Dimitris Bolis




Other people shape the way we act, think and generally make sense of ourselves and the world around us, perhaps more than what we are used to believe. Along our life, even before birth, we always rely on others for becoming ourselves. Having this thesis as a point of departure, my ultimate goal is to drastically rethink the co-construction of social reality and the selffor eventually informing pedagogical, neuropsychiatric and generally societal practice. Drawing on multiple perspectives, ranging from engineering and neuroscience to psychology, philosophy and the arts, I am firstly trying to gain a better insight into social interaction, as well as specific conditions, with an emphasis on autism. Indeed, social interaction can be seen as a key factor for understanding the dialectical and profound interdependence of individual and social processes, which reflect on fundamental ideas about the human condition, such as the mind and culture. In this light, various of the so called psychiatric disorders could be viewed not merely as disordered function within a single brain, but rather as misattuned interaction between people

I am currently working toward a PhD with Leonhard Schilbach and the Independent Max Planck Research Group for Social Neuroscience, at the Max Planck Institute of Psychiatry in Munich, Germany. The primary aim of the group is to contribute to the development of innovative and truly interactive experimental paradigms within social neuroscience and psychiatry. In the past, I have studied and worked in Switzerland, Ireland, Spain and Greece, having the opportunity to collaborate with research teams on diverse foci, such as on social neuroscience, psychiatry, hybrid pedagogy, neurocognitive modeling, brain imaging, artificial intelligence & biomedical technology. Studying predictive coding and generally Bayesian accounts of cognition in the group of Klaas Enno Stephan at ETH Zurich, highly influenced the way I approach cognitive neuroscientific processes and pursue relevant research. Yet, my actual contact with children with autism conditions as well as readings on Vygotsky and dialectics have been primarily motivating my academic path. In fact, delving into cultural-historical theories and enactivist accounts, as well as views of social cognitive neuroscience not merely have been profoundly shaping the way I see autism and other conditions, but have been relentlessly inspiring my view on the world. 





through others we become ourselves
                                                         Lev Vygotsky (1896-1936)
 
 


I see nothing other than becoming
Heraclitus 
(ca. 535 - 475 BC)