Healthy personality development and well-being

The research features the concept of accessible educational environment provided by educational institutions. The paper introduces some models of accessible educational environment, pedagogical support, its principles, forms, and methods. The authors define the pedagogical conditions that would contribute to personality development in an accessible educational environment. Potential and feasible solutions can be identified according to various educational technologies that reveal the subtleties of pedagogical activity in the context of modern personal development, the features of which are specified on the basis of psycho-correction, psycho-didactic, developmental psychology, social pedagogy, and social psychology. One’s involvement in the developmental and educational process is determined by various components of the activities carried out by the student, i.e. his or her well-being, desire to learn and communicate, to belong, entertain, help other students, parents, and teachers, to visit the library, participate in school events, etc. Modern pedagogy offers a variety of social and educational activities for people with special needs, thus ensuring continuous personality development.

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Mathematical Literacy as an Essential Criterion of Healthy Personality Development and of Effective Education with an Emphasis on Class Climate

Acta Technologica Dubnicae ◽

10.1515/atd-2015-0071 ◽

2015 ◽

Vol 5 (3) ◽

pp. 73-76

Author(s):

Lívia Hasajová

Keyword(s):

Personality Development ◽

Educational Process ◽

Mathematical Literacy ◽

Knowledge And Skills ◽

Class Climate ◽

New Knowledge ◽

Healthy Personality ◽

Effective Education

AbstractPersonality development is determined by several factors; we have focused on the effect of mathematical literacy. Gaining new knowledge and skills not only from mathematics is influenced by class climate and the environment in which the educational process takes place.

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Postliberal Politics

Almanac “Essays on Conservatism” ◽

10.24030/24092517-2021-0-3-200-222 ◽

2021 ◽

Vol 35.5 ◽

pp. 200-222

Author(s):

Adrian Pabst

Keyword(s):

Identity Politics ◽

Personality Development ◽

Civil Liberty ◽

Well Being ◽

Mutual Arrangement ◽

The West ◽

Strong Point ◽

Liberal Ideology ◽

Left And Right ◽

The Right

The present article consists of key extracts from the recently published Adrian Pabst’s book “Postliberal Politics. The Coming Era of Renewal” (2021). According to the author, stability in the West faces the challenges of left and right populism. And if left populism hasn’t survived the trial by real elections, the right populism is quite successful in removing liberal elites from power. At the same time the strong point of the right populism is the provision of a political program, but its weakness is in the absence of any concepts or political instruments for transitions implementation. But forces, - the ultraliberal left and anti-liberal right, - develop various types of identity politics thus undermining the cultural and civilizational fundamental aspects of the West and the feelings of common goal and common destiny. The author opposes those extremes with postliberalism – non-uniform ideological movement directed at overcoming the contradictions of the deadlocked liberal ideology that is characterized by the rise of both left and right populism. According to Adrian Pabst, postliberalism acknowledges the failure of liberal projects and at the same time the necessity to preserve the most valuable liberal aspects in new form. Liberalism with its multiple trends is not beyond hope and some institutions it created are worth preserving. Still liberal ideology lead to the situation when freedom once alienated from self-restraint and mutual obligations turned into unfreedom. Self-destruction of liberal values such as freedom, equality, tolerance and pluralism demonstrates abnormalities that at once distort liberal principles and show liberal ideology logic. Postliberalism is intended to cut short those defects. In particular, postliberal ideology proceeds from acknowledging that the society is based not on some non-personal social contract between individuals as claimed by the liberals from the times of Hobbes and Locke, but appeared as the result of mutual arrangement between generations. Civil liberty does not man freedom from obligations or freedom for the sake of egoistical interests, but liberty to take care of oneself and others. Personality development based on personal independence should be balanced by common well-being. Equality does not mean uniformity but respect for integral virtue. Individual rights should not be downgraded but should be specific and relative due to their connection with obligations towards other people. Postliberalism in this interpretation endeavors to preserve the best gains of liberal ideology while eliminating the threat of blunt authoritarianism that is always concealed in liberal logic.

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Pediatricians and Parents: Remarks on Receiving the C. Anderson Aldrich Award

PEDIATRICS ◽

10.1542/peds.60.4.633 ◽

1977 ◽

Vol 60 (4) ◽

pp. 633-637

Author(s):

Harry H. Gordon

Keyword(s):

Infant Feeding ◽

Ralph Waldo Emerson ◽

Personality Development ◽

Self Regulation ◽

Young Infants ◽

Metabolic Data ◽

Metabolic Basis ◽

Healthy Personality ◽

Prematurely Born Infants

When John Bartram phoned to tell me of this greatly appreciated honor, he said I could speak to whatever topic I chose. Implicit in such trust was the assumption that I would be brief. Dr. Aldrich played a major role in bringing the practice of infant feeding from an era of pseudo-scientific misapplication of metabolic data into a psychologic era.1 He recognized that feeding was the the most important early transaction between mother and infant and that appropriate pediatric advice could promote healthy personality development. His wisdom was derived from a large experience with mothers and babies, and a grounding in the philosophic concepts of Ralph Waldo Emerson: "Respect the child. Be not too much his parent. . . . Respect the child, respect him to the end, but also respect yourself."2 I propose to address briefly the lack of respect by some pediatricians for the felt needs of mothers. Dr. Aldrich saw the mother and infant as a unit. He considered the term "self-demand" feeding too autocratic and substituted "self-regulation," recognizing that limits should be set which respected the mother and her other responsibilities as well as the infant. He preferred a schedule of feeding which was neither rigid, leading to anorexia, nor virtually nonexistent, leading to early obesity and what Spock termed chronic resistance to sleep, the latter a family affair with tensions for father as well as mother. His conceptualization led us to summarize our own laboratory observations under the title, "A Metabolic Basis for the Individualized Feeding of Young Infants," and to a later study of self-regulation of intake of food by prematurely born infants, a step toward flexible, sound advice to anxious mothers on discharge of their infants.3

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EMOTIONAL WELL-BEING IN SCHOOLS

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2018vol1.3258 ◽

2018 ◽

Vol 2 ◽

pp. 116-125

Author(s):

Gunita Elksne ◽

Zanda Rubene

Keyword(s):

Learning Process ◽

Quantitative Research ◽

Positive Emotions ◽

Personality Development ◽

Well Being ◽

Passive State ◽

Human Organism ◽

Quantitative Research Methods ◽

The Central Nervous System ◽

The Impact

The goal of the paper was to research the emotional well-being of students, teachers, and factors that impact it using quantitative research methods. Research was a case study and reflects a situation in one particular school. Emotional well-being plays an important role in personality development. Presence or absence of emotions like joy, satisfaction, trust, and reliance determines the perception, thinking, and actions of students. Positive emotions cause energetic and functional mobilization of the central nervous system and the whole human organism, promotes purposeful actions by connecting cognitive processes with fulfillment of student’s current needs. Emotions either enable or disable the learning process for a student. If positive emotions are absent, brain is in a passive state - active learning starts when emotions activate the brain. The impact of emotions on a student in the learning process can be mainly observed through attention that is payed towards studying; however, positive emotions that are connected to studying can also promote student’s interest in the study subject. Positive emotions can encourage several abilities like interest, enthusiasm, optimism, loyalty and the motivation to act. In addition, thinking can also be enabled, as well as an improvement in the ability to learn new things. These abilities make the learning process more productive. As a large part of students day is spent at school their emotional well-being is directly related to emotional well-being of pedagogues. It is crucial that a pedagogue is able to be aware of their own emotions and feelings and knows how to accept them and use them in solving pedagogical situations, as well as improving of his/her own life while still acting within professional ethical norms.

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On the Roles of Aesthetics in Engineering Education and Healthy Personality Development

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.281.696 ◽

2013 ◽

Vol 281 ◽

pp. 696-699

Author(s):

Xiao Hui Zhu

Keyword(s):

Higher Education ◽

University Students ◽

Engineering Education ◽

Personality Development ◽

Aesthetic Education ◽

Aesthetic Aspect ◽

The Aesthetic ◽

Healthy Personality

The aesthetic education and its application to engineering education and personality development are considered in this paper. First, we investigate main reasons causing the weakness of the aesthetic aspect in engineering education. Next, we analyze the important roles of aesthetic education to help cultivate the healthy personality. Finally, we propose concrete strategies of incorporating the aesthetics into the engineering education and the personality development for university students, which are expected to be helpful to improve the effectiveness of the higher education.

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PSYCHOLOGICAL WELL-BEING OF STUDENTS-PSYCHOLOGISTS WITH DIFFERENT PERSONAL RESOURCES OF PROFESSIONALLY SIGNIFICANT CHARACTERISTICS

Vestnik of Minin University ◽

10.26795/2307-1281-2018-6-3-10 ◽

2018 ◽

Vol 6 (3) ◽

pp. 10 ◽

Cited By ~ 1

Author(s):

L. E. Semenova ◽

T. A. Serebriakova

Keyword(s):

Personality Development ◽

Personal Characteristics ◽

Well Being ◽

General Level ◽

Personal Resources ◽

Psychological Well Being ◽

Psychological Assistance ◽

Professional Psychologists ◽

Main Components ◽

University Training

Introduction.This article is devoted to the problem of psychological well-being of future psychologists in the context of their personality development at the stage of University training and primary entry into the profession. The authors substantiate the need to experience the psychological well-being of the subjects of helping activities, which include professional psychologists and, accordingly, the relevance of the study of the features of the manifestation of this phenomenon during the development of students of universities the basics of psychological assistance, taking into account the severity of their professionally important personal characteristics. Special emphasis is placed on the structure of psychological well-being, represented by the six components, and on its overall level.Materials and methods. A comparative analysis of the General level and the main components of psychological well-being, as well as the degree of machiavellianism and tolerance to uncertainty among students-psychologists, practicing psychologists and students of other areas of training is carried out. Features of experience of psychological well – being by students-future psychologists with different degree of expression of tolerance to uncertainty and machiavellianism are studied.Results.The data obtained confirm the assumption that, unlike practicing psychologists and students of other areas of training for psychology students are characterized, first, lower rates, both for most of the main components, and the overall level of psychological well-being, and secondly, there is a greater tendency to deliberate manipulation of other people. At the same time, it is established that there are statistically significant differences in a number of components of psychological well – being of students-future psychologists with varying degrees of tolerance to uncertainty and machiavellianism, most of which are stated in favor of the subjects, tolerant to uncertainty and not prone to manipulation.Discussion and Conclusions. According to the results of the study identified some problem areas relating to the personal resources of students psychologists in terms of their readiness to help activities.

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Social Psychological Support of Students with Disabilities

Psychological Science and Education ◽

10.17759/pse.2017220109 ◽

2017 ◽

Vol 22 (1) ◽

pp. 71-80 ◽

Cited By ~ 2

Author(s):

B.B. Aismontas ◽

M.A. Odintsova

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

Personality Development ◽

Optimal Combination ◽

Psychological Support ◽

State University ◽

Social Psychological ◽

Educational Support ◽

Moscow State University ◽

Healthy Personality

In this article we study the main goals, objectives, functions and mechanisms of social psychological support of students with disabilities and special needs in higher education. We describe the experience in providing such support at the Department of Distance Learning of the Moscow State University of Psychology and Education. We show that social psychological support of students with disabilities is a specially organized process involving the creation of an optimally accessible and nurturing environment which contributes to the development of general cultural, professional competencies as well as to healthy personality development in individuals. Macro social, psychological and pedagogical features of the environment play a key role in social psychological support. Psychological and educational support of students with disabilities involves several types of assistance, each with its own tasks and features, however only the optimal combination of these forms embodies social psychological support as a whole.

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