Toward An Ecology Of The Brain

Present day neuroscience places the brain at the centre of study. But what if researchers viewed the brain not as the foundation of life, rather as a mediating organ? Ecology of the Brain addresses this very question. It considers the human body as a collective, a living being which uses the brain to mediate interactions. Those interactions may be both within the human body and between the human body and its environment. Within this framework, the mind is seen not as a product of the brain but as an activity of the living being; an activity which integrates the brain within the everyday functions of the human body. Going further, Fuchs reformulates the traditional mind-brain problem, presenting it as a dual aspect of the living being: the lived body and the subjective body - the living body and the objective body. The processes of living and experiencing life, Fuchs argues, are in fact inextricably linked; it is not the brain, but the human being who feels, thinks and acts. For students and academics, Ecology of the Brain will be of interest to those studying or researching theory of mind, social and cultural interaction, psychiatry, and psychotherapy.

Let us then consider, for a moment, the world as described by the physicist. It consists of a number of fundamental particles which ... appear bound by certain natural laws which indicate the form of their relationship_ Now the physicist himself who describes all this, is in his own account, himself constructed of it. He is, in short, made of a conglomeration of the very particulars he describes, no more, no less, bound together by and obeying such general laws as he himself has managed to find and to record. Thus we cannot escape the fact that the world we know is constructed in order (and thus in such a way as to be able) to see itself. This is indeed amazing. Not so much in view of what it sees, although this may appear fantastic enough, but in respect of the fact that it can see at all. But in order to do so, evidently it must first cut itself up into at least one state which sees and at least one other state which is seen. In this severed and mutilated condition, what ever sees is only partially itself. We may take it that the world undoubtedly is itself (i.e., is indistinct from itself), but, in any attempt to see itself as an object, it must, equally undoubtedly, act so as to make itself distinct from, and therefore false to, itself. In this condition it will always partially elude itself.

Gregory Bateson was a philosopher, anthropologist, photographer, naturalist, and poet, as well as the husband and collaborator of Margaret Mead. This classic anthology of his major work includes a new Foreword by his daughter, Mary Katherine Bateson. 5 line drawings.

Gregory Bateson was a philosopher, anthropologist, photographer, naturalist, and poet, as well as the husband and collaborator of Margaret Mead. This classic anthology of his major work includes a new Foreword by his daughter, Mary Katherine Bateson. 5 line drawings.

In Earth in Mind, noted environmental educator David W. Orr focuses not on problems in education, but on the problem of education. Much of what has gone wrong with the world, he argues, is the result of inadequate and misdirected education that: alienates us from life in the name of human domination causes students to worry about how to make a living before they know who they are overemphasizes success and careers separates feeling from intellect and the practical from the theoretical deadens the sense of wonder for the created world The crisis we face, Orr explains, is one of mind, perception, and values. It is, first and foremost, an educational challenge. The author begins by establishing the grounds for a debate about education and knowledge. He describes the problems of education from an ecological perspective, and challenges the "terrible simplifiers" who wish to substitute numbers for values. He follows with a presentation of principles for re-creating education in the broadest way possible, discussing topics such as biophilia, the disciplinary structure of knowledge, the architecture of educational buildings, and the idea of ecological intelligence. Orr concludes by presenting concrete proposals for reorganizing the curriculum to draw out our affinity for life.

The Ecological Brain is the first book of its kind, using complexity science to integrate the seemingly disparate fields of ecological psychology and neuroscience. The book develops a unique framework for unifying investigations and explanations of mind that span brain, body, and environment: the NeuroEcological Nexus Theory (NExT). Beginning with an introduction to the history of the fields, the author provides an assessment of why ecological psychology and neuroscience are commonly viewed as irreconcilable methods for investigating and explaining cognition, intelligent behavior, and the systems that realize them. The book then progresses to its central aim: presenting a unified investigative and explanatory framework offering concepts, methods, and theories applicable across neural and ecological scales of investigation. By combining the core principles of ecological psychology, neural population dynamics, and synergetics under a unified complexity science approach, NExT offers a compressive investigative framework to explain and understand neural, bodily, and environmental contributions to perception-action and other forms of intelligent behavior and thought. The book progresses the conversation around the role of brains in ecological psychology, as well as bodies and environments in neuroscience. It is essential reading for all students of ecological psychology, perception, cognitive sciences, and neuroscience, as well as anyone interested in the history and philosophy of the brain/mind sciences and their state-of-the-art methods and theories.

The nervous system is the product of biological evolution and is shaped by the interplay between extrinsic factors determining the ecology of animals, and by intrinsic processes that dictate the developmental rules that give rise to adult functional structures. This special topic is oriented to develop an integrative view from behavior and ecology to neurodevelopmental processes. We address questions such as how do sensory systems evolve according to ecological conditions? How do neural networks organize to generate adaptive behavior? How does cognition and brain connectivity evolve? What are the developmental mechanisms that give rise to functional adaptation? Accordingly, the book is divided in three sections, (i) Evolution of sensorimotor systems; (ii) Cognitive computations and neural circuits, and (iii) Development and brain evolution. We hope that this initiative will support an interdisciplinary program that addresses the nervous system as a unified organ, subject to both functional and developmental constraints, where the final outcome results of a compromise between different parameters rather than being the result of several single variables acting independently of each other.