Wagemann Johannes, Edelhäuser Friedrich, Weger Ulrich
Institute for Waldorf Education, Inclusion and Interculturalism, Alanus University of Arts and Social Sciences, Mannheim1.
Integrated Curriculum for Anthroposophic Medicine, Institute of Integrative Medicine, University of Witten/Herdecke2.
Adv Cogn Psychol. 2018 Dec 31;14(4):167-185. doi: 10.5709/acp-0248-2. eCollection 2018.
In view of the unresolved mind-brain problem, we examine a number of prototypical research attitudes regarding the question, how the mental and the neuronal realms are related to each other, both functionally and ontologically. By discussing neurophilosophical and neuropsychological positions, the mind-brain problem can be recast in terms of a structural relation between methodological and content-related aspects. Although this reformulation does not immediately lead to a solution, it draws attention to the necessity of searching for a new way of balancing separating and integrating elements regarding content as well as method. As a relatively unknown alternative in this context we investigate an approach by the philosopher Rudolf Steiner. It comprises a firstperson method, along with the theoretical background of what has come to be known as the mirror metaphor - an analogy for the brain as a necessary but not a sufficient basis for mental activity. Through a first-person study, this approach is scrutinized using volitionally controlled perceptual reversals. The results allow for a phenomenological distinction of processual phases which can be summarized as engaging and disengaging forms of mental activity. Finally, we initiate a discussion in view of related philosophical concepts and give an outlook on the next possible research steps.
鉴于心脑问题尚未解决，我们审视了一些关于心理领域与神经领域在功能和本体论上如何相互关联这一问题的典型研究态度。通过讨论神经哲学和神经心理学立场，心脑问题可以从方法论和内容相关方面的结构关系角度重新表述。尽管这种重新表述并不能立即带来解决方案，但它提请人们注意有必要寻找一种新的方法，以平衡内容和方法方面的分离与整合要素。作为在这种背景下相对不为人知的一种选择，我们研究了哲学家鲁道夫·斯坦纳的一种方法。它包括一种第一人称方法，以及后来被称为镜像隐喻的理论背景——将大脑比作心理活动的必要但不充分基础的一种类比。通过一项第一人称研究，使用意志控制的感知反转来审视这种方法。结果允许对过程阶段进行现象学区分，这些阶段可以概括为心理活动的参与和脱离形式。最后，我们鉴于相关哲学概念展开讨论，并对接下来可能的研究步骤给出展望。
