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The purpose of this study was to construct a mind counseling ontology to efficiently facilitate the diagnosis of the diseases of mind. To determine the structure of mind counseling ontology, this study conducted analysis on structural forms available in counseling books and other related fields and adopted essential ones in the explanation of counseling. The processing of the diseases of mind was divided into three stages: cause, symptoms and counseling. The stages were analyzed one by one in terms of process, functional elements and relevant technique necessary at each stage.

In the mind counseling list, there are 12 different diagnoses of diseases of mind that are classified into four classes. Thus, the causes, symptoms, prescription and medical history for 12 diseases of mind are defined as a higher rank concept of mind counseling ontology. The causes, symptoms, prescription and medical history consist of definition, affective characteristics and related factors, while the potential diagnosis consists of definition and risk factor. This information does specify detailed notions in the diagnosis of diseases of mind, but considering the limitation of not being able to represent all the diseases, this study enables a counseling center to give and use individual definitions of diagnostic terminology of their own.

This study adopted the top-down approach, in which mind counseling ontology defines a higher rank concept, the terminology in diagnosing diseases of mind, based on the list of terms from the counseling record that specifies the abstract concepts of the diagnosis. The bottom-up approach was also incorporated, which defines the diagnostic terms extracted from the counseling record as a subordinate concept of the mind counseling ontology. Thus, the development of the mind counseling ontology involves the combination of top-down and bottom-up approaches to the construction of ontology.

This research has significance in that it deals with the fundamental problem of the mind aiming for a true change and healing of it, which is the ultimate purpose of this ontology, especially in the circumstances where research on ontology in diagnosing the diseases of mind is unprecedented.

This column aims to explore the potential of personal information management (PIM) and reference management. It focuses on combining the use of PIM and reference management software with mind maps to stimulate the creative and innovative use of information collected

Following a brief review of the literature on the topic per se, awareness is raised of appropriate software and the potential of mind maps. The column is written against the background of research from information behaviour, PIM, mind maps, creativity, innovation and the reflective and evidence‐focused librarian.

There is growing emphasis on more than information literacy skills and the responsible use of information. Creative and innovative use of information is stressed. More intensive use and exploitation of information is necessary to justify the time and effort spent in using PIM and reference management software. Mind maps and collaboration might support creative and innovative use of information, and need to be further exploited. Although software is strong in supporting collaboration, there is very limited built‐in support for the combination of features for information and reference management with features for mind maps.

Although much has been published on developments in PIM and reference management, there is limited coverage of combining PIM and reference management with the use of mind maps and creativity, reflection and noting evidence.

The expected growth of elders and chronically ill patients requires health insurers and health-care systems to shift from primarily focusing on the care of the sick to focusing both on care of the sick and on preventive health care. Public expectations for high-quality health care call for a new, more profound, and more actionable understanding of the healthy customer’s mind regarding health-promoting behaviors. Mind-Genomics may become the next big idea in health service. The relation between Mind-Genomics and data-driven personalized health plans is now being systematically explored. Some of the findings are reported in this research project.

Methodology: Respondents were 200 members of the Excellus American health fund. Based on measures of patient experience the authors created and tested concepts of messaging. The authors conducted a series of conjoint-based designed experiments to establish response patterns to our messaging. The authors analyzed data using Mind-Genomics, an empirical “micro-science” for discovering psychographic mind-sets and mapping motivating messages for healthy behaviors.

Results: The authors segmented patients by attitudes, perceptions, preferences, needs, and behaviors by their responses to messaging, thereby uncovering underlying psychographic mind-sets. The authors used the Personal Viewpoint Identifier to tag each person in the population by a sample mind-set and use the right messaging.

Discussion: To understand the mind of the patient regarding health plans, health funds may use the powerful tools of Mind-Genomics. Health insurers and health systems may implement Mind-Genomics as the next frontier of knowledge development to offer customized health plans, thus investing in preventive medicine.

In this essay, I relate G. H. Mead's emergent theory of mind and reflexivity to neuroscience evidence that “minded” practices can be applied in restructuring the neural structures involved in obsessive-compulsive disorders, stroke patients, and depression. The demonstration that such efforts can become causal factors in changing material brain structures attests to the emergent reality of mind as conceived by Mead, the neuroscientist Roger Sperry, and others. This means that mind, arising from the material brain cannot be completely reduced to the biological properties that make it possible. Schwartz and Begley (2002) and Begley (2007) describe the six-step program in minded practices producing structural brain change in The Mind and the Brain. The authors argue for a voluntaristic framework transcending SR behaviorist approaches to behavior modification, which ignore distinctively human capacities. fMRI evidence of the structural changes in brain systems involved in OCD after patients were trained in “minded” behaviors is described.

Purpose – To present Hayek's model of the sensory order, especially in relation to communication, classification and subjective knowledge, arguing for the necessity of a more articulated theory of the “inter-personal” dimension of the mind. We proposed then to integrate Hayek's model of the mind with the concept of “folk psychology” or “theory of mind” elaborated by modern philosophy.

Methodological approach – This chapter is philosophical but draws on the empirical.

Findings – Hayek proposed a model of the mind and the social order that explains how dispersed and fragmented knowledge can spread in a society of individuals [Hayek, F. A. (1945). The use of knowledge in society. The American Economic Review, 35(4), 519–530]. His social and psychological theories have been dedicated to the study of the spontaneous emergence of orders: institutional and mental orders are tightened together in his epistemology. However, we found that Hayek developed only in nuce the social dimension of the mind: behaviors are determined by mental events and his philosophical psychology is then “mentalistic,” that is focused on the understanding of individual inner psychological states, their relation with external stimuli and behaviors, without explaining how individuals interpret other people's mental states.

Research limitations/implications – Hayek seems not to explicitly consider the interaction between personal psychological events and other people's mental events, missing then a fundamental activity played by the mental order, that is the capacity to understand, interpret, and attribute other people's mental states, in a word to mentalize.

Originality/value of the paper – To read Hayek's philosophical psychology under a new light, which focus on the importance of the interpersonal dimension of mental processes.

Purpose – To show that The Sensory Order is an original effort to support, on a neurophysiologic basis, methodological individualism.

Methodology/approach – Considering that the mind is a complex and self-organized order, Hayek criticizes methodological holism according to which the cause of action has to be sought outside the individual, in macro-laws governing social wholes. He argues that, due to the nature of the mind, the cause of action has to be sought inside the individual.

Findings – The paper stresses that scholars have more or less neglected a very important point in discussions of the Austrian author's psychology. Hayek's psychology supports the idea that the explanation of the action stems from the understanding of its meaning.

Research limitations/implications – The article only discusses some of the epistemological consequences of Hayek's theory of the mind. For instance, it does not analyze in a detailed way the relationship between this theory and the idea of distributed knowledge. It left an in-depth examination of this issue for subsequent research.

Originality/value of paper – Many authors state that Hayek's version of methodological individualism only examines the non-intentional effects of action, neglecting the importance of Verstehen. They argue that the Austrian scholar is not a complete and coherent champion of methodological individualism. The paper shows that this criticism is unfounded.

Mind mapping can be a pedagogical tool that helps students brainstorm how to organize information in a way that incorporates creative and active learning, as well as critical thinking. In this article, we describe the application of using mind maps in an undergraduate course focused on teaching leadership theory as an effort to help students think more holistically about how theories intersect with their lives. The assignment description, rubric, and details of the application are provided. Examples of ways students have organized their maps to integrate theories into their lives (e.g., based on themselves, organizations, or metaphors) are also included. Through this practice, we found that mind mapping leadership concepts to areas of students’ lives develop their ability to describe how leadership theories operate holistically in their life, rather than limiting their understanding to one or two popular theories. We recommend leadership educators consider mind mapping as a pedagogical tool to teach theories and other content that require understanding in a broader context.

This study aims to investigate how understanding of objective knowledge (as defined by Karl Popper) is experienced by the knowledge recipient and the role that information plays in such understanding.

Husserl's phenomenological approach is applied to a sample of undergraduate students' lived experiences of understanding, collected through diaries and interviews.

This study finds that understanding of certain objective knowledge develops as the knowledge appears and eventually gives itself to consciousness through the information conveying it; different degrees of givenness of the knowledge in consciousness is experienced by the mind as different levels of understanding; a relatively solid understanding is achieved when the knowledge emerges as an erected knowledge-object in consciousness. Understanding of complex objective knowledge requires not only adequate amount (dose) of information but also corroboration of manifold information sources and formats.

The findings of this study apply to the understanding of objective knowledge as defined by Popper. Further research is needed to examine other types of understanding.

This study informs educators and LIS professionals the typical phases in the lived experience of understanding objective knowledge, and the role of information in facilitating the understanding; it urges the two professions to take such experience into consideration when designing courses and information products/services, respectively.

Drawing on Husserl's phenomenological approach, this study provides an intuitive account of understanding of objective knowledge, and clarifies a number of conceptual confusions within LIS concerning understanding. It may also have some cross-disciplinary relevance for reflecting education objectives and explaining the Aha! experience in psychology.

Summarizes the basic principles of Bioenergetics along with its origin in Riechian psychology. Clarifies that Bioenergetics is used at Cranfield not as psychotherapy, but as an aid to personal development for a specific population of high‐functioning individuals, i.e. managers. Places the Bioenergetic body‐mind notion into a philosophical context of human goodness and potential; thus expanding the focus to body‐mind‐spirit. Examines five body‐mind types through the following aspects: how they operate at work; how they were formed; key attitudes; unique gifts; body shape; development path; how they are best managed. Case histories illustrating the different types in various modes of consultant intervention, i.e. individual development, team building and culture change.