Affective Scaffoldings as Habits: A Pragmatist Approach

Candiotto, Laura; Dreon, Roberta

doi:10.3389/fpsyg.2021.629046

Cited by 41 publications

(14 citation statements)

References 59 publications

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“…To be sustained, habits need to be enacted, otherwise they might change, disappear, or become disrupted (Maiese, 2016;Candiotto and Dreon, 2021). A habitual feeling of togetherness, an example of what Candiotto and Dreon (2021) describe as but it does not need to go through an explicit performance of an actual we-experience; it is not that we are not aware of thinking of ourselves as a we but that we come to do so in an enduring and background way.…”

Section: The Erosion Of Habitual Togetherness In Depressionmentioning

confidence: 99%

“…As Lohmar (2014, 52) remarks, habits can be "sluggish" to change. Nevertheless, if arguing becomes common between them, a "crisis of habit" (Candiotto and Dreon, 2021) might occur where there is a conflict between the tense situation between the pair and the hitherto experienced habitual sense of togetherness. If this crisis continues, the sedimented sense of togetherness might eventually evaporate and instead be replaced by a sense of disconnection from each another.…”

Section: The Erosion Of Habitual Togetherness In Depressionmentioning

confidence: 99%

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“An illness of isolation, a disease of disconnection”: Depression and the erosion of we-experiences

Osler

2022

Front. Psychol.

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Depression is an affective disorder involving a significant change in an individual’s emotional and affective experiences. While the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM) mentions that social impairment may occur in depression, first-person reports of depression consistently name isolation from others as a key feature of depression. I present a phenomenological analysis of how certain interpersonal relations are experienced in depression. In particular, I consider whether depressed individuals are able to enter into “we-experiences” with other people. We-experiences are experiences had with two or more people as a we (rather than having an experience as an I), experiences that allow one to enter into robustly shared experiences with others. I claim that the ability to enter into we-experiences (both actual and habitual) is eroded in depression due to an overwhelming feeling of being different to and misunderstood by others. As such, I suggest that depression should be conceived of as fixing an individual in their first-person singular perspective, thus inhibiting their ability to experience in the first-person plural and to feel a sense of connectedness or togetherness with others as part of a we. By attending to on-going impacts of a diminished ability to enter into we-experiences, we can provide a situated and more nuanced account of the changes of interpersonal relations in depression that captures the progressive (rather than static) nature of the disorder. In turn, this analysis furthers our understanding of the emergence, frustration, and erosion of actual and habitual we-experiences.

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Section: The Erosion Of Habitual Togetherness In Depressionmentioning

confidence: 99%

Section: The Erosion Of Habitual Togetherness In Depressionmentioning

confidence: 99%

“An illness of isolation, a disease of disconnection”: Depression and the erosion of we-experiences

Osler

2022

Front. Psychol.

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“…that they are socially shaped but also inflected by personal histories. In a joint work with Roberta Dreon (Candiotto & Dreon 2021), I have designated habits as affective if they play an essential role in prompting human affectivity and are produced, nourished, and reset by our affectively charged transactions with the world. As I am arguing in this paper, these transactions are always structured within specific cultures.…”

Section: Epistemic Emotions In Habits Of Co-inquirymentioning

confidence: 99%

Epistemic Emotions and Co-inquiry: A Situated Approach

Candiotto

2022

Topoi

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This paper discusses the virtue epistemology literature on epistemic emotions and challenges the individualist, unworldly account of epistemic emotions. It argues that epistemic emotions can be truth-motivating if embedded in co-inquiry epistemic cultures, namely virtuous epistemic cultures that valorise participatory processes of inquiry as truth-conducive. Co-inquiry epistemic cultures are seen as playing a constitutive role in shaping, developing, and regulating epistemic emotions. Using key references to classical Pragmatism, the paper describes the bridge between epistemic emotions and co-inquiry culture in terms of habits of co-inquiry that act as the scaffolding of epistemic emotions. The result is a context-sensitive and practice-oriented approach to epistemic emotions that conceives of those emotions as being shaped by co-inquiry epistemic cultures.

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“…This is because pragmatism allows an adaptable and thoroughly instinctive research strategy, thereby logically holding deductive and inductive form judgments 47,48 . Consequently, we believed the current research methodology was the most relevant to address such critical research questions 49 .…”

Section: Approachmentioning

confidence: 99%

The Impact of COVID-19 on The Teaching of Non-Medical Healthcare Professionals in Bangladesh: Observations and Implications From A Pilot Study

Adnan

Haque

Mou

et al. 2022

Bangladesh J Med Sci

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Objective: At the start of the Covid-19 pandemic, educational establishments, including universities, were closed. Educators in high-income countries quickly shifted all education online, building on available infrastructures and approaches. However, there were concerns in developing countries regarding the necessary skills among students and faculty as well as financial support for equipment and the internet. Consequently, a pilot was undertaken in Bangladesh to determine the impact of Covid-19 on the non-medical education system, building on similar research with healthcare professionals. Materials and Methods: A purposively designed questionnaire was disseminated among eight non-medical healthcare educators in private and public universities in Bangladesh. Results and Discussion: Private university educators reported their universities readily adopted e-learning systems and resumed classes more quickly than public universities. Both private and public university educators shared similar challenges, including a lack of training on e-learning initially, variable internet connections, affordability of internet bundles, concerns with available devices, as well as mental stress of faculty and students. Private universities reduced their tuition fees, extended submission deadlines, and shared class recordings to address challenges. Public universities arranged student loans, established Covid-19 testing centers, and the trained students in biosafety practices and molecular tests to volunteer in testing facilities. Conclusion: Lessons learned from the pandemic emphasize introducing hybrid education systems with full technological and financial support, alongside biosafety education in the curriculum. Bangladesh Journal of Medical Science Vol. 21 No. 04 October’22 Page : 731-743

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Affective Scaffoldings as Habits: A Pragmatist Approach

Cited by 41 publications

References 59 publications

“An illness of isolation, a disease of disconnection”: Depression and the erosion of we-experiences

“An illness of isolation, a disease of disconnection”: Depression and the erosion of we-experiences

Epistemic Emotions and Co-inquiry: A Situated Approach

The Impact of COVID-19 on The Teaching of Non-Medical Healthcare Professionals in Bangladesh: Observations and Implications From A Pilot Study

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