, children move through sensorimotor, preoperational, concrete operational, and formal operational stages from birth to roughly 11 or 12 years old. Similarly, Vygotsky held that children move from a stage of representing categories in terms of sensory images of individual objects, through a stage of creating representations of objectively unified categories, and finally a stage of categories arranged around abstract, logical relationships.
“While Piaget and Vygotsky’s stage theories differ, both hold that early childhood thought is characterized by representation of categories in terms of their perceivable properties and the inability to reason abstractly (causally or logically) about these categories. Early childhood cognition, in short, involves being perceptually bound. While the empirical basis and explanatory structure of these theories had been challenged before (see R. Gelman & Baillargeon, 1983 and Wellman & Gelman, 1988 for review), Theory theorists such as Carey (1985), Gopnik (1988, 1996), Gopnik & Meltzoff (1997), and Keil (1989) went beyond providing disconfirming evidence and began to lay out an alternative positive vision of how cognitive development proceeds.”
The Journal of Developmental Cognitive Neuroscience is here and it’s open access. This Wikipedia article gives a good overview of this developing field. And here‘s a Psychology Today article applying it to healthy adult development. From the latter:
“The first guiding principle is that it is necessary to ‘quiet the limbic system’ (van der Kolk et al., 2005) to help emerging adults achieve a greater sense of safety. Quieting techniques facilitate attachments by promoting self-soothing and regulation. This is especially relevant when challenges are associated with trauma, anxiety disorders, and emotional/self-inhibition. Emotional and cognitive learning cannot take place in a state of fear. This also includes protecting the brain from the neurotoxic effects of excess alcohol and substances, lack of sleep or nutrition, and the distorting effects of untreated psychiatric symptoms such as depression, anxiety, or psychosis.
“The second guiding principle is the belief that it is essential to support the psycho-neurobiological development of a coherent self, an organized self, and a self-regulated self (Schore, 2008; Siegel, 1999; Gedo & Goldberg, 1973). This principle puts an emphasis on the processes of self-informed agency, self-directed empowerment, and an adaptive balance of vulnerability, collaboration, and boundaries for self-protection. This second pillar emphasizes the self-actualizing and motivational patterns of the developing individual.
“The third and last precept is drawn from neurocognitive modes of decision-making (Noel et al., 2006); therapeutic experiences of processing and problem-solving through emotional states of activation that occur in real-time within meaningful relationships are essential for achieving growth and change. Such experiences exercise and grow the networking between the limbic system and pre-frontal cortex which are naturally primed to sprout through emerging adulthood. Using mindfulness techniques such as “Reaction & Reflection,” while in relation, promote neurocognitive growth and, in turn, facilitate the further development of mindfulness, cognitive and executive functions, and competent self-governance.”
Interesting article by Karl Friston, the Wellcome principal research fellow and scientific director at the Wellcome Trust Centre for Neuroimaging and professor of neurology at University College London.
“I’m compelled to treat consciousness as a process to be understood, not as a thing to be defined. Simply put, my argument is that consciousness is nothing more and nothing less than a natural process such as evolution or the weather. My favourite trick to illustrate the notion of consciousness as a process is to replace the word ‘consciousness’ with ‘evolution’ – and see if the question still makes sense. For example, the question What is consciousness for? becomes What is evolution for? Scientifically speaking, of course, we know that evolution is not for anything. It doesn’t perform a function or have reasons for doing what it does – it’s an unfolding process that can be understood only on its own terms. Since we are all the product of evolution, the same would seem to hold for consciousness and the self.”
The paper can be found here. The abstract follows:
Enlightenment has had broadly different definitions is the East and West. In the East it is seen as an individual accessing meditative states that transcend the world of form in a metaphysical reality. In the West it is more about individual development to abstract reasoning, which can accurately represent empirical reality but is itself an a priori, metaphysical capacity. Enlightenment in either case is based on metaphysical individual achievements. However the postmetaphysical turn has questioned such premises, instead contextualizing both meditative states and abstract reasoning within broader socio-cultural contexts. Enlightenment itself has thereby been redefined within this orientation and is seen more as a collective endeavor that is collaboratively enacted.