The Phenomenology of “Pure” Consciousness as Reported by an Experienced Meditator of the Tibetan Buddhist Karma Kagyu Tradition. Analysis of Interview Content Concerning Different Meditative States

A philosopher and a cognitive neuroscientist conversed with Buddhist lama Tilmann Lhündrup Borghardt (TLB) about the unresolved phenomenological concerns and logical questions surrounding “pure” consciousness or minimal phenomenal experience (MPE), a quasi-contentless, non-dual state whose phenomenology of “emptiness” is often described in terms of the phenomenal quality of luminosity that experienced meditators have reported occurs in deep meditative states. Here, we present the excerpts of the conversation that relate to the question of how it is possible to first have and later retrieve such non-dual states of selflessness and timelessness that are unrelated to sensory input. According to TLB, a “pure” experience of consciousness contains the phenomenal quality of luminous clarity, which is experienced solely in the transitional phase from the non-dual state of absolute emptiness to the state of minimal emptiness, when the person gradually returns to duality. However, this quality of luminous clarity can also be experienced in non-minimal states as in the experiential mode of being awakened. TLB describes this transition as a kind of ephemeral afterglow in the form of a maximally abstract phenomenal quality, i.e., luminosity, which justifies the conclusion of having been in a state of “pure” consciousness.

Things Are the Way They Are: A Typology of Reification

This project clarifies the notoriously ambiguous concept of reification through analytical descriptions of reificatory modes of experience in social context. The experience of social constructions as fixed and unchangeable (“subjective reification”) is manifest in four interrelated experiential modes: (1) doxa, taking the social world for granted; (2) identification, experiencing abstractions as realer than particular objects; (3) enframing, the experience of means (technology and economic production) as ends and ends (humanity and life) as means; and (4) detachment, experience after suspending genuine emotional engagement. Each experiential mode is rooted in historically contingent yet objective social conditions (“objective reification”) and, thus, has a degree of validity – hence the power of reification, in comparison to legitimation, in social reproduction. Methodologically, the difficult path remains theorizing society as a totality without losing sight of its human formation with due attention to the everyday actors who reproduce and, every so often, challenge this totality.

LEXICAL DENSITY ANALYSIS OF READING TEXT IN BAHASA INGGRIS TEXTBOOK FOR GRADE XI SMAN 2 TEBING TINGGI

This study deals with the lexical density of reading text of English textbook for senior high school. It was aimed to find out lexical density level in the reading text,how is the lexical density distributed across the texts and then why is the lexical density used in the textbook. This study was conducted by using qualitative research.The data of study were the 8 texts that classified by 4 genres in the Bahasa Inggris textbook for grade XI SMAN 2 Tebing Tingi. The data were analyzed by using Eggins (2004) theory. The result of this study: 1) The LD level of text was equal based on Eggins theory. 2) The distribution of lexical density in reading text in Bahasa Inggris textbook as follows: Text 1 entitle “ How to Make Orange Juice” was 0.37. Text 2 entitle “ How to plant Jasmine “ was 0.46. Text 3 entitle “ How to Make Cheese Toast” was 0.37. Text 4 entitle “ How to Make a Pizza” was 0.44. Text 5 entitle “ Earthquakes “ was 0.46. Text 6 entitle “ The Last “ was 0.32. Text 7 entitle "Life and Times of Ki Hajar Dewantara” was 0.38. Text 8 entitle“ Global Warming” was 0.47. 3) Although the reading texts in the bahasa inggris textbook had different genre in each texts but it didn’t influence lexical density of the text because the influencing of the high and low lexical density in the texts were the three points of experiential mode namely action, reconstraction and generalization.

Posttraumatic Growth During Incarceration: A Case Study From an Experiential–Existential Perspective

Life after a traumatic experience is never easy. This is certainly the case for victims. For many offenders, committing a crime might be a traumatic experience as well, and incarceration may confront them even more with the consequences of their deeds. Humanistic therapies are very suitable for encouraging clients to embark on an explicit meaning-making process. In this article, we explore with a case study how experiential–existential therapy can foster meaning making and posttraumatic growth in prisoners. With Diana, we started with identifying her global meanings, which had been threatened by her own actions. The therapy offered her a safe nonjudgmental space where she could learn to explore all aspects of the crime she committed and its consequences. By processing her past in an experiential mode, she generated new meanings about herself, about others and about the meaning and purpose of her own life. Diana found new ways to meet her basic existential needs. She developed a more nuanced set of meanings and a richer pallet of coping skills that enable her to live her life in a more meaningful and in a better adjusted way.

Experiential Learning Styles in the Age of a Virtual Surrogate

There is a long-held sense in general that the increasing use of computers and digital technology changes how a user experiences and learns about the world, not always for the better. This paper reports on a longitudinal study of 245 architecture and construction students over a two year period which examines the impact that virtual reality technologies have on the learning style preferences of students. A series of controlled experiments tests for the impact that increasing exposure to a proprietary virtual reality system has on the mode of learning and learning style preferences of individuals and particular cohorts. The results confirm that when virtual reality applications are used in teaching and learning, the learning behaviours will favour a more concrete experiential mode of learning and a preference for the Accommodator learning style. However, the results also demonstrate, consistently and for the first time, individual students do not privilege any particular mode of learning or learning style preference to any significant extent but rather engage in all modes and represent all learning styles. Novel visualisation techniques are introduced to examine and discuss this contrast.

‘Nothing Ever Ends’:Angelopoulos and the Image of Duration

This chapter examines Theo Angelopoulos' last film The Dust of Time (2008), describing it as an apotheosis to the director's visual investment in duration. In The Dust of Time, a voice-over declares that ‘nothing ever ends’. The dust of time is the obliviousness of history. It would seem that the temporality of history is couched in opacity, whereas the work of memory struggles to bring a sense of lucidity to the past, to past experience and, finally, to the experience of the past in the present. The chapter considers The Dust of Time's consistent foregrounding of duration as both aesthetic effect and experiential mode, and how Angelopoulos' films in general encapsulate both these senses of temporal duration: that is, as a phenomenon intimately connected with the nature of the moving image and, secondly, as the more thematic and philosophical notion that ‘nothing ever ends’.

Research on Three Modes of Land Use Classification

Analyses main problems of Land Use Classification Standard in China, learns methods of linguistics and policy analysis, proposes three modes of land use classification. Experiential mode based on facts, appraisive mode is value-oriented, prescriptive mode focuses on act. According to the characteristics of three modes, land use classification presents different forms in every stages of urban planning and illuminates the basic methods of urban planning.

A Comparison of Experiential Grammar in Narrative Discourse Between Typically Developing Children and Children with Autism

The objective of this study was to compare experiential grammar in the narrative discourse of thirty typically developing Thai children and thirty Thai children with autism in elementary grades 1 to 3. Data was compiled by asking subjects to tell a narrative discourse from a wordless storybook "A Boy, a Dog, and a Frog” (Mayer 1967). Data was analyzed based on the Systemic Functional Linguistics approach and focused on experiential mode of meaning concerned with the system of Transitivity. The results revealed that children with autism used fewer clause complexes and clause simplexes than typically developing children. For the system of Transitivity, it was found that children with autism used less modified nominal groups as the Participant especially in grade 2 and 3 and they used a smaller number and less variety of process types; used a lower percentage of mental, behavioral and verbal processes; and used a lower percentage of serial verb constructions. Children with autism, especially those in grades 2 and 3, used a smaller variety of circumstance types; and used a lower percentage of clauses with complex circumstances.