03371nam 2200649 450 991081877360332120210701021720.00-8014-7136-21-322-52241-30-8014-7137-010.7591/9780801471377(CKB)3710000000216390(OCoLC)889302565(CaPaEBR)ebrary10904430(SSID)ssj0001399057(PQKBManifestationID)11729895(PQKBTitleCode)TC0001399057(PQKBWorkID)11450294(PQKB)11235801(DE-B1597)515845(OCoLC)1083592294(DE-B1597)9780801471377(MdBmJHUP)muse58458(Au-PeEL)EBL3138638(CaPaEBR)ebr10904430(CaONFJC)MIL683523(OCoLC)922998601(MiAaPQ)EBC3138638(EXLCZ)99371000000021639020140815h20042004 uy 0engurcnu||||||||txtccrThe transmission of affect /Teresa BrennanIthaca, New York :Cornell University Press,2004.©20041 online resource (242 p.)Bibliographic Level Mode of Issuance: Monograph0-8014-3998-1 0-8014-8862-1 Includes bibliographical references and index.Front matter --Contents --Foreword /Teachout, Woden --CHAPTER ONE. Introduction --CHAPTER TWO. The Transmission of Affect in the Clinic --CHAPTER THREE. Transmission in Groups --CHAPTER FOUR. The New Paradigm --CHAPTER FIVE. The Sealing of the Heart --CHAPTER SIX. The Education of the Senses --CHAPTER SEVEN. Interpreting the Flesh --Notes --Works Cited --IndexThe idea that one can soak up someone else's depression or anxiety or sense the tension in a room is familiar. Indeed, phrases that capture this notion abound in the popular vernacular: "negative energy," "dumping," "you could cut the tension with a knife." The Transmission of Affect deals with the belief that the emotions and energies of one person or group can be absorbed by or can enter directly into another. The ability to borrow or share states of mind, once historically and culturally assumed, is now pathologized, as Teresa Brennan shows in relation to affective transfer in psychiatric clinics and the prevalence of psychogenic illness in contemporary life. To neglect the mechanism by which affect is transmitted, the author claims, has serious consequences for science and medical research. Brennan's theory of affect is based on constant communication between individuals and their physical and social environments. Her important book details the relationships among affect, energy, and "new maladies of the soul," including attention deficit disorder, chronic fatigue syndrome, codependency, and fibromyalgia.Affect (Psychology)Social aspectsAffect (Psychology)Social aspects.152.4CP 3200rvkBrennan Teresa1952-880025MiAaPQMiAaPQMiAaPQBOOK9910818773603321The transmission of affect4101001UNINA05498oam 2200733I 450 991096687830332120251116232824.01-135-16125-91-283-58955-997866139020091-135-16126-70-203-85802-610.4324/9780203858028 (CKB)2560000000093001(EBL)667821(OCoLC)811493384(SSID)ssj0000720365(PQKBManifestationID)11477597(PQKBTitleCode)TC0000720365(PQKBWorkID)10668553(PQKB)10834019(OCoLC)810077905(MiAaPQ)EBC667821(Au-PeEL)EBL667821(CaPaEBR)ebr10598641(CaONFJC)MIL390200(EXLCZ)99256000000009300120180706d2010 uy 0engur|n|---|||||txtccrThe decentring of the traditional university the future of (self) education in virtually figured worlds /Russell Francis1st ed.London ;New York :Routledge,2010.1 online resource (168 p.)Description based upon print version of record.0-415-68100-6 0-415-55053-X Includes bibliographical references and index.Front Cover; The Decentring of the Traditional University; Copyright Page; Contents; List of illustrations; Preface by Anne Edwards; Acknowledgements; Introduction; 1. From the culture industry to participatory culture; Understanding media change: from the culture industry to participatory culture; Media change and learning; Peering into the future of (self ) education; Research site, informants and data collection; 2. Cognitive anthropology on the Cyberian frontier; Introduction; Sociocultural and activity theory: an overview; Cognitive anthropology and studies of cognition in the wildExpansive learning: double binds, breaking away and horizontal developmentsProjective identities and virtually figured worlds; Digitally mediated practice as new media literacy; Summary; 3. The learner as designer; Introduction; Understanding the learner as designer; The scope of design work in the new media age; The challenges and choices confronting the learner as designer; Towards a theory of mindful design; Summary; 4. Creative appropriation, new media and self-education; Introduction; The concept of creative appropriation expanded; Breaking away from the traditional universityCreative appropriation and authentic needCreative appropriation: driving cultural change from the bottom up; Identity as a mediator and motivator of learning activity; Challenges, choices and new media literacies; Summary; 5. Globally distributed funds of living knowledge; Introduction; Conceptual building blocks for understanding collaborative learning beyond the networked university; The formation of a fund of living knowledge; Cultivating and nurturing globally distributed funds of living knowledge; Mobilizing a globally distributed fund of living knowledgeNurturing a globally distributed fund of living knowledgeChallenges, choices and new media literacies; Summary; 6. Learning through serious play in virtually figured worlds; Bruner and the narrative construction of self; Learning by being in immersive game worlds; Worldmaking as self-making; Serious play, history in laptop and committed learning; Virtually figured worlds as expanded spaces of self-authoring; Lifelong learning beyond institutional boundaries; Summary; 7. The decentring of the traditional university; Introduction; Two approaches to understanding the implications of media changeConceptualizing higher education with the aid of Engeström's extended mediational triangleAre we witnessing the decentring of the traditional university?; Implications for educational policy and practice; Directions for further research; Towards a developmental research agenda; Appendix: Data collection strategy and methods; Notes; Bibliography; IndexThe Decentring of the Traditional University provides a unique perspective on the implications of media change for learning and literacy that allows us to peer into the future of (self) education. Each chapter draws on socio-cultural and activity theory to investigate how resourceful students are breaking away from traditional modes of instruction and educating themselves through engagement with a globally interconnected web-based participatory culture. The argument is developed with reference to the findings of an ethnographic study that focused on university students' infoEducation, HigherComputer network resourcesLanguage and languagesComputer-assisted instructionShared virtual environmentsDistance educationEducation, HigherComputer network resources.Language and languagesComputer-assisted instruction.Shared virtual environments.Distance education.378.1/734Francis Russell James1970-,1878436MiAaPQMiAaPQMiAaPQBOOK9910966878303321The decentring of the traditional university4491146UNINA