P2 - Foundations Eulogies of Appeals The Neurodegenerative Cognate (2024)

P1 - Foundations Eulogies of Appeals The Neurodegenerative Cognate

Foundations, 2024

UPDATED 12/10/2024: For a Uncompressed View Access this Link: https://drive.google.com/file/d/1EFDR8x56c5QnCWrHvJY1z5hHZpc1Z3Ot/view?usp=sharing A Book. A very Real book. A Book that will most probably astound you, and definitely enlighten you!

Post Freudian Moses and Monotheism. The Eclipse of the Dawn of Conscience Egypt, the 1928 implant of Dogmatic Aberrations, Environmental Necrosis and Mutation of Tropical Diseases

World journal of agriculture and soil science, 2021

Trauma and Disaffection: Plasticity After Writing

In what we read today, in what is written, the body is changing. After having undergone a kind of disappearance into code and of the symbolic, appearing there as a bare and featureless site for inscription with only a problematic ontological status, and then having been disarticulated without remainder into a nexus of discursive practices and performance, the body has re-emerged by way of multiple challenges to this regime. The insistent disruption of trauma, of an immemorial blow that pierces the fragile screen of symbolic coherence and insists on its priority precisely by its resistance to inscription, is one of these challenges. Within a growing corpus of texts issuing and challenging this challenge, Catherine Malabou’s work is especially important. Malabou draws neuroscience and trauma theory together and offers a what she calls a motor scheme that accounts for the emergence of the regime of writing, persuasively critiques it without thereby returning to a pre-structuralist metaphysics, and forms an interpretive tool for reconceptualizing liberatory practice. She calls this motor schema “plasticity.” In her recent work, however, Malabou challenges any simple appropriation of this motor scheme for liberatory practice. Here, “explosive plasticity,” rather than signifying the embrained body’s capacity to escape its given forms and set out on truly novel paths forged by joyful affects, becomes the “destructive plasticity” of trauma, an irreparable deformation that creates a new self indifferent to itself, bereft of affective valuation and so incapable of political decision, without a future, the living embodiment of the death drive. In fact, destructive plasticity may solidify biopolitical control through the proliferation of accidents that produce post-traumatic subjects as incapable of resistance as they are equipped to become the agents of violence. The body, if more fully emancipated in Malabou’s work from the regime of writing than in previous theoretical work on affect and trauma, finds itself trapped in its own vulnerable materiality. How to wrest free of this new prison, when the death drive is so fully embodied as to leave no way out? How to imagine liberatory practice within a regime that can wield plasticity against itself in a way that resists interpretation? How to write this impossible transition?

Recasting transfer as a socio-personal process of adaptable learning

Educational Research Review, 2013

Being well: educated

Indrajit posthumanism transhumanism science fiction science thesis

The war inside your mind: unprotected brain battlefields and neuro-vulnerability

Academia Biology, 2024

The 21st century featured explosive discoveries, inventions, and finely crafted technologies where the vaguely dangerous and ambiguous mix of genomics, neuroscience, nanotech, robotics, cyber, and other advanced scientific ventures leads to unknown and possibly unpleasant outcomes pose an acute dilemma. The engineered convergence of advanced technology such as cutting-edge medical technology frontiers of cognitive dynamics, decoding key neural functions, explaining brain biochemistry, and exploring excursions into neuromodulation and plasticity research make the brain a prime object of sustained scientific desire. Today it has become a covert contentious battlefield. Experts in neuromedicine, technology, societal security, and strategy must grasp that a variety of technologies that arguably enhance brain function, influence or augment intelligence, link brains with computers, and enablenon invasice access to the brain-are highly attractive. Now the grim reality is that like so many other aspects of science and technology all ostensibly benign, decent, therapeutic, and beneficial they also contain a dark, malevolent, destructive warlike side as well. Our brains are vulnerable daily within a complex electromagnetic—cyber—RF saturated environment and that vulnerability is critical to grasping our collective dilemma. Cognitive integritys is a paramount risk for our times.

Why can't we say what cognition is (at least for the time being

Some philosophers search for the mark of the cognitive: a set of individually necessary and jointly su cient conditions identifying all and only the instances of cognition. They claim the mark is necessary to answer di cult questions concerning the nature and distribution of cognition. Here, I will argue that, as things stand, given the current landscape of cognitive science, we are not able to identify a mark of the cognitive. I proceed as follows. First, I clarify some factors motivating the search for the mark of the cognitive, thereby highlighting the desiderata the mark is supposed to satisfy. Then, I highlight a tension in the literature over the mark. Given the literature, it is not clear whether the search aims for a mark capturing the intuitive notion of cognition or a genuine scienti c kind. I then consider each option in turn, claiming that,either way, no mark satisfying the desiderata can be provided. I then de ect a foreseeable objection and highlight some implications of my view.

Towards a Better Understanding of Health and Disease

A Compendium of Essays on Alternative Therapy, 2012

“We’re superhuman, we just can’t spell.” Using the affordances of an online social network to motivate learning through literacy in dyslexic sixth-form students.

This is a study of the use of Facebook as an educational resource by five dyslexic students at a Sixth Form College in north-west England. Through a project in which teacher-researcher and student-participants co-constructed a Facebook group page about the students’ scaffolded research into dyslexia, the study examines the educational affordances of a digitally-mediated social network. An innovative, flexible, experiential methodology combining action research and case study with an ethnographic approach was devised. This enabled the use of multiple mixed methods including participant-observation, interviews, video, dynamic screen capture and protocol analysis. This range of methods helped to capture much of the depth and complexity of the students’ online and offline interactions with each other and with Facebook as they contributed to the group and co-constructed their Facebook page. The philosophy and concepts of the New Literacy Studies and multimodality (Cope & Kalantzis, 2000; Kress & van Leeuwen, 1996, Kress 2010), and rigorous qualitative analytical procedures are used to construct a substantive grounded theory (Charmaz, 2006) of the students’ engagement with the social network and hence its educational potential. The study assesses the students' motivation to learn through literacy, the role of identities, and considers the pedagogical principles their use of the network evokes. It concludes that Facebook offers an affinity space which engages the students in active, critical learning about and through literacy (Gee, 2004 & 2007). Little if any research has apparently been documented on the potential of digital media to engage and motivate dyslexic students, nor to integrate models of dyslexia, radical perspectives on literacy and social models of disability (Herrington & Hunter-Carsch, 2001). This study begins to address this oversight and imbalance.