This text explores how self-consciousness and self-understanding differ phenomenologically from the experience and comprehension of others, and the extent to which such relations are constitutively interdependent. Jardine argues that Husserl’s analyses of selfhood and intersubjectivity are animated by the question of what's at stake in recognising an agent’s engagement as the situated response of a person, rather than simply as the comportment of an animal or living body. Drawing centrally from the freshly excavated Ideas II drafts and manuscripts, the author develops Husserl’s often fragmentary investigations of attention, habit, emotion, freedom, the common world, and action, and considers their implications for subjectivity and the experience of others. Empathy, Embodiment, and the Person also brings Husserlian phenomenology into dialogue with twenty-first century philosophical concerns, from accounts of selfhood and agency from analytic philosophy to the treatment of social experience in critical theory. The book shows the reader that transcendental phenomenology can be rejuvenated by engaging with a broader philosophical landscape and will appeal to researchers, students, and instructors in the field.

Empathy (Einfühlung)—as a crucial concept for understanding ourselves, others, and communities—was a central topic of interest in the first half of the twentieth century amongst philosophers and in the emerging sciences of psychology and sociology. Edith Stein’s dissertation and inaugural publication, On the Problem of Empathy, introduces her unique take on empathy, embodiment, phenomenology, and intersubjectivity. Her immersion in phenomenology and her intimate familiarity with the psychology and sociology of her day make it a challenge for contemporary readers to understand. This companion provides a guide to Stein’s first philosophical masterpiece. The opening essays, including a contribution from Íngrid Vendrell Ferran, indicate the most important influences on Stein’s thought circa 1917, the structure and method of her argument, the place of this work in her oeuvre, its historical significance, and its relevance for contemporary philosophical discussions. Timothy Burns then provides a clear and detailed summary of each section of Empathy, elucidating the argument that weaves through this classic of philosophical thought.

The Value of Empathy explores various approaches to understanding empathy and investigates its moral and practical role. The central role of empathy in understanding others, and the need for it in our social and inter-personal encounters, is widely acknowledged by philosophers, social scientists and psychologists alike. Discussions of empathy abound, not only in more specialised academic publications, but also in traditional and social media. Yet neither a clear understanding, nor a uniform definition of this relatively new term is available. Indeed, one difficulty in discussing empathy, in philosophy and beyond, is the profusion of definitions; the difficulty is compounded by a lack of clarity in the distinction between empathy and cognate concepts such as sympathy and compassion. This book has two aims: Chapters 1–5 seek to address the dual concerns of the lack of clarity and profusion of interpretations by suggesting new ways of approaching the topic. The second aim of the book is to connect the more abstract discussions of empathy with its normative functions. Chapters 6–8 engage with the theoretical concerns relevant to the ethics of empathy and raise interesting points about its significance in ethical thought and action. The final four chapters focus on the practical normative significance of empathy by examining the connections between empathy, vulnerability and care in circumstances of ill health. The chapters in this book were originally published in the International Journal of Philosophical Studies.

Empathy is the process that allows us to share the feelings and emotions of others, in the absence of any direct emotional stimulation to the self. Humans can feel empathy for other people in a wide array of contexts: for basic emotions and sensation such as anger, fear, sadness, joy, pain and lust as well as for more complex emotions such as guilt, embarrassment and love. It has been proposed that, for most people, empathy is the process that prevents us doing harm to others. Although empathy seems to be an automatic response of the brain to others’ emotional reactions, there are circumstances under which we do not share the same feeling as others. Imagine, for example, that someone who does the same job as you is paid twice as much. In this case, that person might be very satisfied with their extra salary, but you would not share this satisfaction. This case illustrates the ubiquitous feeling of fairness and justice. Our sense of fairness has also become the focus of modern economic theories. In contrast to the prominent self-interest hypothesis of classic economy assuming that all people are exclusively motivated by their self-interest, humans are also strongly motivated by other-regarding preferences such as the concern for fairness and reciprocity. The notion of fairness is not only crucial in personal interaction with others in the context of families, workplace or interactions with strangers, but also guides people’s behaviour in impersonal economic and political domains. This book brings together work from a wide range of disciplines to explain processes underlying empathy and fairness. The expert contributors approach the topic of empathy and fairness from different viewpoints, namely those of social cognitive neuroscience, developmental psychology, evolutionary anthropology, economics and neuropathology. The result is an interdisciplinary and unitary framework focused on the neuronal, developmental, evolutionary and psychological basis of empathy and fairness. With its extensive discussions and the high calibre of the participants, this important new book is essential reading for anyone with an interest in this topic.

One (Un)Like the Other responds to the question, "What are the conditions of possibility that make genuine knowledge of other persons—and, therefore, love—possible?" By providing an original interpretive framework for exploring ethics in relation to empathy and transcendence from multiple perspectives in continental philosophy, empathy is described as a trace of what remains essentially and irreducibly "other" in every act of givenness. The use of the phenomenological method places "Einfühlung theory" in its rich historical context, beginning with Husserl and the early phenomenologists and extending to contemporary issues that explore "otherness" in light of consciousness, gender, embodiment, community, intentionality, emotions, intersubjectivity, values, language, and apophatic discourse. The implications of recasting "empathy" in an interpretive and dialogical model of reciprocity envision new paradigms of understanding ethics as an infinite playing field. No longer subservient to metaphysics and ontology, empathy is described as an act of infinite concern, a "hermeneutics of suspicion" that transcends epistemological theory and ethical command. Drawing on Husserl, Scheler, Stein, Heidegger, Levinas, Derrida, and others, this study presents an examination and expansion of empathy as an encounter with otherness in its most radical and transcendent forms.

This book draws attention to the ways in which an awareness of, and sensitivity to, embodiment can enlighten educational practices. It explores discourses from a range of thinkers, including Merleau-Ponty, Gadamer, Bakhtin, Haraway and Ahmed to name a few. The book argues that attention to embodiment can help us to reimagine the goals of education in ways that fit more coherently with human concerns and that offer the chance to provide education that is more holistic and grounded in our corporeality. Theories of embodiment can be used to modify education at the level of curriculum and at the level of pedagogy. This can help us design educational interventions that fit more naturally with how humans are inclined to learn and thus make educational experiences more meaningful. Attention to embodiment allows us to appreciate the extent to which the body appropriates a professional practice and the extent to which a professional practice appropriates the body of the learner. It shows how greater sensitivity to the body can enliven and enlighten our educational practices, especially in professional education.

The therapist's body is a vital part of the therapeutic encounter, yet there is an inherent inadequacy in current psychotherapeutic discourse to describe the bodily phenomena. Until recently, for instance, the whole area of touch in psychotherapy has been given very little attention. The Embodied Psychotherapist uses accounts of therapists' own experiences to address this inadequacy in discourse, and provides strategies for incorporating these feelings into therapeutic work with clients. Drawing on these personal accounts, it also discusses the experiences that can be communicated to the therapist during the encounter. This description and exploration of how practitioners use their bodily feelings within the therapeutic encounter book will be valuable for all psychotherapists and counsellors.

This book is an easy to read, practical guide that will show you what reflection is and how you can do it successfully. Assuming no prior knowledge, it introduces you to ten essential ingredients to becoming an effective reflective practitioner. Chapters will equip you with evidence-based understanding and ideas for application to your own situation, and support you to become an emotionally resilient, self-aware individual who can reflect and improve on your practice. In clear and supportive language, Nicola Clarke will guide you on your journey to developing the crucial reflection skills you need for your career as a nurse. The book includes: • A step by step exploration of what reflection involves • Ways to develop the skills you will need to do your own reflection • A ‘how-to’ approach to using reflective models • Practical and jargon-free guidance on how to reflect • A chapter on reflective writing • Chapters about qualities you will need in your reflection, such as being person-centred and empathetic The Student Nurse’s Guide to Successful Reflection is a must-have text for all nursing students as well as useful reading for those involved in supporting them. With a Foreword by Theo Stickley, Associate Professor, University of Nottingham, UK. “Reflection is a ‘way of being’ encompassing many ingredients. Clarke, with great thoroughness and care, introduces these, constructively supporting students towards developing self-insight and understanding of others. Her advice, explanations, illustrations and exercises are lucid and paced, helping nurses towards sufficient strength to undertake the developmental change which effective reflective practice brings. And to become practitioners who are far more than competent: nurses who are calmly self-aware, receptive and perceptive.” Gillie Bolton, PhD, former Senior Research Fellow, Medicine and the Arts, King’s College London, UK "Reflection is a much discussed topic in nursing, but some students find it difficult to reflect on their own practice. Nicola Clarke’s ten essential ingredients provide a clear and explicit guide to effective reflective practice and as such this should be a key text for all student nurses. The chapters of this new text offer clear learning outcomes, practical advice and models to follow in order to develop a genuine, honest and balanced reflective writing style. It is an engaging and informative read which promotes understanding of this important process." Anita Savage Grainge, RMN, RGN, RNT, Senior Lecturer, University of York, UK “An engaging book, which deals with the complexity of reflection in a clear, logical and in-depth manner. Developed around her extended definition of reflective practice, Clarke clearly and logically enables the reader to build their understanding of reflective practice by focusing on her ten ingredients. The structure of the book, focusing on two ingredients in each chapter, allows Clarke to provide clarity whilst at the same time showing the reader how the ingredients fit together to build a whole that is greater than the sum of its parts. The focus on critical and analytic skills as well as person-centredness based on Rogers’ core conditions provides a strong theoretical basis for students to understand reflective practice. The use of questions and examples throughout are engaging and will be useful for students and tutors alike. I think this book will be excellent for all healthcare workers – students and qualified alike. Whilst it is aimed at nurses, the principles apply across healthcare. I think it is a real gem and certainly the best book I have read about reflective practice.” Dr Rosie Stenhouse, Nursing Studies, University of Edinburgh, UK “Readers, I anticipate, will find this book informative, challenging and rewarding. It will, however, require focus and concentration to absorb and digest the considerable information the author has gleaned over many years. The book draws on extensive reading, research, teaching and observation of how individuals grow and develop as a result of adopting reflection into their daily lives. Warming to the style and content of the book, I was relieved to find that, unlike some others that approach the same topic, it does not purport to convey the essence and benefits of reflection by utilising inaccessible language, relying on unintelligible descriptions and conflating disparate models to a point where students are left bewildered and at a loss to know how to start their reflective practice. Much of the appeal of this book is that it is clearly written, logically presented and readily accessible, avoiding the jargon that sometimes characterises narratives about reflection. The reader will be impressed by the thoughtful layout which is designed to show that the acquisition of knowledge is not reducible to a set of simple tasks. It is the result of being able to manage the process of deepening one’s understanding of reflection, internalising its values and cognitive practices and applying its behavioural components to the various forms of engagement that nurses enter into in the course of their work. Acquiring self-knowledge is not a one-off activity, but a life-long incremental process. Three voices permeate the text – that of students, theorists and the author - each providing different perspectives which are skilfully integrated. The text could be used by students working alone or in groups, or it could provide thematic material running across several modules. While informative, it is not prescriptive. Students are encouraged to undertake exercises which are designed to deepen their understanding of and internalise what they have learned whilst constantly analysing what reflection means to them and how they elect to put it into practice. I was especially pleased to see the importance of emotions in the learning process recognised and how Socratic learning methods can become part of the behavioural repertoire of the student. A subtext in the book relates to inclining students to assume responsibility for their own learning which requires them to realise what it is that has to be achieved and recognise when it has been attained. I was impressed by this book and the conversational tone of the narrative. It recognises that the learning mind is vulnerable and that inducting students into exploring what it is to be human is one of the highest forms of care. I imagine that important reasons for writing this book at this time are the ever-expanding content of curricula, the excessive demands on lecturing staff, and the relentless pressure in clinical settings which mean that many staff do not have the time to stand back, take stock and review where they have got to. I believe Nicola Clarke has made a significant contribution to nursing literature in highlighting an aspect of learning that can only become more important as further changes take place in health care provision. This text would be high on my reading list were I to start my nurse training over again.” Peter Nolan, Professor of Mental Health Nursing (Emeritus) “Reflection is often a misunderstood concept for nursing staff. This book demystifies what is essentially a complex subject and makes it accessible in an easy to read format. Nicola Clarke’s passion for reflection shines throughout this book. As you progress there are a number of exercises and action points which allow you to experience the reflection process in your own learning. This is supplemented with case studies which bring the learning to life. Each chapter also benefits from a succinct end of chapter summary to reinforce your understanding. I would like to commend the author as this is a well-timed addition to the body of knowledge for mental health nursing students and is relevant now as it will be in the future. I would recommend this book to all nurses and I will be referring my students to this book as an essential text on their journey to discover their reflective voice.” Manyara N Mushore, Course Director, BSc Mental Health Nursing, London South Bank University, UK

In an attempt to cease from reducing the world and its (emergent) phenomena to linear modeling and analytic dissection, Dynamic Systems Theories (DST) and Embodiment theories and methods aim at accounting for the complex, dynamic, and non-linear phenomena that we constantly deal with in psychology. For instance, DST and Embodiment can enrich psychology’s understanding of the communicative process both in clinical and non-clinical settings. In psychotherapy, an important amount of research has shown that – next to other ingredients – the therapeutic relationship is the most important active factor contributing to psychotherapy outcome. These findings give communication a central role in the psychotherapy process. In the traditional view, the underlying model of understanding psychotherapy processes is that of a number of components summatively coming together enabling us to make a linear causal prediction. Yet, communication is inherently dynamic. A shift to viewing the communication process in psychotherapy as a field dynamic phenomenon helps us to take into account nonlinear phenomena, such as feedback processes within and between persons. We thus propose an embodied enactive dynamic systems view as a new theoretical and methodological perspective that can more realistically capture what happens among and between two persons in psychotherapy. This view reaches beyond the current narrow model of psychotherapy research. DST and Embodied Enactive Approaches can offer solutions to the loss of non-linear phenomena, the complex dynamics of reality, and the holistic level of analysis. DST and Embodied Enactive Approaches have developed not in a single discipline but in a joined movement based on various fields such as physics, biology, robotics, anthropology, philosophy, linguistics, neuroscience, and psychology, and have only recently entered clinical theorizing. The two new paradigms have already triggered a rethinking of the therapeutic exchange by recognizing the embodied nature of psychological and communicative phenomena. Their integration opens up a promising scenario in the field of psychotherapy research, developing new, profoundly transdisciplinary, theoretical concepts, methodologies, and standards of knowledge. The notion of field dynamics enables us to account for the role of the communicational context in the regulation of intra-psychological processes, while at the same time avoiding the pitfalls of an ontologization of the hierarchy of systemic organization. Moreover, the new approach implements methodological strategies that can transcend the conventional opposition between idiographic and nomothetic sciences.