scholarly journals Psychotechnical Theory as a Format of Psychological Knowledge

2019 ◽  
Vol 15 (1) ◽  
pp. 70-78
Author(s):  
E.Yu. Patyaeva
Keyword(s):  
Psychological Research ◽  
Psychological Practice ◽  
Research And Practice ◽  
Conceptual Space ◽  
Crucial Feature ◽  
General Logic ◽  
Methodological Tool ◽  
Per Se ◽  
Psychological Knowledge ◽  
The Mind

The paper deals with the methodological characteristics of psychotechnical theory, a specific format of psychological knowledge developed by F.Ye.Vasilyuk. The author describes the general logic of overcoming the ‘schism’ in psychology through the discovery of the methodological importance of psychological practice. It is also shown that the philosophy of practice is implemented through the psychotechnical approach, its crucial feature being the investigation not of the mind per se, but of the experience of working with the mind. The format of psychological knowledge appropriate for the psychotechnical approach is the psychotechnical theory. Eight methodological characteristics of the psychotechnical theory suggested by F.Vasilyuk create a certain conceptual space fitted not only for psychotechnical theories, but also for classical ‘academic’ theories as well as various mixed ones. The article concludes that the psychotechnical theory presents a more general and universal format of psychological knowledge in comparison with the classical theories, and this means an opportunity to create a unified methodological tool for describing and analyzing psychological research and practice — and thus for overcoming the schism in psychology.

Moral Effects of Physical Cleansing and Pro-environmental Hotel Choices

2019 ◽  
Vol 59 (6) ◽  
pp. 1105-1118 ◽  
Author(s):  
Yuanyuan (Gina) Cui ◽  
Amy Errmann ◽  
Jungkeun Kim ◽  
Yuri Seo ◽  
Yingzi Xu ◽  
...  
Keyword(s):  
Causal Relationship ◽  
Psychological Research ◽  
Embodied Experience ◽  
Moral Self ◽  
Tourism Research ◽  
Research And Practice ◽  
Positive Attitudes ◽  
Important Concern ◽  
Recent Developments ◽  
Per Se

Cultivating pro-environmental choices and behaviors is an important concern for tourism research and practice. Informed by recent developments in psychological research on embodied cognition and the moral effects of physical cleansing, we elicit novel insights about the causal relationship between the embodied experience of physical cleansing and pro-environmental travel choices. Across four experiments, we show that when one’s moral self-regard is heightened by the virtue of physical cleansing, it can motivate consumers to engage in pro-environmental travel choices. Importantly, we show that such an effect occurs because, after physical cleansing, consumers experience more expected guilt for not choosing a morally preferred environmentally friendly travel option within the evoked set of travel alternatives. Our study offers a novel way to understand how consumers can be “nudged” to choose pro-environmental travel options beyond fostering positive attitudes toward sustainability per se. Important implications for tourism research and practice are discussed.

From Psychological Humanities to African Psychology: A Review of Sources and Traditions

2020 ◽  
Author(s):  
Augustine Nwoye
Keyword(s):  
Intellectual History ◽  
Psychological Research ◽  
Black Psychology ◽  
Western Psychology ◽  
Before And After ◽  
Life Of The Mind ◽  
History Of ◽  
Postcolonial Africa ◽  
Psychological Knowledge ◽  
The Mind

The purpose of the article is to trace the intellectual history of the new postcolonial discipline of African psychology. African psychology as currently conceptualized in universities in the South and other regions of Africa is a proud heir to a vast heritage of sound and extensive intellectual traditions and psychological scholarship on Africa and its peoples found scattered in the multiple disciplines of the humanities (anthropology, archaeology, literature, philosophy, religion, etc.). Even before and after the critical evolution that led to the emergence of African psychology as a new discipline situated in the departments of psychology in some forward-thinking African universities, the different fields of the humanities offered legitimate research and writings on the nature of the life of the mind and culture in pre- and postcolonial Africa. The article reviews the variety and changing psychological themes that occupied the attention of the African and Western humanists and intellectuals within and outside Africa. However, the great limitation of all psychological research and writings which constitute psychological humanities is that they could not and, indeed, are not meant to replace the legitimate role being played by African psychology as a fledgling postcolonial discipline and center of thought and scholarship. This fledgling discipline came into being to argue against and partner with Western psychology and the black psychology popularized in North America, with a view toward the enrichment of both Western and black psychological knowledge with new perspectives for understanding the psychology of Africans in continental Africa. The purpose of the article is to elaborate on these issues.

Tiantai Buddhist Elaborations on the Hidden and Visible

2020 ◽  
Vol 74 (4) ◽  
pp. 883-910
Author(s):  
Hans-Rudolf Kantor
Keyword(s):  
Crucial Feature ◽  
Buddhist Doctrine ◽  
Linguistic Strategy ◽  
The Mind

Abstract A crucial feature of Tiantai (天台) Buddhist thought certainly is its elaboration on the hidden and visible, called “root and traces” (ben ji 本跡), as the concept of non-duality (bu er 不二) of these opposites is part of what constitutes the highest level of Buddhist doctrine in Tiantai doxography, called “round/ perfect teaching” (yuanjiao 圓教). Such elaboration is inextricably bound up with paradoxical discourse, which functions as a linguistic strategy in Tiantai practice of liberating the mind from its self-induced deceptions. Observation of paradoxes in the elaboration on the hidden and visible could be called practice qua doctrinal exegesis, because Tiantai masters try to integrate self-referential observation in mind-contemplation (guanxin 觀心) with interpretation of sūtra and śāstra. For Tiantai Buddhists, the ultimate meaning of the Buddhadharma (fofa 佛法) itself is independent from speech and script and only accessible to the liberated mind, yet it cannot fully be comprehended and displayed apart from the transmission of the canonical word. To observe the paradox in non-duality of the hidden and visible is what triggers practice qua doctrinal exegesis and entails liberation (jietuo 解脫) according to the “round/ perfect teaching.” The article traces the formation of paradoxical discourse in Chinese Madhyamaka, particularly referencing the Tiantai elaboration on the hidden and visible and its diverse sources of inspiration, which includes both Chinese indigenous traditions of thought (Daoism and Xuanxue) and translated sūtra and śāstra literature from India.

scholarly journals Bridging the Gap Between Academe-Industry Through Outcomes-Based Curriculum Development

2020 ◽  
Vol 2 (4) ◽  
Keyword(s):  
Performance Appraisal ◽  
Core Competencies ◽  
Professional Behavior ◽  
State University ◽  
Psychological Practice ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Bachelor Of Arts ◽  
Knowledge Competencies ◽  
Psychological Knowledge

To bridge the gap between academe and industry, the study determined the highly in demand technical skills and knowledge competencies needed in psychological practice in CALABARZON. Two perspectives were considered in approaching the problem: the perspective of 44 employers or industry partners and the perspective of 120 employees who are graduates from Bachelor of Arts in Psychology in Southern Luzon State University. The study employed both quantitative and qualitative methods in gathering data. Quantitative data was analyzed through the use of weighted mean and MannWhitney U while qualitative data was analyzed based on the model of psychological competencies of the IAAP and the IUPsyS. Findings revealed that majority (21 or 52.5%) of the 40 identified as very relevant competencies fall within Cluster A which consists of psychological knowledge and skills underpinning the core competencies; ten (25%) of the identified skills and competencies fall within Cluster C which consists of professional activities competencies and nine (22.5%) fall within Cluster B which consists of professional behavior competencies. The top twelve competencies in the list consists Encourage good relations and motivations among personnel (W=2.82); Facilitate professional trainings and career development (W=2.72); Effectively communicate orally and in writing using both English and Filipino (2.70); and Recognize professional, social and ethical responsibility (both with WM=2.70); Conduct interviews; and Communicate well with clients (both with WM=2.67); Develop selection procedures, performance appraisal techniques and curricula for training programs (W=2.66); Facilitate recruitment, assessment and selection of personnel (W=2.64); Deal with complaints objectively (W=2.59); Establish and maintain rapport; Organize seminar workshops and trainings; and Conduct job performance appraisal (all with WM=2.59). It was concluded that psychological knowledge and skills competencies are among the top competencies needed in psychological practice based on the perception of both groups of respondents. However, on top of psychological knowledge and skills are professional behavior competencies which also play an important role in the industry. It was further concluded that the skills and competencies being developed in the AB Psychology curriculum of Southern Luzon State University are highly relevant and responsive to the needs of the industry. Recommendations were forwarded to concerned authorities.

scholarly journals THE PROBLEM OF RESILIENCE OF THE PERSONALITY TO DIFFICULT LIFE SITUATIONS IN THE EDUCATIONAL ENVIRONMENT IN THE RUSSIAN AND FOREIGN RESEARCH

2019 ◽  
Vol 7 (1) ◽  
pp. 11
Author(s):  
N. I. Dunaeva ◽  
H. E. Serebrovsky ◽  
P. A. Egorova
Keyword(s):  
Psychological Research ◽  
Educational Environment ◽  
Difficult Situation ◽  
Main Method ◽  
Factors Influencing ◽  
Psychological Structure ◽  
Analytical Review ◽  
Psychological Knowledge ◽  
Definition Of

Introduction: in article the problem of psychology of resilience of the personality to difficult life situations, identifications of the factors contributing to the development of resilience of the personality is discussed. Today in psychological literature there is still a lack of researches of resilience of the personality, the factors, such as the external and internal ones, the factors influencing the development of person’s resilience are insufficiently studied. An important point in understanding of formation of mechanisms of resilience of the personality is studying of a role of the educational environment as a factor of resilience of the personality to difficult life situations. In this regard it becomes necessary to generalize the saved-up material in works of the Russian and foreign researchers on a problem of influence of the educational environment as a factor of resilience of the personality to difficult life situations. The results of foreign researchers on the problem of studying of influence of specially organized safe educational environment on the resilience of the personality to difficult life situations are presented in the article. Materials and methods: the article is an analytical review where the attempt of systematization of scientific psychological knowledge of a problem of psychology of resilience of the personality to difficult life situations is made. The main method of studying of resilience of the personality to negative life situations in the conditions of the educational environment is the method of the theoretical analysis of scientific psychological foreign and domestic sources. Subjective approach is the methodological basis for studying of resilience of the personality to difficult life situations. Results of a research: consideration of theoretical provisions of resilience of the personality and empirical researches of foreign authors of influence of the educational environment on the resilience of the personality to difficult life situations in the context of researches of psychology of safety, subject approach, the intra-resources and Inter resources helping to cope with a difficult situation. The authors offer a definition of resilience of the personality in the course of exiting from difficult life situations. The scientific proof of the importance of formation of safe, subjective and positive educational environment when developing resilience of the personality to difficult life situations is consistently provided. Discussion and conclusions: the conclusion about undoubted relevance of the questions connected with a research of resilience of the personality to difficult life situations and existence of foreign psychological researches on this issue is proved. Taking into consideration the results of scarce psychological research carried out by domestic and foreign authors the need for further studying of psychological structure of resilience of the personality to difficult life situations and also factors and conditions of its formation is proved. At the same time the significance and the importance of formation of safe, subject and positive educational environment in development of resilience of the personality to difficult life situations is emphasized.

scholarly journals Exploring, modelling, and simulating the Feeling of Comfort in residential settings

2021 ◽  
Author(s):  
◽  
German Molina
Keyword(s):  
New Zealand ◽  
Science Research ◽  
Personal Factors ◽  
Building Science ◽  
Holistic View ◽  
Research And Practice ◽  
Making Sense ◽  
The People ◽  
The Subject ◽  
The Mind

<p><b>The fact that comfort is a subjective state of the mind is widely accepted by engineers, architects and building scientists. Despite this, capturing all the complexity, subjectivity and richness of this construct in models that are useful in building science contexts is far from straightforward. By prioritizing usability, building science has produced models of comfort (e.g., acoustic, visual and thermal) that overly simplify this concept to something nearly objective that can be directly associated with people’s physiology and measurable and quantifiable environmental factors. This is a contradiction because, even if comfort is supposed to be subjective, most of the complexity of “the subject” is avoided by focusing on physiology; and, even if comfort is supposed to reside in the mind, the cognitive processes that characterize the mind are disregarded. This research partially mitigates this contradiction by exploring people’s non-physical personal factors and cognition within the context of their comfort and by proposing a way in which they can be incorporated into building science research and practice. This research refers to these elements together—i.e., people’s non-physical personal factors and cognition—as “the mind”.</b></p> <p>This research proposes a new qualitative model of the Feeling of Comfort that embraces “the mind”. This model was developed from the results of a first study in which 18 people—from Chile and New Zealand—were asked to describe “a home with good daylight” and “a warm home” in their own words. These results were then replicated in a second study in which another group of 24 people—also from Chile and New Zealand—described “a home with good acoustic performance”, “a home with good air quality” and “a pleasantly cool home”. The Feeling of Comfort model not only was capable of making sense of the new data (gathered in this second study) but also proved to be simple enough to be useful in the context of comfort research and practice. For instance, it guided the development of a quantitative Feeling of Comfort model and also of a prototype building simulation tool that embraces “the mind” and thus can potentially estimate people’s Feeling of Comfort.</p> <p>This research concludes that embracing “the mind” is not only possible but necessary. The reason for this is that “the mind” plays a significant role in the development of people’s comfort. Thus, theories and models of comfort that ignore it fail to represent properly the concept of comfort held by the people for whom buildings are designed. However, incorporating “the mind” into building science’s research and practice implies embracing tools, research methods and conceptual frameworks that have historically not been used by such a discipline. Specifically, it concludes that building science should normalize a more holistic view of comfort and perform more exploratory and qualitative research.</p>

scholarly journals PROBLEMS OF INTEGRATION OF PSYCHOLOGICAL AND PEDAGOGICAL KNOWLEDGE IN THE PROCESS OF PREPARATION OF FUTURE TEACHERS

2020 ◽  
Author(s):  
Іnna Melnyk ◽  
◽  
Oleksandr Moisak ◽  
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Integrated Approach ◽  
Psychological Research ◽  
Pedagogical Knowledge ◽  
Professional Activity ◽  
Clear Understanding ◽  
Future Teachers ◽  
Psychological Knowledge ◽  
Primary School Age

The article is devoted to the problems of psychological and pedagogical preparation of future educators and primary school teachers for professional activity. The aim of the article is to highlight the results of the study of the peculiarities of future teachers' awareness of the need to acquire psychological competencies for further work with children and outline the basic principles of interdisciplinary and integrated approach to teaching psychological and pedagogical disciplines in universities. A brief theoretical overview of modern research on professional and personal growth of teachers is given. The results of an empirical study of the peculiarities of students' awareness of the need to acquire psychological competencies for further work with children of preschool and primary school age are highlighted. It was stated that a significant part of the surveyed students are generally aware of the need to apply psychological knowledge in the future profession, but such awareness is significantly "blurred" and unstructured. It has been found that the vast majority of students are not fully aware of the purpose for which psychological and pedagogical disciplines are combined into a common integrated course, which may indicate a lack of work to implement integrated and interdisciplinary approaches. It is determined that psychological knowledge is practically used more by students to improve their own lives and personal self-development, rather than directly in working with children. In this regard, some practical aspects of the integration of psychological and pedagogical knowledge in the training of specialists in the field of preschool and school education, in particular, in the study of such an integrated course as "Anthropology". The purpose, tasks and structure of the course are described, strategies of combination of psychological and pedagogical knowledge in the process of its teaching are defined, which consist in clear understanding by teachers of disciplines of psychological and pedagogical cycle of necessity of interaction among themselves and orientation on practical side of their subject application. The view of such structuring and teaching of this course is described, when the study focuses on psychological concepts and categories, that is the complete system of psychological research and indicates the possibility and method of application of this research in the pedagogical process.

scholarly journals Exploring, modelling, and simulating the Feeling of Comfort in residential settings

2021 ◽  
Author(s):  
◽  
German Molina
Keyword(s):  
New Zealand ◽  
Science Research ◽  
Personal Factors ◽  
Building Science ◽  
Holistic View ◽  
Research And Practice ◽  
Making Sense ◽  
The People ◽  
The Subject ◽  
The Mind

<p><b>The fact that comfort is a subjective state of the mind is widely accepted by engineers, architects and building scientists. Despite this, capturing all the complexity, subjectivity and richness of this construct in models that are useful in building science contexts is far from straightforward. By prioritizing usability, building science has produced models of comfort (e.g., acoustic, visual and thermal) that overly simplify this concept to something nearly objective that can be directly associated with people’s physiology and measurable and quantifiable environmental factors. This is a contradiction because, even if comfort is supposed to be subjective, most of the complexity of “the subject” is avoided by focusing on physiology; and, even if comfort is supposed to reside in the mind, the cognitive processes that characterize the mind are disregarded. This research partially mitigates this contradiction by exploring people’s non-physical personal factors and cognition within the context of their comfort and by proposing a way in which they can be incorporated into building science research and practice. This research refers to these elements together—i.e., people’s non-physical personal factors and cognition—as “the mind”.</b></p> <p>This research proposes a new qualitative model of the Feeling of Comfort that embraces “the mind”. This model was developed from the results of a first study in which 18 people—from Chile and New Zealand—were asked to describe “a home with good daylight” and “a warm home” in their own words. These results were then replicated in a second study in which another group of 24 people—also from Chile and New Zealand—described “a home with good acoustic performance”, “a home with good air quality” and “a pleasantly cool home”. The Feeling of Comfort model not only was capable of making sense of the new data (gathered in this second study) but also proved to be simple enough to be useful in the context of comfort research and practice. For instance, it guided the development of a quantitative Feeling of Comfort model and also of a prototype building simulation tool that embraces “the mind” and thus can potentially estimate people’s Feeling of Comfort.</p> <p>This research concludes that embracing “the mind” is not only possible but necessary. The reason for this is that “the mind” plays a significant role in the development of people’s comfort. Thus, theories and models of comfort that ignore it fail to represent properly the concept of comfort held by the people for whom buildings are designed. However, incorporating “the mind” into building science’s research and practice implies embracing tools, research methods and conceptual frameworks that have historically not been used by such a discipline. Specifically, it concludes that building science should normalize a more holistic view of comfort and perform more exploratory and qualitative research.</p>

Back to the phenomena: Theory, methods, and statistics in psychological research

1992 ◽  
Vol 6 (1) ◽  
pp. 1-14 ◽  
Author(s):  
David Magnusson
Keyword(s):  
Data Analysis ◽  
Research Process ◽  
Psychological Research ◽  
Theory Method ◽  
Appropriate Use ◽  
Statistical Procedures ◽  
Per Se

In this paper the role of four interdependent elements of the research process is discussed: namely the phenomena with which the problem under consideration is concerned (i.e. individual thoughts, feelings, actions, and reactions), theories, methods for the collection of the data, and statistical procedures for data analysis. It is stated that the appropriate use of theory, method, and statistics must be based on systematic analyses and descriptions of the phenomena per se.

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