bluuebunny/crossref_metadata_2025_split huggingface dataset:
Voices in Context
Authors: Dodgson Guy , Common Stephanie , Moseley Peter , Lee Rebecca , Alderson-Day Ben 
Published: October 2022

Abstract
The Voices in Psychosis (VIP) study involved forty people who were hearing voices regularly and finding them distressing. All of the participants were service users of Early Intervention in Psychosis (EIP) services in two NHS Foundation Trusts: Cumbria, Northumberland, Tyne and Wear and Tees, Esk and Wear Valleys. Spanning an area which, at the time of the study, ranged from Berwick-upon-Tweed down to York, our participants came from some of the poorest and wealthiest parts of the UK. This chapter offers some background on the history of EIP services, the services participants would have been offered, and the day-to-day challenges that they faced.
The Quickening
Authors: Allnutt Gillian 
Published: October 2022

Abstract
A poem, produced in response to the Voices in Psychosis study transcripts by award-winning poet Gillian Allnutt. Gillian was Poet in Residence with Hearing the Voice at Durham University from 2016 to 2020. During that time she was embedded within the research team and produced a number of original works, including five poems as part of the international exhibition, Hearing Voices: Suffering, Inspiration, and the Everyday. The Quickening is a new poem which draws upon both the experiences described in the Voices in Psychosis study and the poet’s own experiences of other voices.
Affect and Voice-Hearing
Authors: Jansson Åsa 
Published: October 2022

Abstract
Affect and voice-hearing were seen as closely linked in the early decades of psychiatry, but this relationship is marginalized in contemporary diagnostic literature, largely due to the gradual separation in the twentieth century of affective (mood) and cognitive (schizo-) disorders. However, recent studies emphasize the significance of affect in voice-hearing. This is equally suggested by the Voices in Psychosis (VIP) interviews. This chapter asks how the VIP study’s phenomenological approach can contribute to an understanding of affect and voice-hearing that is both clinically relevant and cognizant of historical shifts in the perception and experience of hearing voices. The VIP data challenges the dominant psychiatric narrative that emphasizes voice-hearing as a symptom of schizophrenia while downplaying its relationship to affective states and mood disorders. The chapter suggests that further phenomenological research into affect and voice-hearing can contribute to the de-stigmatization of voice-hearing as well as of the schizophrenia spectrum disorders.
Bodily Sensations During Voice-Hearing Experiences
Authors: Moffatt Jamie 
Published: October 2022

Abstract
In the interviews collected for the Voices in Psychosis study, bodily sensations frequently accompany the experience of hearing a voice. These range from indicators of arousal, such as tingling sensations or an elevated heart rate, to vivid feelings of dissociation from the body. Interoception refers to the ability to sense internal bodily states and is crucial for making appropriate emotional responses, guiding decision-making, and maintaining a consistent sense of self. The anomalous bodily experiences that accompany voice-hearing imply that interoception is playing a significant part in these experiences. This chapter examines recent research on interoceptive processes and how this research can contribute to our understanding of voice-hearing experiences.
Lost Agency and the Sense of Control
Authors: Foxwell John 
Published: October 2022

Abstract
Voice-hearers sometimes refer to a lack of control over their voices as a feature which distinguishes them from thoughts. Yet since there are some kinds of thought which are also not ‘under our control’ (e.g. intrusive or obsessive thoughts, unbidden imagery or memories, moments of inspiration, thoughts which appear ‘out of nowhere’, etc.), there would appear to be something distinctive about the way in which the sense of control is absent when it comes to voice-hearing. This chapter proposes a phenomenological model of agency which would account for the distinction which some voice-hearers make between voices and thoughts, by considering the sense of control as a pre-reflective awareness of the potential for inhibition.
Reading for Departure
Authors: Bernini Marco 
Published: October 2022

Abstract
Within the psychological and social sciences, phenomenological reports are mostly either analysed to identify patterns that could fit a model or coded for quantitative or qualitative analysis, rather than treated as (more or less narrative) texts to be read. Drawing narrative theory into conversation with scientific understandings of hallucinatory experiences, this chapter considers instead a set of problems in the readerly dimension of phenomenological interviews. What kind of interpretive dispositions do we, as readers, bring to these qualitative reports? How can narrative theory help illuminate our relationship to forms of storytelling which often seem to surface out of confused or inconsistent pre-verbal and pre-narrative experiences? What kind of active, yet tensive, relation exists between the background world of readers and the reported world of the voice-hearer? Adapting key concepts from classic and post-classic narrative theory, this chapter sets out a novel interdisciplinary approach to phenomenological interviews on hallucinations.
Relating to Leah’s Voices
Authors: Woods Angela 
Published: October 2022

Abstract
The last decade has seen a proliferation of psychological therapies for distressing voices which recognize the voice as agent or entity, and seek to transform the voice-hearer’s relation to it through forms of direct interaction. But what is left out, or left over, when we focus on voices as people? To address this question, this chapter provides a close reading of one of the Voices in Psychosis interviews. It examines Leah’s powerful descriptions of the embodied, affective, and multimodal intensities of voices, alongside clinical and theoretical accounts of voice personification. Reflecting upon our own interpretive impulses, the chapter foregrounds the struggle to understand the complexity of Leah’s testimony without rewriting it as coherent, familiar, or wholly understandable.
Voice-Hearing and Lived Space
Authors: Coaten Mary 
Published: October 2022

Abstract
The spatial qualities of voice-hearing are a striking feature of the Voices in Psychosis transcripts: voices come from inside and outside, from far away, through the wall, or down the stairs. Drawing on Martin Heidegger’s analysis of our ‘innerworldly space’, Maurice Merleau-Ponty’s account of ‘lived space’, and the author’s work as a dance movement psychotherapist, this chapter considers how the experience of hearing voices can be understood as constituting a mytho-poetic space. The chapter suggests that this lived space has an important function, especially where there has been distress, trauma, or an erosion of trust.
Leah’s Voices
Authors: Cook Christopher C. H. 
Published: October 2022

Abstract
Leah is a woman in her 40s hearing voices in the context of a recently diagnosed first episode of psychosis. Her voices represent a dynamic interplay between conflicting psychological and spiritual forces within her, which are various externalized, collaborated with, and related to, in an attempt to cope with, and make meaning amidst, multiple traumatic life events. This brief case study shows not only that voices may be meaningful and beneficially attended to, but also that an episode of psychosis may provide the context for spiritual growth and positive religious coping.
Voices and Reality Monitoring
Authors: Rollins Colleen , Garrison Jane 
Published: October 2022

Abstract
A common thread in the variable experience of voice-hearing may be the breakdown in an individual’s ability to distinguish speech perceived in the surrounding world from verbal thoughts or ‘inner speech’. Failures in reality monitoring processes involved in such discrimination of internally and externally generated information have been linked to structural differences in the medial prefrontal cortex, a brain region involved in recognition of the self. This chapter explores the role of reality monitoring in voice-hearing, its brain basis, and how an understanding of the neural correlates and phenomenological experiences of voice-hearing can inform one another.
Supernatural Presences
Authors: Saunders Corinne 
Published: October 2022

Abstract
This chapter considers parallels and differences between the medieval visionary writings of Julian of Norwich and Margery Kempe, and the contemporary experiences of voice-hearing collected in the Voices in Psychosis interviews. Although there is a notable contrast between the medieval, Christian world view and the modern, western secular world view, supernatural or spiritual explanations recur, sometimes drawing on a variety of mythologies. While their primary focus is voice-hearing, the interviews reveal that contemporary experience is frequently multisensory, resonating strikingly with medieval accounts. There are also correspondences in the associations of voice-hearing with trauma. This chapter asks how medieval and modern phenomenologies speak to each other, how their explanatory frameworks compare, and what value this might have for voice-hearers now.
Why Physics Should Care about the Mind, and How to Think about it Without Worrying about the Mind-Body Problem
Authors: Ismael Jenann 
Published: October 2022

Abstract
Physics has a somewhat uneasy relationship to the mind. On the one hand, minds are part of the natural universe and although much of physics is concerned with the non-minded parts of reality, recently a set of problems has emerged in physics that has placed a special focus on observers. In quantum mechanics, the contrast between what the deterministic dynamics yields and what the observer sees is at the forefront of the theory’s difficulties. In the controversies surrounding time, questions about whether the relativistic image of time can account for the subjective experience of passage and flow have been central. In general, reconciling the manifest image of the world with the image presented by science requires at least some tacit understanding of how minds work. And because the evidence for our theories ultimately comes from experience, eventually we have to be able to bring the mind itself firmly under the scope of our physical theories. On the other hand, there is a set of philosophical controversies about the relationship between the mental and the physical that many people believe physics would do well to steer clear of. This chapter argues for a division between the aspects of the mind that physics must cope with and those that it can ignore. I argue the most difficult unresolved questions about the mind can be ignored without affecting progress in physics.
The Nature of Belief in No-Collapse Everett Interpretations
Authors: Skokowski Paul 
Published: October 2022

Abstract
This chapter examines the role of human belief within an Everett no-collapse version of quantum mechanics. The claim that an observer of a measurement resulting in a superposition ends up being deceived about her own perceptual beliefs is considered. It is argued that, upon examination of the neural vehicles which comprise the belief eigenstates of the observer, as well as the intentional contents of these states, the observer will not in fact have the deceptive belief claimed for this interpretation of quantum mechanics.
Singing in the Elementary General Music Classroom
Authors: Bartolome Sarah J. 
Published: October 2022

Abstract
This chapter provides an overview of pertinent literature related to working with young singers, establishes the critical importance of developing positive attitudes toward singing in childhood, and outlines effective methods for teaching and assessing singing among elementary-aged students. It also offers guidance for music educators and teaching artists seeking to choose appropriate repertoire, utilize an effective vocal mode, facilitate vocal exploration, work with uncertain singers, and teach beginning part-singing. Throughout the chapter, concrete strategies for working with child singers are illustrated and a joyful approach to fostering a culture of singing within the music classroom is forwarded.
Playing with Orff and Classroom Instruments
Authors: Beegle Amy 
Published: October 2022

Abstract
This chapter begins with a discussion of the relevance of playing classroom instruments in general music settings with children ages 5–12. It provides ideas for defining and categorizing musical instruments that can be used in general music. Pedagogical models based on the Orff Schulwerk approach are illustrated through instructional plans (including assessments) for applying instrumental play and playfulness with children in educational settings with different levels of resources. Applications of musical instruments found in many North American general music classrooms (small percussion, recorders, and barred Orff instruments) as well as body percussion, bucket drums, and found sounds are presented. Technologies such as YouTube play-along videos, apps for musical creativity and recording, and online musical instruments are included to elucidate ways to make music meaningful to learners of different ages, abilities, and cultures, with brief mention of virtual teaching during the COVID-19 pandemic.
Participatory Music Making with Fretted Instruments
Authors: Vasil Martina 
Published: October 2022

Abstract
Fretted instruments, such as the ukulele and guitar, are used in general music classrooms because they are affordable, accessible, relatable to diverse learners (i.e., English-language learners, students with disabilities, and students with learning and thinking differences), and can be used in diverse teaching settings. This chapter outlines how to teach the ukulele and guitar through participatory music making and centers on non-formal teaching strategies that work in tandem with informal music learning. Vignettes and sample lesson plans illustrate how the ukulele and guitar might be used in general music classes for performing and playing. These lesson ideas can also be applied to a variety of other fretted instruments music teachers may have available to them or want to include in the curriculum. Ideas for assessment, additional resources for getting started with fretted instruments, and adaptations for diverse learners are also included.
Pedagogical Approaches in Modern Band
Authors: Dylan Smith Gareth , Gramm Warren 
Published: October 2022

AbstractThis chapter briefly describes inequities embedded in the US school system and presents some arguments from extant literature for developing more culturally relevant music education to help address these. The authors each taught modern band (popular music) in urban middle school settings for several years—one in London, England, and the other in Jersey City, New Jersey. The chapter presents examples of successful, collaborative ensemble music making practices in the authors’ respective classrooms, focusing on curating communities of practice through non-formal and informal pedagogical approaches. The chapter then provides lesson ideas for incorporating songwriting and peer mentoring into the middle school music classroom. In closing, the authors argue that in order to help young people thrive and flourish in school and wider society, music classes need to be culturally relevant to the young people taking them.
Teaching and Learning World Music
Authors: Howard Karen 
Published: October 2022

Abstract
This chapter addresses general music teachers’ interest in ways to grow their pedagogical and musical skills, learn more about their students’ interests and cultural backgrounds, and the decentering of a long-standing history of Whiteness in repertoire and teaching strategies. The chapter offers practical suggestions for music teachers interested in infusing world music into their curricula. Included are matters related to culturally relevant pedagogy, authenticity in performance practice, and cultural appropriation. These are followed by a framework for consideration when implementing diverse musics and their attendant cultures. This framework is then applied to three examples of music cultures, with ideas for music learning and teaching.
Teaching Music for Human Connections
Authors: Abril Carlos R. , Battiste Loneka W. 
Published: October 2022

AbstractThis chapter describes ways of building human connections in the general music classroom and argues for its centrality in the music curriculum. The authors do so by providing theoretical background, as well as concrete, practical examples in the forms of vignettes and lessons that are relevant to elementary- and secondary-school-age students. The chapter expands upon the ways “connecting” has been traditionally conceived in the music education curriculum to include the self, peers, teacher, and community, as well as musical cultures around the world. It also addresses ways to facilitate culturally informed connections in and through music.
Fostering Historical Empathy Through Music, Art, and Poetry
Authors: Revell Barrett Janet 
Published: October 2022

AbstractThis chapter encourages the adoption of an expansive approach to the music curriculum, particularly in the ways that teachers can enrich students’ experiences by juxtaposing music with closely related disciplines. The central aim is to illustrate how interdisciplinary instruction invites students’ historical empathy, deepening students’ understanding and affective connection to persons from the past through imaginative encounters and connections to their own life experiences. In the context of African American history, three rich areas for curricular work are explored for elementary, middle, and high school general music settings: children’s biographies of musical figures, notably Ella Fitzgerald; explorations of the Great Migration through the blues, the poetry of Langston Hughes, and Jacob Lawrence’s paintings; and student-directed inquiry exploring the role of the arts in portraying the experiences of African American students involved in school desegregation efforts.
Frames for Improvising
Authors: MacGlone Una 
Published: October 2022

AbstractThis chapter outlines research-grounded, practical approaches for teaching music improvisation in both elementary and special education schools. Including improvisation in music education is important because through this activity children can develop agency, responsiveness, and expressiveness. A flexible pedagogical model is offered with many lesson ideas, underpinned by the rationale and strategies to promote effective delivery. Activities include warm-up exercises, relational playing, conducted improvisation, and improvisation with symbols. Teachers working within a range of genres will be able to use and adapt the lesson ideas within this chapter to best fit their own contexts.
New Ways to Think About Composing and Producing
Authors: Strand Katherine , Kaschub Michele 
Published: October 2022

Abstract
This chapter presents strategies for teaching composition and music production in general music classrooms through work with whole-class, small group, and individual learning experiences. Readers can find guidance for designing lessons that address the needs of learners at all stages of development, with a variety of instruments and technological tools. The chapter describes five different types of learning objectives that can be met through providing composing tasks that galvanize creative thinking, ways to tap into student interests, selecting tools to engage students creatively, sharing creative products, reflecting on the composing process and products, and assessing learning. Sample projects for a variety of grade levels close the chapter.
Digital Media, Digital Technology, and Participatory Culture
Authors: Clements Ann C. 
Published: October 2022

Abstract
Technology and digital media offer a unique means of enhancing general music lessons by providing tools and opportunities they may not otherwise have access to. It grants the opportunity to gain the fluency and skills needed to engage in musical practices beyond their experiences within the classroom, and lessons that engage digital media can lay a foundation for musical independence, musical collaboration, and life-long musical engagement. This chapter defines digital media and discusses its role in society and the lives of young people. It provides tips for bridging the gap to digital fluency and argues that participatory culture consists of cultural competencies and social skills that young people need in the new media landscape. The organization and facilitation of student work with digital media is explored through sample lesson plans that lead to meaningful engagements and increased digital fluency.
Osman Bakar
Authors: Aljunied Khairudin 
Published: October 2022

Abstract
Chapter 2 examines the ideas of Osman Bakar, an epistemologist who called for epistemological renewal in Southeast Asia. This necessitates a few intellectual procedures. It entails, first of all, a methodical elucidation of the knowledge crisis that has plagued modern Muslims since the last two centuries. Second, epistemological renewal encompasses a reconceptualization of knowledge. Osman advocates for a dual consilience. To show the applicability of this consilience, Osman appealed to Islamic history and cast light on how knowledge of the divine and the world were incorporated in the writings of great Muslim scholars. These scholars ushered the making of a knowledge-driven and yet faith-based civilization that derived its mainspring of inspiration from the concept of tawhid (unity of God).
The Rule of Law after Conflict
Authors: Swenson Geoffrey 
Published: October 2022

Abstract
Chapter 2 examines how the rule of law is understood conceptually and pragmatically—both on its own terms and as part of post-conflict state-building efforts. It examines “thinner,” more process-oriented understandings of the rule of law as well as “thicker,” more substantive conceptualizations with additional political, social, and economic components. While both approaches are worthwhile, the chapter argues that a minimalist conception of rule of law offers the most appropriate standard for assessing progress in judicial state-building after conflict. The chapter subsequently addresses practical issues related to promoting the rule of law in post-conflict states. It contends that efforts toward international rule-of-law promotion can make an important, if modest, contribution. Finally, I discuss competing ways to describe legal pluralism and argue that the term “non-state justice” is the most appropriate for cross-case comparisons.
From Competition to Combat
Authors: Swenson Geoffrey 
Published: October 2022

Abstract
In 2001 Afghanistan had an opportunity to establish a legitimate, effective, democratic state capable of supporting the rule of law. This chapter explores the ways in which that chance was squandered. The first section highlights the fact that legitimate, nationwide political and legal orders—predicated on religion, tribal culture, and state performance—have existed historically, proving that constructing a new regime was possible. The second section argues that the post-2001 regime actively opposed efforts to promote the rule of law. Instead of engaging with long-standing pillars of authority, it focused on accumulating power through patronage, international support, dubious elections, and using the courts to serve its own ends. The new state had little to offer most Afghans. Most non-state judicial authorities saw little need to engage with the state. In contrast, Taliban justice focused on providing cheap, effective, efficient, and culturally intelligible (though decidedly brutal) justice and consequently achieved far greater success.