Roberts M
Department of Nursing and Counselling, School of Social and Health Sciences, The University of Abertay, Dundee, UK.
J Psychiatr Ment Health Nurs. 2014 May;21(4):313-9. doi: 10.1111/jpm.12095. Epub 2013 Jun 20.
Reflections upon what it might mean to think, and about what inherited presuppositions or images might influence what thinking is thought to consist of, are not readily considered in the mental health care literature. However, the work of the 20th century French philosopher Gilles Deleuze and, in particular, his account of 'the dogmatic image of thought' can be employed to illustrate how such considerations can be of relevance to the theoretical and practical concerns of mental health professionals. In doing so, Deleuze's work can be understood as seeking to sensitize mental health professionals to the dangers of unreflectively adopting a restrictive notion of what it means to think, as well as an exhortation to develop critical, creative thinking in the mental health professions that moves beyond the bounds of the traditional, dogmatic image of thought. Considerations about what it might mean to think, and about what inherited presuppositions determine what thinking is thought to consist of, are not readily reflected upon in the mental health care literature. However, this paper will propose that such considerations are of relevance to, and possess important implications for, the mental health professions, and it will do so within the context of the work of the 20th century philosopher Gilles Deleuze. In particular, the paper will provide an accessible exposition of what Deleuze refers to as the 'dogmatic image of thought', along with an examination of his suggestion that this traditional image, and its associated presuppositions, not only determine what is considered to be the ostensible 'nature' of thought, but also delineate what the activity of thinking ought to be concerned with. Moreover, it will be argued that Deleuze's exposition and critique of the image of thought can be understood as seeking to sensitize mental health professionals to the dangers of unreflectively perpetuating a restrictive notion of what it means to think, as well as being an exhortation to develop critical, creative thinking in the mental health professions that moves beyond the bounds of that traditional, dogmatic image of thought.
关于思考可能意味着什么，以及哪些继承的预设或形象可能影响人们对思考构成的看法，在心理健康护理文献中并未得到充分探讨。然而，20世纪法国哲学家吉尔·德勒兹的著作，尤其是他对“思想的教条式形象”的阐述，可以用来阐明这些思考如何与心理健康专业人员的理论和实践关切相关。这样做时，德勒兹的作品可以被理解为试图让心理健康专业人员意识到不加反思地采用对思考含义的限制性概念的危险，同时也是一种劝诫，促使他们在心理健康领域发展批判性、创造性思维，超越传统的、教条式的思想形象的界限。关于思考可能意味着什么，以及哪些继承的预设决定了人们对思考构成的看法，在心理健康护理文献中并未得到充分反思。然而，本文将提出，这些思考与心理健康专业相关且具有重要意义，并将在20世纪哲学家吉尔·德勒兹的作品背景下进行阐述。特别是，本文将通俗易懂地阐述德勒兹所说的“思想的教条式形象”，并审视他的观点，即这种传统形象及其相关预设不仅决定了被认为是思想表面“本质”的东西，还划定了思考活动应该关注的范围。此外，有人认为，德勒兹对思想形象的阐述和批判可以被理解为试图让心理健康专业人员意识到不加反思地延续对思考含义的限制性概念的危险，同时也是一种劝诫，促使他们在心理健康领域发展批判性、创造性思维，超越那种传统的、教条式的思想形象的界限。
