The relation between body and mind is one of the oldest riddles that has puzzled mankind. That material and mental events may interact is accepted even by the law: our mental capacity to concentrate on the task can be seriously reduced by drugs. Physical and chemical processes may act upon the mind; and when we are writing a difficult letter, our mind acts upon our body and, through a chain of physical events, upon the mind of the recipient of the (...) letter. This is what the authors of this book call the 'interaction of mental and physical events'. We know very little about this interaction; and according to recent philosophical fashions this is explained by the alleged fact that we have brains but no thoughts. The authors of this book stress that they cannot solve the body mind problem; but they hope that they have been able to shed new light on it. Eccles especially with his theory that the brain is a detector and amplifier; a theory that has given rise to important new developments, including new and exciting experiments; and Popper with his highly controversial theory of 'World 3'. They show that certain fashionable solutions which have been offered fail to understand the seriousness of the problems of the emergence of life, or consciousness and of the creativity of our minds. In Part I, Popper discusses the philosophical issue between dualist or even pluralist interaction on the one side, and materialism and parallelism on the other. There is also a historical review of these issues. In Part II, Eccles examines the mind from the neurological standpoint: the structure of the brain and its functional performance under normal as well as abnormal circumstances. The result is a radical and intriguing hypothesis on the interaction between mental events and detailed neurological occurrences in the cerebral cortex. Part III, based on twelve recorded conversations, reflects the exciting exchange between the authors as they attempt to come to terms with their opinions. (shrink)

The Human Psyche is an in-depth exploration of dualist-interactionism, a concept Sir John Eccles developed with Sir Karl Popper in the context of a wide...

Sir John Eccles, a distinguished scientist and Nobel Prize winner who has devoted his scientific life to the study of the mammalian brain, tells the story of how we came to be, not only as animals at the end of the hominid evolutionary line, but also as human persons possessed of reflective consciousness.

The planninnjg of this Study Week at the Pontifical Academy of Science from September 28 to October 4, 1964, began just two years before when the President, Professor Lemaitre, asked me if 1 would be responsible for a Study Week relating Psychology to what we may call the Neurosciences. 1 accepted this responsibility on the understanding that 1 could have as sistance from two colleagues in the Academy, Professors Heymans and Chagas. Besides participating in the Study Week they gave me (...) much needed assistance and advice in the arduous and, at times, perplexing task that 1 had undertaken, and 1 gratefully acknowledge my indebtedness to them. Though there have been in recent years many symposia concerned with the so-called higher functions of the brain, for example witbh percep tion, learning and conditioning, and with the processing of information in the brain, there has to my knowledge been no symposium specifically with brain functions and consciousness since the memorable treating Laurentian Conference of 1953, which was later published in 1954 as the book, "Brain Mechanisms and Consciousness. (shrink)

The Mental Capacity Act is an impressive piece of legislation that deserves serious ethical attention, but much of the commentary on the Act has focussed on its legal and practical implications rather than the underlying ethical concepts. This paper examines the approach that the Act takes to best interests. The Act does not provide an account of the underlying concept of best interests. Instead it lists factors that must be considered in determining best interests, and the Code of Practice to (...) the Act states that this list is incomplete. This paper argues that this general approach is correct, contrary to some accounts of best interests. The checklist includes items that are unhelpful. Furthermore, neither the Act nor its Code of Practice provides sufficient guidance to carers faced with difficult decisions concerning best interests. This paper suggests ways in which the checklist can be developed and discusses cases that could be used in an updated Code of Practice. (shrink)

The materialist critics argue that insuperable difficulties are encountered by the hypothesis that immaterial mental events such as thinking can act in any way on material structures such as neurons of the cerebral cortex, as is diagrammed in Fig. 8. Such a presumed action is alleged to be incompatible with the conservation laws of physics, in particular of the First Law of Thermodynamics. This objection would certainly be sustained by 19th century physicists and by neuroscientists and philosophers who are still (...) ideologically in the physics of the 19th century, not recognizing the revolution wrought by quantum physicists in the 20th century. Unfortunately it is rare for a quantum physicist to dare an intrusion into the brain-mind problem. But in a recent book the quantum physicist Margenau (1984) makes a fundamental contribution. It is a remarkable transformation from 19th century physics to be told (p. 22): "that some fields, such as the probability field of quantum mechanics carry neither energy nor matter." He goes on (p. 96) to state: "In very complicated physical systems such as the brain, the neurons and sense organs, whose constituents are small enough to be governed by probabilistic quantum laws, the physical organ is always poised for a multitude of possible changes, each with a definite probability; if one change takes place that requires energy, or more or less energy than another, the intricate organism furnishes it automatically. Hence, even if the mind has anything to do with the change, that is if there is a mind-body interaction, the mind would not be called upon to furnish energy." In summary (p. 97) Margenau states that: "The mind may be regarded as a field in the accepted physical sense of the term. But it is a nonmaterial field; its closest analogue is perhaps a probability field. It cannot be compared with the simpler nonmaterial fields that require the presence of matter (e.g. gravity) nor does it necessarily have a definite position in space. And so far as present evidence goes it is not an energy field in any physical sense, nor is it required to contain energy in order to account for all known phenomena in which mind interacts with brain". In formulating more precisely the dualist hypothesis of mind-brain interaction, the initial statement is that the whole world of mental events (World 2) has an existence as autonomous as the world of matter-energy (World I ) (Fig. 1). The present interactionist hypothesis does not relate to these ontological problems, but merely to the mode of action of mental events on neural events, that is of the nature of the downward arrows across the frontier in Fig. 8. Following Margenau (1984) the hypothesis is that mind-brain interaction is analogous to a probability field of quantum mechanics, which has neither mass nor energy, yet can cause effective action at microsites. More specifically it is proposed that the mental concentration involved in intentions (Figs. 7, 8) or attention (Fig. 4) or planned thinking (Figs. 5, 6) can cause neural events by a process analogous to the probability fields of quantum mechanics. -/- We can ask: what neural events could be appropriate recipients for mental fields that are analogous to quantal probability fields? Already we may have the answer in recent discoveries on the nature of the synaptic mechanism whereby one nerve cell communicates with another. (shrink)

Traces the development of the human consciousness and argues that many scientific theories of human nature denigrate the value of humanity.

Although in basic agreement with Murayama and Jach's call for greater attention to the black boxes underlying motivated behavior, we provide examples of our published suggestions regarding how subjective task value (and ability self-concepts) “gets into people's knowledge structures.” We suggest additional mental computational processes to investigate and call for a developmental and situated individual differences approach to this work.

Professor Cohen makes extensive reference to a lecture “Hypotheses relating to the brain-mind problem” which was published in Nature. He gives a succinct account of the suggestions that I put forward, and then goes on to state that they “illustrate two fallacies which are to be found in so many contributions to the study of the body-mind relationship.” Be that as it may, but Professor Cohen has chosen most unsuitable illustrations, for in both cases they are based on misunderstandings of (...) my article. (shrink)

Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about (...) schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods. (shrink)