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Art as a Cognitive Simulation; Literature, Cinema, Bibliotherapy and Other Intersections

Yıl 2019, , 1 - 8, 31.05.2019
https://doi.org/10.30613/curesosc.438077

Öz

It is asserted that the art concept define the artifacts, human creations which leads to admiration
through powerful emotional impact which was created by them. Art philosophers emphasize
that comprehension of art might provide better understanding of other individuals. It was
claimed that empathy skills of an individual provide opportunities to learn indirectly without
direct experience via product of art. In the related literature empathy concept is asserted as a concept which take place in recent articles more
frequently than before. On the other hand, art
draw attention via providing learning through
modelling for people who has empathy skills, as
well as providing probabilities like better
understanding of self and better handling of life
problems. Human-art relationship has myriad of
intersections which hosts various opportunities.
The aim of this study is handling human-art
relationship and effects of art on individual -
through the conceptualization of art as a cognitive
and emotional simulation- via related literature.
As a conclusion it can be seen clearly that the
interactions between human and artistic
productions -either in any natural setting or
psychotherapy setting- bring out a kind of
cognitive simulation, produce a kind of
educational dynamic which affects social,
cognitive and emotional areas.

Kaynakça

  • Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Barett L.F. (2006). Solving the emotion paradox: categorization and the experience of emotion. Personality and Social Psychology Review, 10, 20-46.
  • Barrett L.F. (2009). Variety is the spice of life: a psychological constructionist approach to understanding variability in emotion. Cognition and Emotion, 23, 1284-1306.
  • Barrett, L. F. (2017). How emotions are made. New York, NY: Houghton Mifflin Harcourt.
  • Batt-Rawden, S. A., Chisolm, M. S. Anton, B. ve Flickinger, T. E.(2013). Teaching empathy to medical students: An updated, systematic review. Academic Medicine, 88(8), 1171-1177.
  • Beck, J.S. (2011). Cognitive Therapy: Basics and beyond. (2. Baskı). New York: The Guilford Press.
  • Beidel, D., Bulik, C., ve Stanley, M. (2014). Abnormal psychology. (3. baskı) Upper Saddle River, NJ: Pearson Education.
  • Brand, B. L., Sar, V., Stavropoulos, P., Krüger, C., Korzekwa, M., Martínez-Taboas, A., ve Middleton, W. (2016). Separating fact from fiction: An empirical examination of six myths about dissociative ıdentity disorder. Harvard Review of Psychiatry, 24(4), 257-270.
  • Burns, D. D. (1999). Feeling good: The new mood therapy. New York, NY: Avon Books.
  • Butler, L. D. (2004). Spellbound: Dissociation in the movies. Journal of Trauma & Dissociation , 5 (2), 61-87.
  • Byrne, P. (2001). The butler(s) DID it - dissociative identity disorder in cinema. Journal of Medical Ethics: Medical Humanities, 27, 26-29.
  • Calderon, V., Mejia, Y., Lara-Munoz, M.D.C., Segoviano, J., Castro, Q., Casados, A., ve López, S.R. (2015). Toward the sustainability of information campaigns: Training promotores to increase the psychosis literacy of Spanish-speaking communities. Social Psychiatry and Psychiatric Epidemiology, 50(4), 665- 669.
  • D’Ambrosio, J. (2006). Rethinking adolescence: Using story to navigate life’s uncharted years. Maryland: Rowman and Littlefield Education.Decety, J. ve Cowell, J.M. (2014). The complex relation between morality and empathy. Trends in Cognitive Sciences, 18(7), 337-339.
  • Decety J. ve Lamm C. (2006). Human empathy through the lens of social neuroscience. Scientific World Journal, 6, 1146-1163.
  • De Vignemont, F. ve Singer, T. (2006) The empathic brain: How, when and why? Trends in Cognitive Sciences, 10(10), 435-441.
  • Djikic, M., Oatley, K., Zoeterman, S. ve Peterson, J. B. (2009). On being moved by art: How reading fiction transforms the self. Creativity Research Journal, 21(1), 24-29.
  • Gerrig, R. J. (1998). Experiencing narrative world: On the psychological activities of reading. New Haven, CT: Yale University Press.
  • Hakemulder, F, Koopman, E. ve Fialho, O. (2016). Learning from literature: Empirical research on readers in schools and at the workplace. İçinde: Burke, M, Fialho, O, Zyngier, S (ed) Scientific Approaches to Literature in Learning Environments. Amsterdam: John Benjamins Publishing, s.19-38.
  • Hamzeh Khan Poor, A. (2006). Cinema therapy, history, theories and policies. Paper presented at the 1st National Congress on Art Therapy in Iran, 28-30 November.
  • Hernandez, M. Y., Mejia, Y., Mayer, D. ve Lopez, S. R. (2016). Using a narrative film to ıncrease knowledge and ınterpersonal communication about psychosis among latinos. Journal of Health Communication, 21(12), 1236-1243.
  • Hetu, S., Taschereau-Dumouchel, V. ve Jackson, P.L. (2012). Stimulating the brain to study social interactions and empathy. Brain Stimulation, 5, 95-102. Jiao, C., Wang, T., Peng, X. ve Cui, F. (2017). Impaired empathy processing in individuals with internet addiction disorder: An event-related potential study. Frontiers in Human Neuroscience, 11, 498, 1-10. http://doi.org/10.3389/fnhum.2017.00498
  • Koopman, E.M. ve Hakemulder, F. (2015). Effects of literatüre on empathy and self reflection: A theoretical-empirical framework. Journal of Literary Theory, 9, 79-111.
  • Kuiken, D., Mial, D.S. ve Sikora, S. (2004). Forms of self implication in literary reading. Poetics Today, 25, 171-203.
  • Kuzmicova, A., Mangen, A. ve Begnum, A.C. (2017). Literature and readers’ empathy: A qualitative text manipulation study. Language and Literature, 26(2) 137-152.
  • Lanza, M.L. (1996). Bibliyotherapy and beyond. Perspectives in Psychiatric Care, 32, 12-14.
  • Massey, S. H., Newmark, R. L. ve Wakschlag, L. S. (2017). Explicating the role of empathic processes in substance use disorders: A conceptual framework and research agenda. Drug and Alcohol Review, 37(3), 316-332. doi: 10.1111/dar.12548.
  • Menninghaus, W., Wagner, V., Hanich, J., Wassiliwizky, E., Jacobsen, T. ve Koelsch, S. (2017). The Distancing-Embracing model of the enjoyment of negative emotions in art reception. Behavioral and Brain Sciences, 1-58. doi: 10.1017/S0140525X17000309.
  • Miall, D.S. ve Kuiken, D. (2002). A feeling for fiction: Becoming what we behold. Poetics, 30, 221-241.
  • Moravski, C.M. (1997). A role of bibliotherapy is in teacher education. Reading Horizons, 37, 243-259.
  • Newton, A.K. (1995). Silver screens and silver linings: Using theatre to explore feelings and issues. Gifted Child Today, 18, 14-19.
  • Nugent, P.M.S. (2013a)."SIMULATION," in PsychologyDictionary.org, April 13, 2013, https:// psychology dictionary.org/simulation/ (erişim 28, Nisan 2018).
  • Nugent, P.M.S. (2013b) "SIMULATOR," in PsychologyDictionary.org, April 13, 2013, https:// psychologydictionary.org/simulator/ (erişim 28, Nisan 2018).
  • Oatley, K. (1999). Why fiction may be twice as true as fact: Fiction as cognitive and emotional simulation. Review of Genereal Psychology, 3(2), 101-117.
  • Oatley, K. (2016) Fiction: Simulation of social worlds. Trends in Cognitive Sciences. 20, 618-628.
  • Oxford Dictionaries, (erişim 28 Nisan 2018). https://en.oxforddictionaries.com/definition/art
  • Powell, M. L., Newgent, R. A. ve Lee, S. M. (2006). Group cinematherapy: Using metaphor to enhance adolescent self-esteem. The Arts in Psychotherapy, 33(3), 247-253.
  • Schneider, L. (1987). The theory and practice of movie psychiatry. American Journal of Psychiatry,144, 996-1002.
  • Schneider Adams, L. (2003). Looking at art. London: Prentice Hall.
  • Sharp, C., Smith, J.V. ve Cole, A. (2010) Cinematherapy: Metaphorically promoting therapeutic change. Counselling Psychology Quarterly, 15(3), 269-276. Turns, B. ve Macey, P. (2015). Cinema narrative therapy: Utilizing family films to externalize children's ‘problems’. Journal of Family Therapy, 37(4), 590-606.
  • Yee, E., ve Thompson-Schill, S. L. (2016). Putting concepts into context. Psychonomic Bulletin and Review, 23(4),1015-1027. doi:10.3758/ s13423-015-0948-7
  • Young, S.D. (2012). Psychology at the movies. Oxford: Willey-Blackwell.
  • Wang, T., Ge, Y., Zhang, J., Liu, J. ve Luo, W. (2014). The capacity for pain empathy among urban Internet-addicted left-behind children in China:An event-related potential study. Computers in Human Behaviors, 33, 56-62. 10.1016/j.chb.2013.12.020
  • Wedding, D. ve Boyd, M.A. (1998). Movies and mental illness: Using films to understand psychopathology. Boston: McGraw-Hill College.

Bilişsel Bir Simülasyon Olarak Sanat; Edebiyat, Sinema, Bibliyoterapi ve Diğer Kesişimler

Yıl 2019, , 1 - 8, 31.05.2019
https://doi.org/10.30613/curesosc.438077

Öz

Sanat kavramının, yarattığı güçlü duygusal etki gücü ile takdir edilen eserleri tanımladığı ileri
sürülmektedir. Sanat felsefecileri sanat kavrayışının, diğer bireyleri daha iyi anlama becerisi
sağlayabilme gücünü vurgulamaktadırlar. Empati becerisinin, insana doğrudan
deneyimlemeksizin sanat ürünü yoluyla ‘dolaylı öğrenme fırsatları’ sunduğu ileri sürülmektedir.
İlgili alan yazında empati kavramının giderek öncekinden daha çok bilimsel araştırma
makalesinde yer alan bir kavram oluşu dikkat çekmektedir. Diğer yandan sanat, ‘empati
becerisine sahip bireyin’ modelleme yoluyla öğrenebilmesinin yanı sıra, kendi kendini daha iyi
anlayabilmesi ve yaşam problemleriyle daha iyi başa çıkabilmesi gibi konularda sonsuz
olasılıklar yaratabilmesi yönü ile de dikkat çekmektedir. Sonuç olarak insan-sanat ilişkisinin -
çeşitli fırsatlar barındıran- sayısız kesişimlere sahip olduğu açıkça anlaşılmaktadır. Bu yazıda,
insan-sanat ilişkisinin ve sanatın birey üzerindeki etkilerinin, -sanatın bilişsel ve duygusal bir
simülasyon olarak kavramsallaştırılması üzerinden- ilgili alan yazın yoluyla ele alınması
amaçlanmaktadır. Sonuç olarak, insanın sanat ürünü ile etkileşiminin -ister bir terapi ortamında
niyet edilmiş bir araç olarak isterse herhangi bir doğal ortamda gerçekleşmiş olsun- sosyal,
bilişsel ve duygusal alanlarda etkisini gösteren bir çeşit bilişsel simülasyon, bir çeşit eğitim
dinamiği ortaya çıkardığı açıkça görülmektedir. 

Kaynakça

  • Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Barett L.F. (2006). Solving the emotion paradox: categorization and the experience of emotion. Personality and Social Psychology Review, 10, 20-46.
  • Barrett L.F. (2009). Variety is the spice of life: a psychological constructionist approach to understanding variability in emotion. Cognition and Emotion, 23, 1284-1306.
  • Barrett, L. F. (2017). How emotions are made. New York, NY: Houghton Mifflin Harcourt.
  • Batt-Rawden, S. A., Chisolm, M. S. Anton, B. ve Flickinger, T. E.(2013). Teaching empathy to medical students: An updated, systematic review. Academic Medicine, 88(8), 1171-1177.
  • Beck, J.S. (2011). Cognitive Therapy: Basics and beyond. (2. Baskı). New York: The Guilford Press.
  • Beidel, D., Bulik, C., ve Stanley, M. (2014). Abnormal psychology. (3. baskı) Upper Saddle River, NJ: Pearson Education.
  • Brand, B. L., Sar, V., Stavropoulos, P., Krüger, C., Korzekwa, M., Martínez-Taboas, A., ve Middleton, W. (2016). Separating fact from fiction: An empirical examination of six myths about dissociative ıdentity disorder. Harvard Review of Psychiatry, 24(4), 257-270.
  • Burns, D. D. (1999). Feeling good: The new mood therapy. New York, NY: Avon Books.
  • Butler, L. D. (2004). Spellbound: Dissociation in the movies. Journal of Trauma & Dissociation , 5 (2), 61-87.
  • Byrne, P. (2001). The butler(s) DID it - dissociative identity disorder in cinema. Journal of Medical Ethics: Medical Humanities, 27, 26-29.
  • Calderon, V., Mejia, Y., Lara-Munoz, M.D.C., Segoviano, J., Castro, Q., Casados, A., ve López, S.R. (2015). Toward the sustainability of information campaigns: Training promotores to increase the psychosis literacy of Spanish-speaking communities. Social Psychiatry and Psychiatric Epidemiology, 50(4), 665- 669.
  • D’Ambrosio, J. (2006). Rethinking adolescence: Using story to navigate life’s uncharted years. Maryland: Rowman and Littlefield Education.Decety, J. ve Cowell, J.M. (2014). The complex relation between morality and empathy. Trends in Cognitive Sciences, 18(7), 337-339.
  • Decety J. ve Lamm C. (2006). Human empathy through the lens of social neuroscience. Scientific World Journal, 6, 1146-1163.
  • De Vignemont, F. ve Singer, T. (2006) The empathic brain: How, when and why? Trends in Cognitive Sciences, 10(10), 435-441.
  • Djikic, M., Oatley, K., Zoeterman, S. ve Peterson, J. B. (2009). On being moved by art: How reading fiction transforms the self. Creativity Research Journal, 21(1), 24-29.
  • Gerrig, R. J. (1998). Experiencing narrative world: On the psychological activities of reading. New Haven, CT: Yale University Press.
  • Hakemulder, F, Koopman, E. ve Fialho, O. (2016). Learning from literature: Empirical research on readers in schools and at the workplace. İçinde: Burke, M, Fialho, O, Zyngier, S (ed) Scientific Approaches to Literature in Learning Environments. Amsterdam: John Benjamins Publishing, s.19-38.
  • Hamzeh Khan Poor, A. (2006). Cinema therapy, history, theories and policies. Paper presented at the 1st National Congress on Art Therapy in Iran, 28-30 November.
  • Hernandez, M. Y., Mejia, Y., Mayer, D. ve Lopez, S. R. (2016). Using a narrative film to ıncrease knowledge and ınterpersonal communication about psychosis among latinos. Journal of Health Communication, 21(12), 1236-1243.
  • Hetu, S., Taschereau-Dumouchel, V. ve Jackson, P.L. (2012). Stimulating the brain to study social interactions and empathy. Brain Stimulation, 5, 95-102. Jiao, C., Wang, T., Peng, X. ve Cui, F. (2017). Impaired empathy processing in individuals with internet addiction disorder: An event-related potential study. Frontiers in Human Neuroscience, 11, 498, 1-10. http://doi.org/10.3389/fnhum.2017.00498
  • Koopman, E.M. ve Hakemulder, F. (2015). Effects of literatüre on empathy and self reflection: A theoretical-empirical framework. Journal of Literary Theory, 9, 79-111.
  • Kuiken, D., Mial, D.S. ve Sikora, S. (2004). Forms of self implication in literary reading. Poetics Today, 25, 171-203.
  • Kuzmicova, A., Mangen, A. ve Begnum, A.C. (2017). Literature and readers’ empathy: A qualitative text manipulation study. Language and Literature, 26(2) 137-152.
  • Lanza, M.L. (1996). Bibliyotherapy and beyond. Perspectives in Psychiatric Care, 32, 12-14.
  • Massey, S. H., Newmark, R. L. ve Wakschlag, L. S. (2017). Explicating the role of empathic processes in substance use disorders: A conceptual framework and research agenda. Drug and Alcohol Review, 37(3), 316-332. doi: 10.1111/dar.12548.
  • Menninghaus, W., Wagner, V., Hanich, J., Wassiliwizky, E., Jacobsen, T. ve Koelsch, S. (2017). The Distancing-Embracing model of the enjoyment of negative emotions in art reception. Behavioral and Brain Sciences, 1-58. doi: 10.1017/S0140525X17000309.
  • Miall, D.S. ve Kuiken, D. (2002). A feeling for fiction: Becoming what we behold. Poetics, 30, 221-241.
  • Moravski, C.M. (1997). A role of bibliotherapy is in teacher education. Reading Horizons, 37, 243-259.
  • Newton, A.K. (1995). Silver screens and silver linings: Using theatre to explore feelings and issues. Gifted Child Today, 18, 14-19.
  • Nugent, P.M.S. (2013a)."SIMULATION," in PsychologyDictionary.org, April 13, 2013, https:// psychology dictionary.org/simulation/ (erişim 28, Nisan 2018).
  • Nugent, P.M.S. (2013b) "SIMULATOR," in PsychologyDictionary.org, April 13, 2013, https:// psychologydictionary.org/simulator/ (erişim 28, Nisan 2018).
  • Oatley, K. (1999). Why fiction may be twice as true as fact: Fiction as cognitive and emotional simulation. Review of Genereal Psychology, 3(2), 101-117.
  • Oatley, K. (2016) Fiction: Simulation of social worlds. Trends in Cognitive Sciences. 20, 618-628.
  • Oxford Dictionaries, (erişim 28 Nisan 2018). https://en.oxforddictionaries.com/definition/art
  • Powell, M. L., Newgent, R. A. ve Lee, S. M. (2006). Group cinematherapy: Using metaphor to enhance adolescent self-esteem. The Arts in Psychotherapy, 33(3), 247-253.
  • Schneider, L. (1987). The theory and practice of movie psychiatry. American Journal of Psychiatry,144, 996-1002.
  • Schneider Adams, L. (2003). Looking at art. London: Prentice Hall.
  • Sharp, C., Smith, J.V. ve Cole, A. (2010) Cinematherapy: Metaphorically promoting therapeutic change. Counselling Psychology Quarterly, 15(3), 269-276. Turns, B. ve Macey, P. (2015). Cinema narrative therapy: Utilizing family films to externalize children's ‘problems’. Journal of Family Therapy, 37(4), 590-606.
  • Yee, E., ve Thompson-Schill, S. L. (2016). Putting concepts into context. Psychonomic Bulletin and Review, 23(4),1015-1027. doi:10.3758/ s13423-015-0948-7
  • Young, S.D. (2012). Psychology at the movies. Oxford: Willey-Blackwell.
  • Wang, T., Ge, Y., Zhang, J., Liu, J. ve Luo, W. (2014). The capacity for pain empathy among urban Internet-addicted left-behind children in China:An event-related potential study. Computers in Human Behaviors, 33, 56-62. 10.1016/j.chb.2013.12.020
  • Wedding, D. ve Boyd, M.A. (1998). Movies and mental illness: Using films to understand psychopathology. Boston: McGraw-Hill College.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Sultan Okumuşoğlu

Yayımlanma Tarihi 31 Mayıs 2019
Kabul Tarihi 9 Ocak 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Okumuşoğlu, S. (2019). Bilişsel Bir Simülasyon Olarak Sanat; Edebiyat, Sinema, Bibliyoterapi ve Diğer Kesişimler. Current Research in Social Sciences, 5(1), 1-8. https://doi.org/10.30613/curesosc.438077

Cited By

Türk Sinemasında Muhasebe Mesleğinin Sunumu
Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi
https://doi.org/10.29249/selcuksbmyd.1203112