Briedis, Mindaugas
Preferred name
Briedis, Mindaugas
Official Name
Briedis, Mindaugas
Alternative Name
mbriedis
Briedis, Mindaugas
Main Affiliation
ORCID
0000-0002-4962-1794
Scopus Author ID
26021728000
Researcher ID
DWH-0171-2022
15 results
Now showing 1 - 10 of 15
- Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Enaction of Embodied Metaphors in Dante’s Phenomenology of Evil(Lithuanian Academy of Sciences, 2025); Recent developments in metaphor theory stress its embodied character. This article brings together these transformational insights and considers them through the lenses of Dante’s approach, which we may call proto-phenomenological, to the phenomenon of evil. Despite the substantial work on different aspects of Dante’s oeuvre, concerning philosophy, theology and poetry, there has been little reflection on his specific phenomenological hermeneutics of the body and its importance for the whole poetic project. The article responds to this neglect with an analysis of the logic of embodied metaphor in relation to a specific, pre-modern context. Hence, the conceptual apparatus of embodied cognition and enactive phenomenology is used here as a method to support the thesis that the language of embodied metaphors grounds a new approach to ontological, epistemological and ethical aspects regarding the phenomenon of evil, which are already apparent in Dante’s work. Therefore, another important outcome of this research is the validation of the primacy of poetry on the grounds of this new (embodied) epistemology. ©The authors © Filosofija. Sociologija ©Lithuanian Academy of Sciences. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Situating Skills: Emergent Dynamic Reconfigurations of Activities in the Transition from a Learning Environment to Another(Alexandru Ioan Cuza University of Iasi, 2025); The paper aims to provide a broad construct for understanding skills, what they are, and the ways in which they are situated, i.e., dependent on the conditions for their exercise. Adding to Hinchliffe's approach, we made skills’ transferability not only a key aspect of their conceptualization but also a way of exploring their deeply embodied nature and their intricate relation with complex situations. While there is a growing body of research regarding concrete aspects of embodied cognition in learning environments, little attention is given to skilful performances while transferring them into different (mediatized and non-mediatized) learning environments. Our theoretical and empirical investigation offers a preliminary picture of how skills are reconfigured and redeployed in transitioning from one learning environment to another. Regarding the structure of skill, we enlarged Hinchliffe’s approach, integrating the perspective of conversational analysis. The structure of skills can be made explicit if we follow their build-up from simple abilities and their integration into larger structures. According to our view, being skilful means that one can cope with scripted and unscripted interactions and move easily between them ©The authors ©Meta ©Alexandru Ioan Cuza University of Iasi. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Challenging human creativity: an exercise of co-creation with generative artificial intelligence(Vilnius Gediminas Technical University, 2025-10-14) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Gnosis and Pistis in Tillich’s and Kierkegaard’s Philosophical Theology(Zalozba Nova Revija, 2025)In making this declaration, Tillich risks approaching the stylistics of traditional metaphysics, a position that few theologians or philosophers have held since Hegel (with the exception of the neo-Thomists). [...]by equating thought with systematicity, Tillich argued that both philosophy and theology must appear in a system, and he himself became one of those rare philosophers of religion who, in the post-Hegelian era, constructed a system of philosophical theology, in which the answers to fundamental existential questions were presented in the form of traditional Christian symbols. Inspired by these ideas, Tillich distinguishes Christianity from its "foundation" Like Hegel, he believes that "the tendencies inherent in other cultures and religions anticipate and are fulfilled in the Christian response" (Tillich 1951, 15). [...]in Christianity the "religious principle" or the "idea of universal theology" is most successfully manifested. The only distinctiveness that elevates Christianity above other religions is the superiority of its foundation (the Christological event). [...]paradoxically, no particular religion (not even Christianity) can be fundamental in the absolute sense, although if any religion can supplant Christianity, it is only a more perfect form of Christianity itself. [...]there is one thing that Tillich certainly does not mean when he speaks of Christianity: its unparalleled authority, that is, the unconditional acceptance of knowledge. [...]Tillich is not inclined to quickly accept the postulates of faith, but rather to analyze the conclusions of knowledge first. ©The autor © Phainomena © Zalozba Nova Revija. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Embodied cognition and the imaging of bio-pathologies: the question of experiential primacy in detecting diagnostic phenomena(Springer Nature, 2024)This article investigates the origins of the experiences involved in the diagnostics (detection and normative evaluation) of biological entities in image-based medical praxis. Our specific research aim presupposes a vast discussion regarding the origins of knowledge in general, but is narrowed down to the alternatives of anthropomorphism and biomorphism. Accordingly, in the subsequent chapters we will make an attempt to investigate and illustrate what holds the diagnostic experiential situation together—biological regularities, manifestation via movement, conscious synthesis, causal categories, or something else. We argue that as long as knowledge originates out of practices, a promising way forward is to oscillate between the prominent although controversial ideas of the history of philosophy and observations of concrete human practices, such as, in our chosen example, image-based medical diagnostics of biological pathologies. Although a number of thinkers are involved in the discussion, Aristotle and Husserl are most important here as the representatives of historical paradigms on the matter. The body in this research was not taken solely as the physical entity (Körper) but rather as a transcendental, constitutive structure where diagnostic and biological processes synchronize in teleological movement (Leib). However, philosophical speculations are illustrated by actual radiograms, the interpretation of which brings us back to the aforementioned question of primacy regarding cognition. © 2024 Springer Nature10 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Conceptual problems with disembodied cognition in learning environment(s) and the alternative of embodied creativity(Vilnius Gediminas Technical University, 2024); The article is motivated by today’s practical realities and theoretical transformations that have affected education on a major scale. The shift from in-person to online classrooms at the beginning of the pandemic brought forward a series of issues related to embodied conditioning for creative strategies in the learning process. After presenting the shortcomings of the disembodied approach to education, we emphasize the role of the embodied (somatic, motoric, affective) aspects of education and discuss the embodied skills of creativity in a variety of learning environments. While so called embodied creativity became a fast-developing field due to mostly quantitative experiments in teaching-learning environments, it still lacks some conceptual clarification, especially in relation to its genesis in the paradigm of embodied cognition. Hence the main goal of this conceptual article is to extend, through the method of theory adaptation, the existing body of research on embodied cognition in academic environments to show how the embodied teaching and learning paradigm presents embodied creativity methods as an alternative to the disembodied approach to education and how technological environments provide an opportunity for such purposes. ©Los autores ©Creativity Studies ©Vilnius Gediminas Technical University.33 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Imaginative communication and community: the phenomenological-enactive approach to the co-constitution of public phenomena(2021-12-05); An ever-evolving phenomenological-enactive perspective can expand our reflection on the entanglement between enactive subjects and their living ecologies. This article applies certain classical phenomenological projects and their enactive extension to public phenomena (objects, spaces, events, etc.). As an instance of the embodied cognition discourse, this research also aims to thematize the enactive, affective, and intersubjective aspects of the relation to the (urban) Lebenswelt. This may help in understanding both the potential of the phenomenological-enactive methodology and the processes of an embodied intersubjective co-constitution of a public ethos. Theoretical ideas presented in the article are illustrated with reflections on some concrete public phenomena.15 2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Conceptual problems with disembodied cognition in learning environment(s) and the alternative of embodied creativity(2024); <jats:p>The article is motivated by today’s practical realities and theoretical transformations that have affected education on a major scale. The shift from in-person to online classrooms at the beginning of the pandemic brought forward a series of issues related to embodied conditioning for creative strategies in the learning process. After presenting the shortcomings of the disembodied approach to education, we emphasize the role of the embodied (somatic, motoric, affective) aspects of education and discuss the embodied skills of creativity in a variety of learning environments. While so called embodied creativity became a fast-developing field due to mostly quantitative experiments in teaching-learning environments, it still lacks some conceptual clarification, especially in relation to its genesis in the paradigm of embodied cognition. Hence the main goal of this conceptual article is to extend, through the method of theory adaptation, the existing body of research on embodied cognition in academic environments to show how the embodied teaching and learning paradigm presents embodied creativity methods as an alternative to the disembodied approach to education and how technological environments provide an opportunity for such purposes.</jats:p>11 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Embodied Cognition and Empathic Experiences in War Communication(Lithuanian Academy of Sciences, 2024); Using the perspective of phenomenological-enactive embodied cognition, this paper examines the role of the body in constituting specific social interactions via specific media ecologies (war imagery) during the times of (refugee) crisis. Such media ecologies give affordances that can amplify social beliefs and turn subjective judgments into an intersubjective action. We consider the human body in relation to war media as playing an important role in sustaining social experiences and relations. To that end, the article explores the fundamental experience of empathy, combining the theoretical perspectives of phenomenology and enactivism with the examples from war imagery and refugee embodiment. It is shown that the classical phenomenological tradition offers different yet useful conceptualisations of empathy. We also argue that war images and/or messages should be viewed as means/tools for, rather than representations of, the enaction of certain important experiences. Hence, the article connects the analysis of the affection by war imagery with the subsequent social interactions in the context of refugee crisis. ©Lithuanian Academy of SciencesScopus© Citations 2 10 1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Enactive approach to social interactions in religious media ecologies(2023); In this article we examine the role of the body in constituting specific social interactions via religious media ecologies from the perspective of the enactive embodied cognition. Religious media ecologies give affordances for conversation and interaction which amplify not only religious but also social beliefs and turn subjective judgements into an intersubjective reality. Hence, despite the traditional emphasis on rational, verbal forms of social interaction, we consider the human body to be something of a cognitive pattern or map, representing important social senses and relations. Thematizing the proximity between embodied cognition and religious media ecologies can bring together philosophy and sociology, while addressing a range of prominent thinkers in an original way. © 2023 Intellect LtdScopus© Citations 2 48 2