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Journal Article

The Development of Consciousness

01 Jan 1970-Australian Left Review-Vol. 1, Iss: 23, pp 51-56
TL;DR: In this paper, the focus is on the development of consciousness as the key factor in the revolutionary process, and, within this, the building of a body of ideas challenging those prevailing in our society.
Abstract: A G RO W IN G EM PH A SIS in the left is on the priority to be given to the developm ent of consciousness as the key factor in the revolutionary process, and, within this, the building of a body of ideas challenging those prevailing in our society. “Revolu­ tionary culture” , “counter-hegem ony” , “counter-consensus” are various terms used. A cceptance of the key place of consciousness in the developm ent of revolution directs attention to the processes by which consciousness develops or may be developed in large numbers of people. I t is, clearly, a most intricate subject. Tt involves physiology, psychology, philosophy. It involves the reaction of hum an beings on each other individually and as “classes” , politically and culturally; the role of social institutions and structures. I t involves the different ways in which the process might take place in different groups of people.
Citations
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Journal ArticleDOI
TL;DR: Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups, that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.
Abstract: A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.

6,069 citations


Cites background from "The Development of Consciousness"

  • ...The famous finding of Clark and Clark (1939) that Black children preferred White doUs over Black dolls has been interpreted this way....

    [...]

Journal ArticleDOI
TL;DR: Schmidt as mentioned in this paper presented on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai'i, USA.
Abstract: Richard Schmidt presents on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai‘i.

4,131 citations


Cites background from "The Development of Consciousness"

  • ...Many writers on the subject have recognized that there are degrees or levels of awareness (Baruss 1987; Battista 1978; Bowers 1984; James 1890; Lunzer 1979; Natsoulis 1987; Oakley 1985b; O'Keefe 1985; Tulving 1985)....

    [...]

Journal ArticleDOI
TL;DR: An integrative theoretical framework and systems-based neurobiological model is provided that explains the mechanisms by which mindfulness reduces biases related to self-processing and creates a sustainable healthy mind.
Abstract: Mindfulness-as a state, trait, process, type of meditation, and intervention has proven to be beneficial across a diverse group of psychological disorders as well as for general stress reduction. Yet, there remains a lack of clarity in the operationalization of this construct, and underlying mechanisms. Here, we provide an integrative theoretical framework and systems-based neurobiological model that explains the mechanisms by which mindfulness reduces biases related to self-processing and creates a sustainable healthy mind. Mindfulness is described through systematic mental training that develops meta-awareness (self-awareness), an ability to effectively modulate one's behavior (self-regulation), and a positive relationship between self and other that transcends self-focused needs and increases prosocial characteristics (self-transcendence). This framework of self-awareness, -regulation, and -transcendence (S-ART) illustrates a method for becoming aware of the conditions that cause (and remove) distortions or biases. The development of S-ART through meditation is proposed to modulate self-specifying and narrative self-networks through an integrative fronto-parietal control network. Relevant perceptual, cognitive, emotional, and behavioral neuropsychological processes are highlighted as supporting mechanisms for S-ART, including intention and motivation, attention regulation, emotion regulation, extinction and reconsolidation, prosociality, non-attachment, and decentering. The S-ART framework and neurobiological model is based on our growing understanding of the mechanisms for neurocognition, empirical literature, and through dismantling the specific meditation practices thought to cultivate mindfulness. The proposed framework will inform future research in the contemplative sciences and target specific areas for development in the treatment of psychological disorders.

872 citations

Journal ArticleDOI
TL;DR: The image of the happy slaves was inconsistent with everything I knew about the African American descendants of enslaved people in my segregated community as mentioned in this paper, and I had several persistent questions throughout my school-days: Why were the slaves pictured as happy? Were there other Blacks in history beside the two Washingtons and Anderson? Who created this image of slaves? Why?
Abstract: Iwas an elementary school student in the Arkansas delta in the 1950s. One of my most powerful memories is the images of the happy and loyal slaves in my social studies textbooks. I also remember that there were three other Blacks'in my textbooks: Booker T. Washington, the educatofTcJeoTge Washington Carver, the scientist; and Marian Anderson,\"the contralto. I had several persistent questions throughout my school-days: Why were the slaves pictured as happy? Were there other Blacks in history beside the two Washingtons and Anderson? Who created this image of slaves? Why? The image of the happy slaves was inconsistent with everything I knew about the African American descendants of enslaved people in my segregated community. We had to drink water from fountains labeled \"colored,\" and we could not use the city's public library. But we were not happy about either of these legal requirements. In fact, we resisted these laws in powerful but subtle ways each day. As children, we savored the taste of \"White water\" when the authorities were preoccupied with more serious infractions against the racial caste system.

565 citations

Journal ArticleDOI
TL;DR: This paper examined over 300 letters of recommendation for medical faculty at a large American medical school in the mid-1990s, using methods from corpus and discourse analysis, with the theoretica.
Abstract: This study examines over 300 letters of recommendation for medical faculty at a large American medical school in the mid-1990s, using methods from corpus and discourse analysis, with the theoretica...

438 citations

References
More filters
Journal ArticleDOI
TL;DR: Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups, that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.
Abstract: A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.

6,069 citations

Journal ArticleDOI
TL;DR: Schmidt as mentioned in this paper presented on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai'i, USA.
Abstract: Richard Schmidt presents on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai‘i.

4,131 citations

Journal ArticleDOI
TL;DR: An integrative theoretical framework and systems-based neurobiological model is provided that explains the mechanisms by which mindfulness reduces biases related to self-processing and creates a sustainable healthy mind.
Abstract: Mindfulness-as a state, trait, process, type of meditation, and intervention has proven to be beneficial across a diverse group of psychological disorders as well as for general stress reduction. Yet, there remains a lack of clarity in the operationalization of this construct, and underlying mechanisms. Here, we provide an integrative theoretical framework and systems-based neurobiological model that explains the mechanisms by which mindfulness reduces biases related to self-processing and creates a sustainable healthy mind. Mindfulness is described through systematic mental training that develops meta-awareness (self-awareness), an ability to effectively modulate one's behavior (self-regulation), and a positive relationship between self and other that transcends self-focused needs and increases prosocial characteristics (self-transcendence). This framework of self-awareness, -regulation, and -transcendence (S-ART) illustrates a method for becoming aware of the conditions that cause (and remove) distortions or biases. The development of S-ART through meditation is proposed to modulate self-specifying and narrative self-networks through an integrative fronto-parietal control network. Relevant perceptual, cognitive, emotional, and behavioral neuropsychological processes are highlighted as supporting mechanisms for S-ART, including intention and motivation, attention regulation, emotion regulation, extinction and reconsolidation, prosociality, non-attachment, and decentering. The S-ART framework and neurobiological model is based on our growing understanding of the mechanisms for neurocognition, empirical literature, and through dismantling the specific meditation practices thought to cultivate mindfulness. The proposed framework will inform future research in the contemplative sciences and target specific areas for development in the treatment of psychological disorders.

872 citations

Journal ArticleDOI
TL;DR: The image of the happy slaves was inconsistent with everything I knew about the African American descendants of enslaved people in my segregated community as mentioned in this paper, and I had several persistent questions throughout my school-days: Why were the slaves pictured as happy? Were there other Blacks in history beside the two Washingtons and Anderson? Who created this image of slaves? Why?
Abstract: Iwas an elementary school student in the Arkansas delta in the 1950s. One of my most powerful memories is the images of the happy and loyal slaves in my social studies textbooks. I also remember that there were three other Blacks'in my textbooks: Booker T. Washington, the educatofTcJeoTge Washington Carver, the scientist; and Marian Anderson,\"the contralto. I had several persistent questions throughout my school-days: Why were the slaves pictured as happy? Were there other Blacks in history beside the two Washingtons and Anderson? Who created this image of slaves? Why? The image of the happy slaves was inconsistent with everything I knew about the African American descendants of enslaved people in my segregated community. We had to drink water from fountains labeled \"colored,\" and we could not use the city's public library. But we were not happy about either of these legal requirements. In fact, we resisted these laws in powerful but subtle ways each day. As children, we savored the taste of \"White water\" when the authorities were preoccupied with more serious infractions against the racial caste system.

565 citations

Journal ArticleDOI
TL;DR: This paper examined over 300 letters of recommendation for medical faculty at a large American medical school in the mid-1990s, using methods from corpus and discourse analysis, with the theoretica.
Abstract: This study examines over 300 letters of recommendation for medical faculty at a large American medical school in the mid-1990s, using methods from corpus and discourse analysis, with the theoretica...

438 citations