Friedrich Edelhäuser:感知与运动——运动一般理论的基础

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES GMS Journal for Medical Education Pub Date : 2023-02-15 DOI:10.3205/zma001584
C. Scheffer
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引用次数: 0

摘要

人类是如何移动的?他的行为是他的初级运动大脑皮层的表达还是反映了人类个性的意图?我们怎么看?我们是被动的接受者,还是必须主动塑造我们的视觉?通过结合科学和现象学哲学的见解来解决这些问题会产生什么结果?能否从中获得以人为本的医学指导观点?这些问题在弗里德里希Edelhäuser新出版的《运动一般理论的感知和运动基础》一书中得到了全面的阐述。在这样做的过程中,作者将我们带入了惊人的现象,值得思考的反思,以及深刻的问题。以观看山景为例,观看的第一个现象是:我们的目光通过画面向内,寻找各种物体和轮廓,并将细节安排到一个有意义的整体背景中。最初看来是固定的东西,因此成为可经验的过程。在生理学的“物化”观点中,视觉被描述为一个类似于照相机的过程,在这个过程中,光线通过透镜进入视网膜,然后导致电化学神经过程。在这个过程中,定性的感知融化成一个可测量但没有质量的过程。视觉因此成为刺激-反应序列的一个例子,在这个序列中,外部的感官刺激变成了大脑内部的电化学过程,并以反应来回应。因此,不仅被感知的品质消失了,感知的人也消失了。接下来,这种所谓的第三人称视角作为一种客观化的方法,被第一人称视角——内省所补充。在第5章“感知和移动”中,更仔细地研究了观看的过程。在这样做的过程中,一个人意识到这样一个事实,即观看包括对被感知的轮廓的内部扫描。这种眼球的无意识运动可以从技术上表现出来,并显示出个人的运动模式,类似于步态或笔迹。如果这种运动被抑制,由于缺乏对比度,感知到的图像会在短时间内模糊为灰中灰。在进一步的分析中,可以注意到,一个人不仅用眼肌对准要看的物体,而且用整个头部和身体的姿势。只有这种自我运动才能使视觉成为可能。类似的情况也可以出现在听觉和其他感官模式上。回头看山景,很明显有一个圆形的关系,图像的感知和可以在其中找到的轮廓引导着眼睛的扫描运动,这反过来又成为所看到的东西的条件。因此,与时间演替没有单因果关系,而是相互依赖的关系。第六章介绍了w.v. Weizsäcker的格式塔循环,并对感知和运动的相互使能进行了更详细的研究。生物与环境的关系是在一个包含的、循环的感知和运动过程中构成的。现在,有意注意作为一个进一步的研究对象加以考察。在光学的例子中,人们可以根据意图在相同的形式环境中看到不同的东西(例如,一个透明的立方体朝向前方或向后),很明显,感知不是简单地给予或描绘的东西,而是放弃的东西,是由直接的,有意识的感知行为产生的东西。这种有意识的注意力以不同的方式影响我的视觉,所以它可以在中心和边缘之间,在前景和后面之间变化
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Friedrich Edelhäuser: Wahrnehmen und Bewegen – Grundlagen einer allgemeinen Bewegungslehre
How does a human being move? Are his actions an expression of his primary motor cerebral cortex or do they reflect the intentions of a human individuality? How do we see? Are we passive recipients or do we have to actively shape our seeing? What results from approaching these questions by bringing together scientific and phenomenological-philosophical insights? Can guiding viewpoints for person-centeredmedicine be gained from this? These questions are illuminated comprehensively and in many ways in the newly published book “Wahrnehmen und Bewegen – Grundlagen einer allgemeinen Bewegungslehre” (Perceiving and Moving Foundations of a General Theory of Movement) by Friedrich Edelhäuser. In doing so, the author takes us to astonishing phenomena, to reflections worth considering, and to profound questions. Using the example of looking at a mountain landscape, the first phenomena of seeing are looked at: our gaze goes inwardly through the picture, searching for various objects and contours and arranging the details into a meaningful overall context. What at first appears to be fixed thus becomes experienceable as a process. In the “objectifying” view of physiology, vision is characterized as a process akin to a camera in which light passes through a lens onto the retina and then leads to electrochemical nervous processes. In this process, the qualitative perceptions melt down into a measurable but qualityless process. Vision thus becomes an example of the stimulus-response sequence, in which an external sensory stimulus becomes electrochemical processes inside, i.e. in the brain, and is answered with a reaction. Thereby not only the quality of the perceived disappears, but also the perceiving person. In the following, this socalled third-person-perspective as an objectifying approach is supplemented by introspection, the first-personperspective. In chapter 5 “perceiving and moving” the process of seeing is examined more closely. In doing so, one becomes aware of the fact that seeing includes an inner scanning of the contour to be perceived. This unconscious movement of the eyeballs can be represented technically and shows individual movement patterns, similar to gait or handwriting. If this movement is suppressed, the perceived blurs to a gray-in-gray for a short time due to the lack of contrast. During further analysis, it is noticeable that one is not only aligned to the object to be seen with one's eye muscles, but with one's entire head and body posture. Only this self-movementmakes seeing possible. Something similar can be shown for hearing and other sensory modalities. Looking back at the mountain landscape, it becomes clear that there is a circular relationship, the perception of the image and the contours that can be found in it are guiding the scanningmovements of the eye, which in turn are conditions for what is to be seen. Thus, there is no monocausal relationship with temporal succession, but a mutually dependent one. In chapter 6 the Gestalt circle of W. V. Weizsäcker is introduced and the mutual enabling of perceiving and moving is examined in more detail. The organism-environment relationship is constituted in an encompassing, circular process of perception andmovement. Intentional attention is now examined as a further object of investigation. On the basis of optical examples, in which one can see different things in the same form context depending on intention (e.g. either a transparent cube oriented to the front or to the back), it becomes clear that perception is not something simply given or depicted, but something given up, something produced by a directed, intentional act of perception. This intentional attention influences my seeing in different ways, so it can change between center and periphery, between foreground and back-
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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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