I Decided to Study Boredom, Both Chronic and Momentary, and Its Effects on Humans
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Apathetic Anthropophagy and Racial Melancholia in Houellebecq's
Foreign Food, Foreign Flesh: Apathetic Anthropophagy and Racial Melancholia in Houellebecq’s Submission Luke F. Johnson SubStance, Volume 49, Number 1, 2020 (Issue 151), pp. 25-40 (Article) Published by Johns Hopkins University Press For additional information about this article https://muse.jhu.edu/article/751173 [ This content has been declared free to read by the pubisher during the COVID-19 pandemic. ] Foreign Food, Foreign Flesh: Apathetic Anthropophagy and Racial Melancholia in Houellebecq’s Submission Luke F. Johnson Abstract This article explores the cannibalistic dimensions of racial disgust and desire in Michel Houellebecq’s Submission. Situated within broader discourses of French déclinisme, Submis- sion offers a melancholic portrait of white nostalgia. Through the tastes and consumptive practices of his characters, Houellebecq depicts white identification as dependent on an ambivalent relationship to corporeal difference. Paying close attention to the mouth’s dual function as a site of ontological triage (sorting out the human from the non-human, the edible from the inedible) and ontological transformation (converting dead matter into living flesh), I argue that cannibalist desire is integral to white nationalist anxiety. I. Meat One of the more telling projects of the Rassemblement National is their vendetta against halal meat. Calling for a lawsuit against commercial fraud in 2012, Marine Le Pen claimed that “the entirety of meat distrib- uted in Île-de-France, unbeknownst to the consumer, is exclusively halal” (“L’offensive,” my translation). For Le Pen, this insidious ruse was a way of showing the French that they were being disrespected in their own country. She continues in Le Parisien, “the fact that everybody is obligated to submit to dietary constraints imposed by a religion… is profoundly unacceptable and disgraceful” (“L’offensive”; my translation and emphasis). -
DOCUMENT RESUME Dimensions of Interest and Boredom In
DOCUMENT RESUME ED 397 840 IR 018 028 AUTHOR Small, Ruth V., And Others TITLE Dimensions of Interest and Boredom in Instructional Situations. PUB DATE 96 NOTE 16p.; In: Prbceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN, 1996); see IR 017 960. PUB TYPE Reports Research/Technical (143) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Academic Achievement; Brainstorming; Cognitive Style; College Students; Educational Strategies; Higher Education; Instructional Development; *Instructional Effectiveness; Instructional Material Evaluation; *Learning Strategies; Likert Scales; Participant Satisfaction; Questionnaires; Relevance (Education); *Stimulation; Student Attitudes; *Student Motivation; Teacher Role; Teaching Methods IDENTIFIERS ARCS Model; *Boredom; Emotions ABSTRACT Stimulating interest and reducing boredom are important goals for promoting learning achievement. This paper reviews previous research on interest and boredom in educational settings and examines their relationship to the characteristics of emotion. It also describes research which seeks to develop a model of learner interest by identifying sources of "boring" and "interesting" leaming situations through analysis of learners' descriptions. Participants is, the study were 512 undergraduate and graduate students from two universities. Descriptive responses were elicited from 350 students through brainstorming -
FROM MELANCHOLIA to DEPRESSION a HISTORY of DIAGNOSIS and TREATMENT Thomas A
1 FROM MELANCHOLIA TO DEPRESSION A HISTORY OF DIAGNOSIS AND TREATMENT Thomas A. Ban International Network for the History of Neuropsychopharmacology 2014 2 From Melancholia to Depression A History of Diagnosis and Treatment1 TABLE OF CONTENTS Introduction 2 Diagnosis and classifications of melancholia and depression 7 From Galen to Robert Burton 7 From Boissier de Sauvages to Karl Kahlbaum 8 From Emil Kraepelin to Karl Leonhard 12 From Adolf Meyer to the DSM-IV 17 Treatment of melancholia and depression 20 From opium to chlorpromazine 21 Monoamine Oxidase Inhibitors 22 Monoamine Re-uptake Inhibitors 24 Antidepressants in clinical use 26 Clinical psychopharmacology of antidepressants 30 Composite Diagnostic Evaluation of Depressive Disorders 32 The CODE System 32 CODE –DD 33 Genetics, neuropsychopharmacology and CODE-DD 36 Conclusions 37 References 37 INTRODUCTION Descriptions of what we now call melancholia or depression can be found in many ancient documents including The Old Testament, The Book of Job, and Homer's Iliad, but there is virtually 1 The text of this E-Book was prepared in 2002 for a presentation in Mexico City. The manuscript was not updated. 3 no reliable information on the frequency of “melancholia” until the mid-20th century (Kaplan and Saddock 1988). Between 1938 and 1955 several reports indicated that the prevalence of depression in the general population was below 1%. Comparing these figures, as shown in table 1, with figures in the 1960s and ‘70s reveals that even the lowest figures in the psychopharmacological era (from the 1960s) are 7 to 10 times greater than the highest figures before the introduction of antidepressant drugs (Silverman 1968). -
The State of Boredom: Frustrating Or Depressing?
Motivation and Emotion https://doi.org/10.1007/s11031-018-9710-6 ORIGINAL PAPER The state of boredom: Frustrating or depressing? Edwin A. J. van Hooft1 · Madelon L. M. van Hooff2 © The Author(s) 2018 Abstract Boredom is a prevalent emotion with potential negative consequences. Previous research has associated boredom with outcomes indicating both high and low levels of arousal and activation. In the present study we propose that the situational context is an important factor that may determine whether boredom relates to high versus low arousal/activation reactions. In a correlational (N = 443) and an experimental study (N = 120) we focused on the situational factor (perceived) task autonomy, and examined whether it explains when boredom is associated with high versus low arousal affective reactions (i.e., frus- tration versus depressed affect). Results of both studies indicate that when task autonomy is low, state boredom relates to more frustration than when task autonomy is high. In contrast, some support (i.e., Study 1 only) was found suggesting that when task autonomy is high, state boredom relates to more depressed affect than when task autonomy is low. These findings imply that careful attention is needed for tasks that are relatively boring. In order to reduce frustration caused by such tasks, substantial autonomy should be provided, while monitoring that this does not result in increased depressed affect. Keywords Emotions · Boredom · Frustration · Depressed affect · Autonomy Introduction low task identity, having little to do, and too simple tasks are important causes of boredom (e.g., Fisher in press; Loukidou Boredom is a prevalent experience, not only among stu- et al. -
Is Profound Boredom Boredom? 3 Andreas Elpidorou and Lauren Freeman
Layout: Pop_A5 Book ID: 456623_1_En Book ISBN: 978-3-030-24639-6 Chapter No.: 8 Date: 10 July 2019 19:52 Page: 1/27 1 8 2 Is Profound Boredom Boredom? 3 Andreas Elpidorou and Lauren Freeman 4 Martin Heidegger is credited as having ofered one of the most 5 thorough phenomenological investigations of the nature of boredom in 6 the history of philosophy. Indeed, in his 1929–1930 lecture course, Te 7 Fundamental Concepts of Metaphysics: World, Finitude, Solitude (FCM ), 8 Heidegger goes to great lengths to distinguish between diferent types 9 of boredom and to explicate their respective characters. Moreover, 10 Heidegger, at least within the context of his discussion of profound 11 boredom [tiefe Langeweile ], opposes much of the philosophical and lit- 12 erary tradition on boredom insofar as he articulates how the experience 13 of boredom, though disorienting, can be existentially benefcial to us. 14 Yet despite the many insights that Heidegger’s discussion of boredom 15 ofers, it is difcult to make sense of profound boredom within the 16 context of contemporary psychological and philosophical research on A1 A. Elpidorou (*) · L. Freeman A2 Department of Philosophy, University of Louisville, Louisville, KY, USA A3 e-mail: [email protected] A4 L. Freeman A5 e-mail: [email protected] © Te Author(s) 2019 1 C. Hadjioannou (ed.), Heidegger on Afect, Philosophers in Depth, https://doi.org/10.1007/978-3-030-24639-6_8 Layout: Pop_A5 Book ID: 456623_1_En Book ISBN: 978-3-030-24639-6 Chapter No.: 8 Date: 10 July 2019 19:52 Page: 2/27 2 A. -
An Exploration Into Boredom and Distress In
Cultivating Your Garden; An Exploration of Boredom and Distress in Voltaire’s Candide By April Kacura A Senior Essay submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in the Integral Curriculum of Liberal Arts. Felicia Martinez, Advisor Saint Mary’s College of California April 15, 2020 Kacura 1 Introduction Voltaire’s Candide follows the story of Candide, a gentle man who goes through terrible trials and hardship, meanwhile trying to one day be reunited with his love Cunegonde. Pangloss, the philosopher, proclaims the teaching that they live in the “best of all possible worlds,” despite the toils they encounter on their journey. Martin is the pessimist who believes man only lives in two natures: “convulsions of distress or the lethargy of boredom.” This thesis investigates how human nature creates a choice between suffering or living in boredom, which is brought on by idleness. The old woman, Cunegonde's maid, offers a volatile interpretation on boredom: But when they were not arguing, their boredom became so oppressive that one day the old woman was driven to say, “I'd like to know which is worse: to be raped a hundred times by Negro pirates, to have one buttock cut off, to run the gauntlet in the Bulgar army, to be whipped and hanged in an auto-da-fé, to be dissected, to be a galley slave—in short, to suffer all the miseries we've all gone through—or to stay here doing nothing.” “That's a hard question,” said Candide (110) The old woman’s stance on boredom versus suffering is the main focus of this quote. -
Boredom: That Which Shall Not Be Named
Boredom: That Which Shall not Be Named By Jason Weinerman and Cari Kenner ABSTRACT: Boredom carries a significant weight: One of the critical stages of beginning a It is not often spoken within the academic environ- discussion with students is to define boredom. ment. However, by ignoring how developmental Without a clear definition, students may not be and first-year students experience boredom, able to identify when they are bored or when they instructors are avoiding a topic that most stu- may be suffering from a more serious psycho- dents will encounter. We present information on logical ailment. Once boredom has been defined, the common causes of boredom, ways to detect instructors can present some of the challenges boredom, and the outcomes of boredom within that students may encounter when they face the academic environment. We conclude with a boredom. Finally, instructors need techniques lesson plan to assist instructors in recognizing the with which to engage with students about the idea of boredom and how students can overcome idea of boredom and how students can empower By being unwilling to academic boredom. themselves to reduce the danger from “that which shall not be named.” acknowledge and discuss the Although the higher education literature encour- ages active learning, student engagement, and Boredom Defined consequences of boredom in a learner centered environment, there is sel- One of the challenges with the concept of bore- dom discussion about how to help students dom is that definitions tend to be self-referential. the academic environment, overcome academic boredom. Titles such as For example, dictionary.com (2014) defines bore- Battling Boredom: 99 Strategies to Spark Student dom as “the state of being bored; tedium; ennui.” instructors are doing their Engagement (Harris, 2011), Student Engagement Merriamwebster.com (2014) defines boredom as Techniques: A Handbook for College Faculty “the state of being weary and restless through lack students a disservice. -
Boredom in Achievement Settings : Exploring Control
Boredom in Achievement Settings: Exploring Control- Value Antecedents and Performance Outcomes of a Neglected Emotion Reinhard Pekrun Thomas Goetz University of Munich University of Konstanz and Thurgau University of Teacher Education Lia M. Daniels Robert H. Stupnisky University of Alberta Laval University Raymond P. Perry University of Manitoba The linkages of achievement-related boredom with students' appraisals and performance outcomes were examined in a series of 5 exploratory, cross-sectional, and predictive investi gations. Studies I and 2 assessed students' boredom in a single achievement episode (i.e., state achievement boredom); Studies 3, 4, and 5 focused on their habitual boredom (i.e., trai t achievement boredom) . Samples consisted of university students from two different cultural contexts (North America and Germany). In line with hypotheses derived from Pekrun's (2006) control- value theory of achievement emotions, achievement related subjective control and value negatively predicted boredom. In turn, boredom related positively to attention problems and negatively to intrinsic motivation, effo rt, use of elaboration strategies, sel f regulation, and subsequent academic performance. Findings were consi stent across different constructs (state vs. trait achievement boredom), methodologies (qualitative, cross-sectional, and predictive), and cultural contexts. The research is discussed with regard to the underdeveloped literature on achievement emotions. Keywords: boredom, control- value theory, achievement, achievement emotion, achievement motivation Boredom is described as one of the pl agues of modern society major appraisal theories of emotion, boredom is not listed (John (Klapp, 1986; Spacks, 1995) and is one of the most commonly stone, Scherer, & Schorr, 2001). With regard to emotions in experienced emotions in many settings today. -
Better to Be Frustrated Than Bored
Better to Be Frustrated than Bored: The Incidence, Persistence, and Impact of Learners’ Cognitive-Affective States during Interactions with Three Different Computer-Based Learning Environments Ryan S.J.d. Bakera, Sidney K. D’Mellob, Ma. Mercedes T. Rodrigoc, & Arthur C. Graesserb a: Human-Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA, 15217. USA. [email protected] b: Institute for Intelligent Systems, University of Memphis, Memphis, TN, 38152. USA. [email protected], [email protected] c: Department of Information Systems and Computer Science, Ateneo de Manila University, Katipunan Avenue, Loyola Heights, Quezon City 1108. Philippines. [email protected] Corresponding author: Ryan S.J.d. Baker Contact email: [email protected] Address: Human-Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA. 15213. USA. Telephone: (+1) 412-268-9690 Fax: (+1) 412-268-1266 Abstract We study the incidence (rate of occurrence), persistence (rate of reoccurrence immediately after occurrence), and impact (effect on behavior) of students’ cognitive-affective states during their use of three different computer-based learning environments. Students’ cognitive-affective states are studied using different populations (Philippines, USA), different methods (quantitative field observation, self-report), and different types of learning environments (dialogue tutor, problem- solving game, and problem-solving based Intelligent Tutoring System). By varying the studies along these multiple factors, we can have greater confidence that findings which generalize across studies are robust. The incidence, persistence, and impact of boredom, frustration, confusion, engaged concentration, delight, and surprise were compared. We found that boredom was very persistent across learning environments and was associated with poorer learning and problem behaviors, such as gaming the system. -
Animal Boredom: Is a Scientific Study of the Subjective Experiences of Animals Possible?
WellBeing International WBI Studies Repository 1984 Animal Boredom: Is a Scientific Study of the Subjective Experiences of Animals Possible? Françoise Wemelsfelder Instituut voor Theoretische Biologie Follow this and additional works at: https://www.wellbeingintlstudiesrepository.org/acwp_asie Part of the Animal Studies Commons, Comparative Psychology Commons, and the Other Animal Sciences Commons Recommended Citation Wemelsfelder, F. (1984). Animal boredom: Is a scientific study of the subjective experiences of animals possible?. In M.W. Fox & L.D. Mickley (Eds.), Advances in animal welfare science 1984/85 (pp. 115-154). Washington, DC: The Humane Society of the United States. This material is brought to you for free and open access by WellBeing International. It has been accepted for inclusion by an authorized administrator of the WBI Studies Repository. For more information, please contact [email protected]. ANIMAL BOREDOM: IS A SCIENTIFIC STUDY OF THE SUBJECTIVE EXPERIENCES OF ANIMALS POSSIBLE? Francoise W emeisfelder Instituut voor Theoretische Biologie Groenhovenstraat 5, 2311 BT Leiden Holland INTRODUCTION The study of animal well-being has now become an accepted field of scientific research. Until recently the dominant belief was that sub jective experience was inaccessible to the natural sciences, since it could not be experimentally manipulated. It led so-called behaviour ists to the denial of any sort of subjective life to animals. This scien tific conception of animals is far removed from daily reality, in which people regard and treat animals as sentient beings. Second, the way we as human beings exploit animals for our own sake and profit has caused protest from several groups of people who consider these practices ir responsible and uncaring. -
Captive Animals Show Signs of Boredom, Study Finds 14 November 2012
Captive animals show signs of boredom, study finds 14 November 2012 inescapable environments induces boredom in humans, including prisoners who report that they are highly motivated to seek stimulation. "But we cannot rely on verbal self-reports from non- humans, so motivation to obtain general stimulation must form the basis of any objective measure of boredom in animals," said Prof. Georgia Mason, who holds the Canada Research Chair in animal welfare in Guelph's Department of Animal and Poultry Science. The researchers presented captive mink with stimuli ranging from appealing treats to neutral objects to undesirable things, such as leather gloves used to catch the animals. Half of the animals in the study lived in small, bare cages. The other half lived in large "enriched" Mink are less active when they lack external stimuli. cages that were enhanced with water for wading, Credit: Rebecca Meagher passageways for running, objects to chew and towers to climb. The researchers found that animals in confined, Wondering if your caged hamster gets bored? It's empty spaces avidly seek stimulation, which is highly likely if the critter has nothing to do all day. consistent with boredom. Those mink approached stimuli—even normally frightening objects—three Those are the findings of University of Guelph times more quickly and investigated them for researchers in the first research study to longer. These animals also ate more treats, even empirically demonstrate boredom in confined when given as much food as mink in enriched animals. The study appears today in PLOS ONE, environments. published by the Public Library of Science. -
BOREDOM and the NEED for AGENCY by LAUREN EMILY
BOREDOM AND THE NEED FOR AGENCY by LAUREN EMILY KAHN A DISSERTATION Presented to the Department of Psychology and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy June 2018 DISSERTATION APPROVAL PAGE Student: Lauren Emily Kahn Title: Boredom and the Need for Agency This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the Department of Psychology by: Elliot T. Berkman Chairperson Sara D. Hodges Core Member Maureen Zalewski Core Member Nicolae Morar Institutional Representative and Sara D. Hodges Interim Vice Provost and Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded June 2018 ii © 2018 Lauren Emily Kahn iii DISSERTATION ABSTRACT Lauren Emily Kahn Doctor of Philosophy Department of Psychology June 2018 Title: Boredom and the Need for Agency Humans are highly motivated to avoid boredom. What is the functional role of boredom, and why is it so aversive? An empirical study tested the hypothesis that a need for agency, or control over one’s actions and their effects, plays a role in our avoidance of boredom. The study also explored the role of an individual difference called experiential avoidance, which captures the tendency to avoid negative internal experiences, sometimes via problematic behaviors. Results were integrated with current clinical techniques that use mindfulness and acceptance-based approaches to address such avoidance of internal experiences. In the study, one hundred twenty-three adults completed a series of computer tasks in which their sense of agency was manipulated.