Wonder Woman 1984: Wish Fulfillment and Reasonable Expectations

Author(s):  
Kyle D. Killian
1985 ◽  
Vol 7 (2) ◽  
Author(s):  
Marcia Cavell

AbstractRecent philosophical work attempts to understand irrational acts on the model of practical reasoning. Such acts are regarded as intelligible in the light of ordinary propositional attitudes which are nevertheless conjoined in a way that explains the irrationality. It is here argued that some irrational acts cannot be so understood; that they are not actions, per se; and that Freud’s notion of “primary process”, particularly in its emphasis on hallucinatory wish-fulfillment and on what he calls “omnipotence of thought”, provides a useful description of such acts. Where hallucinatory wish-fulfillment (or phantasy) is operative, an anxiety or need causes an agent to see the world as one in which the anxiety-provoking state does not exist or has- somehow been dealt with satisfactorily. The need or lack is not acknowledged, as it is when one can properly speak of desire and of a reasoning that attempts to implement it.


Science ◽  
2018 ◽  
Vol 362 (6417) ◽  
pp. 966-966
Author(s):  
Camila H. Coelho
Keyword(s):  

2018 ◽  
Vol 4 (2) ◽  
pp. 173-181 ◽  
Author(s):  
Michael J. Urick ◽  
Therese A. Sprinkle

We review the film Wonder Woman as a teaching tool for leadership. The film illustrates transformational leadership, bases of power, and servant leadership while considering how gender plays into leadership. The approach we suggest is through a “movie club” activity in which the entire film is viewed, students are given prompts on what to look for, and an in-depth discussion is facilitated following viewing the movie. Wonder Woman is a useful teaching tool that engages students in ways that more traditional examples might not.


2018 ◽  
Vol 9 (6) ◽  
pp. 566-580
Author(s):  
Peter Coogan
Keyword(s):  

Psihologija ◽  
2012 ◽  
Vol 45 (2) ◽  
pp. 155-170 ◽  
Author(s):  
Irena Stojkovic ◽  
Jovan Miric

The paper describes the construction of a new religious motivation questionnaire. The construction was proceeded by an analysis which revealed that the existing instruments for assessing religious motivation have deficiencies and, most importantly, may not be suitable for use with persons in adolescence or younger. In the first phase of the questionnaire construction, a semi-structured interview was used on a sample of 111 respondents aged 10-25 from Belgrade. The interview findings suggested the presence of religious motivation dimensions which are not contained in the existing instruments. In the second phase, an initial pool of items, formulated based on interview answers, was administered to a sample of 354 secondary school and university students from Belgrade. Principal component analysis revealed five dimensions of religious motivation measured by the constructed questionnaire: religion as ultimate value; religion as a means of wish-fulfillment; religion as a source of emotional well-being; ideals and morality; religion as a part of tradition; and tendency to meet social expectations regarding religion. The questionnaire scales show excellent reliability.


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