Surprise

About: Surprise is a research topic. Over the lifetime, 4371 publications have been published within this topic receiving 99386 citations.

Negotiation, Meet New Governance: Interests, Skills, and Selves

Abstract: In this article, I critically examine two bodies of scholarship: negotiation literature and new governance literature. To that end, I consider The Negotiator's Fieldbook (2006), an ambitious survey of negotiation theory and practice edited by Andrea Kupfer Schneider and Christopher Honeyman, and key works by U.S. new governance architects, Michael Dorf, Charles Sabel, and William Simon. This comparison may surprise readers since negotiation literature largely focuses on interpersonal dynamics, and new governance literature aims at institutional change. I argue that these two literatures share similar assumptions about subjectivity that drive their sense of political hopefulness. In short, both envision a flexible problem-solving subject—shaped in negotiation by a discourse of skills and in new governance by a discourse of institutional design. Based on this descriptive claim, I illustrate how reading these literatures together suggests alternative perspectives from which to consider questions of power, inequality, and distribution relevant to both fields. When no firm and lasting ties any longer unite men, it is impossible to obtain the cooperation of any great number of them unless you can persuade every man whose help is required that he serves his private interests by voluntarily uniting his efforts to those of all the others. Alexis de Tocqueville (1969, 517)

Emotion, Development, and Self-Organization: Surprise! Facial Expressions Can be Coordinative Motor Structures

Abstract: This chapter presents a dynamical systems perspective on both facial expression specifically and emotion communication more generally. I have been developing this perspective in response to several interesting problems that have recently emerged in attempts to verify one currently popular theory of infant emotional expression. In this chapter, I will review these problems and discuss the limitations of extant theory. The dynamical systems view I will present is not a fully articulated alternative proposal. Instead, it is intended to represent a new direction for theoretical and empirical exploration in which solutions to the problems with the current theory may be found. A Theory of Infant Emotional Expression The currently popular view of infant emotional expression is most fully embodied in Izard's (1977, 1991) differential emotions theory. According to this theory, there is a species-specific set of human emotions that emerge during development according to a maturational timetable. In its original formulation (Izard, 1971; Izard and Malatesta, 1987; Izard et al., 1995), the theory proposes an innate concordance between infant emotions and a specified set of infant facial expressions (Izard, Dougherty, and Hembree, 1983). These expressions are direct readouts of their corresponding emotions, that is, they are automatically produced when the emotion is experienced and are not produced in other circumstances. Thus, facial expressions serve as veridical indices of infant affects and can be simply “read” by observers to determine the infant's emotional state.

The Surprise-Delight Relationship Revisited in the Management of Experience

Abstract: Practitioners firmly believe that customer delight, through surprise, offers a source of competitive advantage. Yet, competing conceptualizations, methodologies, and stimuli in existing studies of ...

Music Education as Community

Abstract: One of the most pervasive models underlying music education is that of community. Whether it be the Hindustani sitarist instructing his disciple in traditional manner, the Western classical pianist conducting her masterclass, the Australian Aboriginal songman teaching his young kinsman a love song, or the Balkan mother singing her daughter a lament, all participate in a community in which music making and taking plays a central role. I shall sketch four elements of the idea of community--as place, in time, as process, as an end-drawing particularly on the work of John Dewey, Paulo Freire, and Maxine Greene. Exploring aspects of this model illumines music education, broadly conceived, and suggests that community may also constitute a metaphor for envisioning music education thought and practice. Metaphors are one of the most important means of understanding our experience. Effective metaphors surprise and enlighten. They are not merely ornaments designed to dress up an idea, but constitute a means of cognitive and affective access to things, experiences, ideas, especially those that may otherwise be inadequately known or even incomprehensible. One of the most useful explanations of how they work is provided by Nelson Goodman who suggests that in metaphors a schema (or associative network of ideas) that has built up in reference to one realm is transferred to another, alien realm. There, its entities, structures, and relationships organize the new realm along the same lines as the old from where it came. As Goodman puts it, a metaphor is a matter of "teaching an old word new tricks," or "an affair between a predicate with a past and an object that yields while protesting."' He explains that these shifts in reference usually amount to "no mere distribution of family goods" but "an expedition abroad. A whole set of alternative labels, a whole apparatus of organization, takes over new territory." Looked at in this way, he adds, "a metaphor might be regarded as a