Session Fourteen: Altruism

Author(s):  
Tayyab Rashid ◽  
Martin Seligman

Altruism is helping others without being asked for it and without any financial reimbursement. In positive psychotherapy (PPT), meaning entails using one’s signature strengths to belong to and serve something that one believes is bigger than the self. One wants to make a life that matters to the world and create a difference for the better. The psychological benefits of altruism are significant. In Session Fourteen, clients learn how being altruistic helps both themselves and others. The central PPT practice covered in this session is the Gift of Time. The chapter provides a list of readings, videos, and websites that relate to the Gift of Time and offers a worksheet to practice the concepts learned in the chapter. The chapter also includes real-life case studies that illustrate giving the gift of time.

Author(s):  
Tayyab Rashid ◽  
Martin Seligman

Altruism is benefitting others, at one’s own will, without being asked for it and without any financial reimbursement. In positive psychotherapy (PPT), meaning entails using one’s signature strengths to belong to and serve something that one believes is bigger than the self. One wants to make a life that matters to the world and create a difference for the better. The psychological benefits of altruism are significant. In Session Fourteen, clients learn how being altruistic helps both themselves and others. The central PPT practice covered in this session is the Gift of Time.


Author(s):  
Tayyab Rashid ◽  
Martin Seligman

This final session integrates the three phases of positive psychotherapy (PPT): the narrative of resilience (positive introduction), the hope of cultivating a better version of the self, and the aspiration of leaving a positive legacy. Meaning refers to a coherent understanding of the world that promotes the pursuit of long-term goals that provide a sense of purpose and fulfilment. Session Fifteen focuses on the search and pursuit of meaningful endeavors for the greater good, and the central PPT practice in this session is Positive Legacy. The chapter provides a list of readings, videos, and websites that relate to the Positive Legacy idea and offers two worksheets to practice the concepts learned in the chapter. The chapter also includes a real-life case study that illustrates Positive Legacy.


Author(s):  
Tayyab Rashid ◽  
Martin Seligman

Session Two is the first of three sessions focusing on Character Strengths and Signature Strengths, which are positive traits that can be developed through practice and can contribute to personal growth and wellness. Taken together, Sessions Two to Four cover assessing strengths; understanding their contextualized, situation-specific usage; and how specific strengths can be utilized to create a desired or better version of the self. The chapter provides a list of readings, videos, and websites that relate to Character Strengths and Signature Strengths and offers eight different worksheets to practice the concepts learned in the chapter. The chapter also includes real-life case studies to illustrate the use of Character Strengths and Signature Strengths.


Author(s):  
Jani Pulkki ◽  
Jan Varpanen ◽  
John Mullen

AbstractWhile human beings generally act prosocially towards one another — contra a Hobbesian “war of all against all” — this basic social courtesy tends not to be extended to our relations with the more-than-human world. Educational philosophy is largely grounded in a worldview that privileges human-centered conceptions of the self, valuing its own opinions with little regard for the ecological realities undergirding it. This hyper-separation from the ‘society of all beings’ is a foundational cause of our current ecological crises. In this paper, we develop an ecosocial philosophy of education (ESPE) based on the idea of an ecological self. We aspire to consolidate voices from deep ecology and ecofeminism for conceptualizing education in terms of being responsible to and for, a complex web of interdependent relations among human and more-than-human beings. By analyzing the notion of opinions in light of Gilles Deleuze’s critique of the ‘dogmatic image of thought,’ we formulate three aspects of ESPE capable of supporting an ecological as opposed to an egoistic conception of the self: (i) rather than dealing with fixed concepts, ESPE supports adaptable and flexible boundaries between the self and the world; (ii) rather than fixating on correct answers, ESPE focuses on real-life problems shifting our concern from the self to the world; and (iii) rather than supporting arrogance, EPSE cultivates an epistemic humility grounded in our ecological embeddedness in the world. These approaches seek to enable an education that cultivates a sense of self that is less caught up with arbitrary, egoistic opinions of the self and more attuned to the ecological realities constituting our collective life-worlds.


2009 ◽  
Vol 1 (2) ◽  
pp. 487-501 ◽  
Author(s):  
Idit Alphandary

In the films For Ever Mozart, In Praise of Love and I Salute You Sarajevo, Go-dard’s images introduce radical hope to the world. I will demonstrate that this hope represents an ethical posture in the world; it is identical to goodness. Radical hope is grounded in the victim’s witnessing, internalizing and remembering catastrophe, while at the same time holding onto the belief that a variation of the self will survive the disaster. In The Gift of Death, Jacques Derrida argues that choosing to belong to the disaster is equivalent to giving the pure gift, or to goodness itself, and that it suggests a new form of responsibility for one’s life, as well as a new form of death. For Derrida, internalizing catastrophe is identical to death—a death that surpasses one’s means of giving. Such death can be reciprocated only by reinstating goodness or the law in the victim’s or the giver’s existence. The relation of survival to the gift of death—also a gift of life—challenges us to rethink our understanding of the act of witnessing. This relation also adds nuance to our appreciation of the intellectual, emotional and mental affects of the survival of the victim and the testimony and silence of the witness, all of which are important in my analysis of radical hope. On the one hand, the (future) testimony of the witness inhabits the victim or the ravaged self (now), on the other hand, testimony is not contemporaneous with the shattered ego. This means that testimony is anterior to the self or that the self that survives the disaster has yet to come into existence through making testimony material. Testimony thus exists before and beyond disaster merely as an ethical posture—a “putting-oneself-to-death or offering-one’s-death, that is, one’s life, in the ethical dimension of sacrifice,” in the words of Derrida. The witness is identical to the victim whose survival will include an unknown, surprising testimony or an event of witnessing. The testimony discloses the birth or revelation of a new self. And yet this new self survives through assuming the position of the witness even while s/he is purely the victim of catastrophe, being put to death owning the “kiss of death.”


2018 ◽  
Vol 15 ◽  
pp. 285-302
Author(s):  
Jason Brennan ◽  

This paper describes the “Ethics Project”, a semester-long entrepreneurial activity in which students must make real-life decisions and then reflect upon their decisions. The Ethics Project asks students to think of something good to do, something that adds value to the world, and then do it. Along the way, they must navigate problems of opportunity cost or feasibility versus desirability, must anticipate and overcome strategic and ethical obstacles, and must ensure they add value, taking into account their costs. Rather than role-playing through case studies, students live through real-life case studies which result from their own choices. When properly administered, the Ethics Project trains student to be principled leaders who integrate ethical principles into strategic decision-making, and who can discover and overcome their own moral limitations.


Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration.


2021 ◽  
Vol 19 (1) ◽  
pp. 116-128
Author(s):  
Tuğçe Alkiş

The aim of this paper is to show how contemporary children’s fantasy fiction offers alternative methods to children and teenagers for confronting real-life issues, such as self-discovery, sense of belonging and the process of individuation, through the analysis of Neil Gaiman’s Coraline. In his contemporary children’s fantasy book, Gaiman empowers his protagonist to explore her sense of self, overcome her insecurities and fears in a fantastic mirror-like home. This paper argues that fantasy is an effective device for explaining the complexities and dilemmas of the self and examining a child’s quest for self-discovery in the process of maturation and individuation.


Author(s):  
Tayyab Rashid ◽  
Martin Seligman

In Session Three, clients learn about the Aristotelian concept of practical wisdom, that is, the adaptive use of strengths to be used to live a good, meaningful, and virtuous life. These skills teach us how to adaptively apply signature strengths in a balanced way to solve problems. The central positive psychotherapy practice covered in this session is Know-How of Strengths. The chapter provides a list of readings, videos, and websites that relate to practical wisdom and offers three different worksheets to practice the concepts learned in the chapter. The chapter also includes a real-life case study to illustrate the use of practical wisdom.


Author(s):  
Beth Bonniwell Haslett

This chapter focuses on how culture and the new media shape one's identity. While culture and one's family initially shape one's identity, the new media provide new ideas and lifestyles that influence one's identity. One's identity changes throughout one's lifespan, and the new media presents more information and alternative lifestyle choices for individuals. Identity itself is a complex concept and the self is viewed as the continuing, consistent narrative that one presents over one's lifetime and over different contexts. The new media enable people to develop online identities, and such identities may be authentic or inauthentic when compared to one's real life identity. The new media present different venues for developing and expressing one's self. The new media also enable individuals to maintain cultural and identity links with their home culture although they may have located elsewhere in the world.


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