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1

The Feeling Brain - The Thinking Soul

100%
Gáliková S.
Human Affairs
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2010
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vol. 20
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issue 3
203-209
EN
Recent advances in neuroscience have dramatically improved our understanding of human emotional states. With the help of new technologies and models, scholars are beginning to unravel the "mystery" of emotional life. Confusions in contemporary emotion studies are due to the traditional model of a person as a rational conscious agent. The paper highlights two problematic aspects of this prevailing model: the relation between emotion and reason and the relation between emotion and consciousness. Firstly, it is claimed that the difference between emotions and thoughts does not transcend their mutual interconnectivity. Secondly, conscious content and emotional responses are both products of specialized emotion systems that operate unconsciously. Both claims are supported by experimental findings and clinical practice.
2
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Kritické gesto a záležitosti péče v souřadnicích ne/způsobilosti

100%
Synek M., Hradcová D., Carboch R., Jahodová D.
Sociologický časopis. Czech Sociological Review
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2019
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vol. 55
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issue 5
587-613
EN
Critique is one of the social sciences’ most respectable tasks, especially when its aim is to emancipate people oppressed for their otherness. However, there is also a critique of critique as a disabling tool, replacing the obvious actors revealed as ‘fictitious’ with synthetic objects that the critic herself deems more ‘factual’. This article understands the critical gesture as a pragmatic resource for re-organising the field of dis/abilities. In the first part of the article, we make three critical gestures together with José, a person identified as mentally ill. A paranoid vision of a secret conspiracy, a naturalising concept of disease, and the critique of stigma all seek to radically redraw the dis/ability coordinates, but their emancipatory potential is thwarted by the complex interconnectedness of their objects. José’s recovery thus ultimately hinges on a delicate balancing act combining critique and composing. In this sense, his effort resembles the careful treading of lay and professional critics in the last part of our text, in which we try to solve problems of living with dementia together with the Hanuš family. While the critical gesture has an essential role to play here as well, close ethnographic encounters are rather about jointly articulating the critical matters of care, wherein the problematic agencies of both obvious and not-so-obvious actors are acknowledged.
3
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Controversies around the social model of disability

86%
Twardowski A.
Kultura-Społeczeństwo-Edukacja
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2019
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vol. 16
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issue 2
PL
Twardowski Andrzej, Controversies around the social model of disability. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 7–21, Adam Mickiewicz University Press. ISSN 2300-0422. DOI: 10.14746/kse.2019.16.1 The aim of the article is to present a critical analysis of the social model of disability.In the first part, the author discusses the genesis, essence and basic advantages of the social model of disability. Next, five major disadvantages of this model are analysed:/1/ avoiding dealing with impairment as an important aspect of the lives of people with disabilities, /2/ separating impairment from disability, /3/ assuming that all people with disabilities are exposed to social oppression, /4/ postulating the creation of an environment without barriers and /5/ assuming that disability is the basis of the identity of people affected by it. In the final part of the article, the author presents reflections on the possibility of creating a new, more holistic model of disability.
4
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Różnice w odbiorze świata poprzez zmysły. Niewidomi i synesteci

86%
Mróz E., Rząsa J.
Rocznik Kognitywistyczny
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2011
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vol. 5
145-150
EN
The article investigates the role of senses in cognitive processes, based on the experience of people suffering from visual impairments or synaesthesia. It also presents an attempt to define the role of each sensual modality in gathering information about one’s closest environment. Special attention is paid to the increased importance of non-visual stimuli in cognitive processes due to the absence or impairment to the visual modality. The second part of the article contains a brief introduction to the problem of synaesthesia together with its influence on the perception of the world and learning processes. Różnice w odbiorze świata poprzez zmysły. Niewidomi i synesteci
5
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Pomoce dydaktyczne jako istotny element w edukacji uczniów z dysfunkcją wzroku

72%
Czerwińska K.
Człowiek - Niepełnosprawność - Społeczeństwo
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2013
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issue 4(22)
173-196
PL
Pomoce dydaktyczne są niezwykle ważnym elementem systemu kształcenia uczniów z niepełnosprawnością. Umożliwiają lub ułatwiają im poznanie rzeczywistości, szczególnie w przypadku zaburzeń określonego kanału percepcji. Podstawowym zadaniem pomocy tyflodydaktycznych jest dostarczenie jak największej liczby danych, które nie są samorzutnie percypowane w sytuacji osłabionego widzenia czy jego braku. Popularną klasyfikacją pomocy tyflodydaktycznych jest podział ze względu na wykorzystywanie zmysłów, który pozwala wyróżnić: materiały przekazujące informacje drogą wzrokową – tzw. zaadaptowane pomoce wizualne, materiały bazujące na kanale dotykowym – tzw. pomoce dotykowe, materiały, z których korzysta się za pomocą słuchu – tzw. pomoce dźwiękowe. Właściwości i funkcje poszczególnych typów pomocy tyflodydaktycznych są odmienne. Istotne jest, aby nauczyciel znał specyfikę różnych rodzajów materiałów dydaktycznych oraz potrafił właściwie dobierać i (lub) adaptować je do potrzeb edukacyjnych uczniów z dysfunkcją wzroku.
EN
Teaching aids constitute a very important element of the education system for students with disabilities. They make it possible or easier for them to learn about the world, particularly if one of the perception channels is disturbed. The basic role of teaching aids for students with visual impairments is to provide maximum information which is not spontaneously perceived because of impaired vision. Such aids are usually grouped into categories based on the sense through which they can be explored. And so there are devices and materials based on vision – called adapted visual aids, materials based on the sense of touch – called tactile aids, and materials based on the sense of hearing – called auditory aids. The categories differ from one another in their features and functions. It is critical that the teacher be familiar with teaching aids of various categories, and that she or he be able to appropriately select and/or adapt them to the needs of students with visual impairments.
6
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The Social Marginalization of People Living with a Mentally Ill Label–Family, Friends, and Work

58%
Maloušková K., Fafejta M.
Qualitative Sociology Review
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2021
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vol. 17
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issue 3
76-89
EN
This paper is based on qualitative research among people diagnosed with a mental illness who voluntarily attend a mental health center. Such individuals are given a degrading “mentally ill” label, which transforms them into a “new” person. This study showed that-due to their label-research participants are often socially marginalized-not only in the public but also in the private sphere. As members of an “organized deviant group” (the mental health center), they follow a “deviant career” and find a job outside the regular job market. Their marginalization is not only caused by their health problems (by their impairment), but they are also disabled through social reactions to these problems. Psychiatry based on the biological model of the disease cannot, therefore, help them without the cooperation of social science approaches dealing with social marginalization.
7
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Niewidomi we wspólnocie Kościoła

58%
Lipiec D.
Roczniki Pastoralno-Katechetyczne
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2013
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vol. 5
49-64
EN
The visually impaired person is created in the image of God, as is the person with normal vision. The impairment does not infringe on the dignity of the impaired. The impaired person is a fully-fledged subject, enjoying all the rights that relate to his/her belonging to the Church and society. The visually impaired are incorporated into the Church through Baptism. They undertake their Christian and personal vocation in the Church. The impairment makes the vocation of an impaired person unique. It is one of its kind and can me more difficult than that of a person with normal vision. The visually impaired are also called to participate in apostolic action – in the form they are fit for. Their apostolic activity mostly consists in giving the testimony of their Christian life, their acceptance of the suffering and devoting it to Christian causes, and in their prayer. The Church community offers them spiritual, psychological and material support.
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