{"id":3370,"date":"2026-08-17T11:47:33","date_gmt":"2026-08-17T16:47:33","guid":{"rendered":"https:\/\/mitchellhamline.edu\/dri-skills-lab\/?page_id=3370"},"modified":"2026-08-20T10:26:14","modified_gmt":"2026-08-20T15:26:14","slug":"the-non-conscious-mind","status":"publish","type":"page","link":"https:\/\/mitchellhamline.edu\/dri-skills-lab\/collections\/ken-fox\/the-non-conscious-mind\/","title":{"rendered":"The Non-conscious Mind"},"content":{"rendered":"\n<div class=\"wp-block-group alignfull has-background\" style=\"background-color:#616265\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-columns alignfull is-layout-flex wp-container-core-columns-is-layout-8f761849 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-vertically-aligned-stretch is-layout-flow wp-block-column-is-layout-flow\" 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class=\"wp-block-navigation-item__label\">Forums<\/span><\/a><\/li><\/ul>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><\/nav><\/div><\/header>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<h1 class=\"wp-block-heading\" style=\"margin-top:2rem;margin-bottom:2rem\">The Non-conscious Mind<\/h1>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Overview<\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Euphemistically speaking, this module shifts our primary focus from the \u201cbody\u201d to the \u201cmind\u201d and, specifically, to the non-conscious mind. It is important to remember that all&nbsp; the perspectives examined in this course are interconnected and overlapping. No perspective is completely separate from any other. This is why the various perspectives are better described as \u201clayers\u201d than as \u201clevels.\u201d&nbsp; Having said that, for pedagogical reasons, this course separately discusses the non-conscious mind, then the strategic mind, and afterward the relational dimensions of individuals (the module on language and symbols).&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">It can be useful to begin this particular module by surfacing students\u2019 assumptions about what it means to be \u201crational\u201d or \u201cnon-rational\u201d when it comes to conflict.&nbsp; In the activity folder, you will find a discussion activity that addresses this question: \u201cwhen it comes to conflict do you believe that people are essentially rational, or essentially non-rational?\u201d Before directly engaging with the specific readings and materials, I recommend facilitating this activity.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The discussion is based on a forced-choice question. There is no \u201cright\u201d or \u201cwrong\u201d answer. The underlying purpose of the question is to encourage students to be introspective \u2013 to reflect on what they, personally, (at least initially) assume or believe about people during conflict. The question is also intended to encourage them to consider how much we judge others based on what we, personally, believe about human nature in conflict, particularly in relation to what we believe people \u201cshould\u201d do or how people \u201cshould\u201d be in relation with conflict. Put differently, (to coin a reference from Displacement theory), we tend to project our own beliefs about conflict onto others and then hold them accountable based on our own subjective truth. For example:<\/p>\n\n\n\n<ul style=\"font-size:15px\" class=\"wp-block-list\">\n<li style=\"font-size:15px\">Assume I privilege reason (such as problem-solving). Assume further that when it comes to conflict behaviors and interaction, I assume people are essentially non-rational. I may orient my actions as a conflict professional toward <strong><em>getting<\/em><\/strong> the parties to <strong><em>become<\/em><\/strong> more \u201crational:\u201d \u201cGet a grip!\u201d \u201cCalm down!\u201d \u201cPut a lid on it!\u201d \u201cLet\u2019s reason together\u201d and so on.&nbsp; In other words, I might see my conflict practitioner role as <strong><em>getting<\/em><\/strong> the non-rational impulses in others out of the way so the person can begin problem-solving. I might also judge a person adversely who does not (or is not able to) go along with my attempts to get them to act \u201crationally\u201d.<\/li>\n\n\n\n<li style=\"font-size:15px\">Similarly, assume I privilege reason and also believe that when it comes to conflict, people <strong><em>are<\/em><\/strong> essentially rational. Now, if I observe a person acting out in a way that doesn\u2019t make sense to me (i.e. doesn\u2019t appear \u201crational\u201d) I am perhaps even more likely to judge the person adversely.<\/li>\n\n\n\n<li style=\"font-size:15px\">Finally, assume I am open to the possibility that people can have different underlying triggers for enacting conflict \u2013 some of which may be embedded in the non-conscious (\u201cnon-rational\u201d) mind. Assume further that I believe it is possible for conflict interveners to relate to parties in different ways, including relating to them in the \u201cnon-rational\u201d space \u2013 with genuine empathy. In this case, I am likely to be more comfortable relating to parties whose conflict behaviors and interactions don\u2019t \u201cmake sense\u201d to me. My capacity for empathy may give me the capacity to be more open and curious about their subjective experiences. I might be less judgmental or otherwise approach my interactions with parties in conflict very differently than in the first two examples.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">The point here is not whether one set of assumptions (\u201crational\u201d or \u201cnon-rational\u201d) is or isn\u2019t right. Instead, the point is that understanding <strong><em>our own underlying beliefs<\/em><\/strong> and assumptions about how people \u201cshould\u201d behave matters. Our own assumptions have a very practical impact on how we work with others who are in conflict. We treat people differently depending on what we hold to be true. As you might see, the discussion that begins this module touches on \u201cawareness of self\u201d in both the cognitive (belief system) and the emotional (emotional intelligence) dimensions.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Having said that there is not a \u201cright\u201d answer about a discussion focusing on \u201crational\u201d v \u201cnon-rational\u201d conflict behavior, this module\u2019s focus <strong><em>is<\/em><\/strong> intended to challenge students to examine the possibility that focusing on the non-conscious dimensions of people\u2019s behaviors and interactions can matter in conflict work.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For our purposes, the sample theories students are studying in this module include system one thinking, social identity characteristics and the notion of \u201cdisplacement\u201d \u2013 how we might externalize, project, and then attach feelings (of anxiety, fear, anger) onto a \u201csuitable target\u201d as a means of self-protection. All three of these sample theories illustrate how a conflict professional might find insight into a conflict or conflict behavior that doesn\u2019t, at least&nbsp; on the surface, \u201cmake sense.\u201d<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Readings and supplemental resources<\/h2>\n\n\n\n<h3 class=\"wp-block-heading has-text-color has-link-color has-normal-font-size wp-elements-b3504ba605ad3b05af0f2b165f29780d\" style=\"color:#000000\"><strong>Primary readings:<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><em>Perspectives on Conflict, chapter 5 \u2013 The Non-conscious Mind<\/em><\/p>\n\n\n\n<h3 class=\"wp-block-heading has-text-color has-link-color has-normal-font-size wp-elements-ed17c720c62d6d0b8df3356f1ce5023f\" style=\"color:#000000\"><strong>Supplemental resources:<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"font-size:15px\"><strong>System One and System Two<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kahneman, D. (2011). Thinking Fast and Slow. Farrar, Straus and Giroux<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Social Identity theory&nbsp;<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Brewer, M.(2001). <em>Ingroup Identification and Intergroup Conflict: When Does Ingroup Love Become Outgroup Hate? <\/em>In Ashmore, RD, Jussim, L. and Wilder, D Social Identity, Intergroup Conflict, and Conflict Reduction (pps. 17-41)&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Displacement theory&nbsp;<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ascher, W. and Hirschfelder-Ascher, B (2005). <em>The Displacement Hypothesis.<\/em> In Revitalizing Political Psychology: The Legacy of Harold D. Laswell.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Classroom Activities, Discussion Prompts, and Assignments<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/mitchellhamline.edu\/dri-skills-lab\/wp-content\/uploads\/sites\/1003\/2026\/08\/10-Identity-Characterstics-Form-and-Activity-a.pdf\">Characteristics of Group Identity (PDF)<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/mitchellhamline.edu\/dri-skills-lab\/wp-content\/uploads\/sites\/1003\/2026\/08\/Rational-v-Nonrational-Discussion-Prompts-a.pdf\">The Non-conscious Mind Classroom Discussion Prompt (PDF)<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The Non-conscious Mind Overview Euphemistically speaking, this module shifts our primary focus from the \u201cbody\u201d to the \u201cmind\u201d and, specifically, to the non-conscious mind. It is important to remember that all&nbsp; the perspectives examined in this course are interconnected and overlapping. No perspective is completely separate from any other. This is why the various perspectives [&hellip;]<\/p>\n","protected":false},"author":5,"featured_media":0,"parent":3321,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/landing.php","meta":{"_acf_changed":false,"_genesis_hide_title":true,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"class_list":["post-3370","page","type-page","status-publish","entry"],"acf":[],"_links":{"self":[{"href":"https:\/\/mitchellhamline.edu\/dri-skills-lab\/wp-json\/wp\/v2\/pages\/3370","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mitchellhamline.edu\/dri-skills-lab\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/mitchellhamline.edu\/dri-skills-lab\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/mitchellhamline.edu\/dri-skills-lab\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/mitchellhamline.edu\/dri-skills-lab\/wp-json\/wp\/v2\/comments?post=3370"}],"version-history":[{"count":4,"href":"https:\/\/mitchellhamline.edu\/dri-skills-lab\/wp-json\/wp\/v2\/pages\/3370\/revisions"}],"predecessor-version":[{"id":3466,"href":"https:\/\/mitchellhamline.edu\/dri-skills-lab\/wp-json\/wp\/v2\/pages\/3370\/revisions\/3466"}],"up":[{"embeddable":true,"href":"https:\/\/mitchellhamline.edu\/dri-skills-lab\/wp-json\/wp\/v2\/pages\/3321"}],"wp:attachment":[{"href":"https:\/\/mitchellhamline.edu\/dri-skills-lab\/wp-json\/wp\/v2\/media?parent=3370"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}