Erik Garrett
Biographic Data
| ID | 5121790 |
|---|---|
| NAME | Erik Garrett |
| GIVEN NAMES | Erik |
| FAMILY NAME | Garrett |
| SIGNATURE | GARRETT E |
| AFFILIATIONS | Duquesne University |
| ORCID | 0000-0002-1100-2242 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Digiphrenia and the divided technological self
Douglas Rushkoff describes the condition of digiphrenia as a ‘digital order’ where technology splits us off from ourselves and requires us to simultaneously be in multiple places and times simultaneously. He focuses on the temporal trauma of the digital split. In this article, I argue digiphrenia creates a ‘divided self’ – in multiple places and yet nowhere. This digital split is a technological version of what R. D. Laing would refer to as a ‘sc…
Heinrich Popitz and the Power of Violence and Technical Action in the Revolutionary and Information Ages
Exploring a Sense of Self-in-Place to Explain the Impulse for Urban Sprawl
Two studies were conducted to examine the perceptual dimensions underlying descriptions of residential choice related to urban sprawl. Study I compares interview data generated by residents living in two different locations. Dominant and shared themes characterizing respondents’ “sense of self-in-place” suggests that eight themes undergird depictions and perceptions of residential location. Study II extends these findings by focusing on individua…
What do children think animals need? Developmental trends
Understanding how children think about the needs of animals may aid bridging from how they care about individual animals to caring about the environment more generally. This study explored changes with age in children's conceptions of animals' needs, including how such conceptions may extend beyond the individual animal to larger systems and conservation. During attendance at a North American zoo, 171 children between the ages of 4 and 14 years w…
What Do Children Think Animals Need? Aesthetic and Psycho-social Conceptions
Children's spontaneous understandings of animals' needs were investigated to determine how they develop and how they contribute to values underlying environmental care. Children of ages 4 to 14 ( n =171) were interviewed as they drew a favorite animal and what it needs. Certain types of understanding regarding physiological, ecological and conservation needs are described elsewhere (Myers et al. , under review). In this article, we present qualit…
What Do Children Think Animals Need? Aesthetic and Psycho-social Conceptions
Children's spontaneous understandings of animals' needs were investigated to determine how they develop and how they contribute to values underlying environmental care. Children of ages 4 to 14 ( n =171) were interviewed as they drew a favorite animal and what it needs. Certain types of understanding regarding physiological, ecological and conservation needs are described elsewhere (Myers et al. , under review). In this article, we present qualit…
What do children think animals need? Developmental trends
Understanding how children think about the needs of animals may aid bridging from how they care about individual animals to caring about the environment more generally. This study explored changes with age in children's conceptions of animals' needs, including how such conceptions may extend beyond the individual animal to larger systems and conservation. During attendance at a North American zoo, 171 children between the ages of 4 and 14 years w…
Digiphrenia and the divided technological self
Douglas Rushkoff describes the condition of digiphrenia as a ‘digital order’ where technology splits us off from ourselves and requires us to simultaneously be in multiple places and times simultaneously. He focuses on the temporal trauma of the digital split. In this article, I argue digiphrenia creates a ‘divided self’ – in multiple places and yet nowhere. This digital split is a technological version of what R. D. Laing would refer to as a ‘sc…
What Do Children Think Animals Need? Aesthetic and Psycho-social Conceptions
Children's spontaneous understandings of animals' needs were investigated to determine how they develop and how they contribute to values underlying environmental care. Children of ages 4 to 14 ( n =171) were interviewed as they drew a favorite animal and what it needs. Certain types of understanding regarding physiological, ecological and conservation needs are described elsewhere (Myers et al. , under review). In this article, we present qualit…
What do children think animals need? Developmental trends
Understanding how children think about the needs of animals may aid bridging from how they care about individual animals to caring about the environment more generally. This study explored changes with age in children's conceptions of animals' needs, including how such conceptions may extend beyond the individual animal to larger systems and conservation. During attendance at a North American zoo, 171 children between the ages of 4 and 14 years w…
Exploring a Sense of Self-in-Place to Explain the Impulse for Urban Sprawl
Two studies were conducted to examine the perceptual dimensions underlying descriptions of residential choice related to urban sprawl. Study I compares interview data generated by residents living in two different locations. Dominant and shared themes characterizing respondents’ “sense of self-in-place” suggests that eight themes undergird depictions and perceptions of residential location. Study II extends these findings by focusing on individua…
Heinrich Popitz and the Power of Violence and Technical Action in the Revolutionary and Information Ages
Digiphrenia and the divided technological self
Douglas Rushkoff describes the condition of digiphrenia as a ‘digital order’ where technology splits us off from ourselves and requires us to simultaneously be in multiple places and times simultaneously. He focuses on the temporal trauma of the digital split. In this article, I argue digiphrenia creates a ‘divided self’ – in multiple places and yet nowhere. This digital split is a technological version of what R. D. Laing would refer to as a ‘sc…
Sociology (4 works) · Psychology (3 works) · Animal and Plant Science Education (2 works) · Developmental psychology (2 works) · Ecology (2 works) · Environmental education (2 works) · Environmental Education and Sustainability (2 works) · Pedagogy (2 works) · Social Psychology (2 works) · Action (physics (1 works)