Training in Reflective Processes in Supervision

SummaryThree hypotheses are abstracted from Laing's writings on the interrelationships between self-consciousness, anxiety, and self-evaluation. Indicators of self-consciousness are obtained from an open-ended instrument which requires the respondent to provide twenty answers to the question (asked of himself): ‘Who am I ?’ Statements indicative of self-consciousness are those on which the respondent inserts a self-reference into the statement made about himself and are distinguished from statements in which no explicit self-reference is found. The data indicate that the mark of the self-conscious person is anxiety and that anxiety is largely restricted to those statements devoid of self-consciousness. The structure of a system likely to produce this configuration is considered by drawing upon Kierkegaard's conjectures on the joint emergence of consciousness and anxiety. Equating self-consciousness with ‘reflection’, it is suggested that while reflection brings about anxiety in a system as a whole, the act of reflection deters the emergence of anxiety at the particular points within the system upon which it is deployed. Thus the function of reflection is two-fold, creating anxiety at the same time (but not at the same place) as anxiety is reduced.

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Didactics of practice-oriented education

10.12737/monography_5ba3b918d4dfe8.70319322 ◽

2018 ◽

Cited By ~ 1

Author(s):

Владимир Беликов ◽

V. Belikov ◽

Петр Романов ◽

Petr Romanov ◽

Азат Валеев ◽

...

Keyword(s):

Higher Education ◽

Graduate Students ◽

Doctoral Students ◽

Value Orientation ◽

Professional Activities ◽

Personal Significance ◽

Purpose Of Education ◽

Personal Competencies ◽

The Individual ◽

Reflective Processes

The monograph presents the author's material corresponding to the idea. that the implementation of the requirements of activity-oriented education contributes significantly to the provision of practice-oriented education. competence and acmeological approaches. The paper reveals the potential of educational, cognitive, educational and professional activities in the formation of personal competencies of students in modern higher education. The paper presents the didactic concept of practice-oriented education of the individual as a system of activity of students, the integrity of which is ensured by the personal significance of the purpose of education, its value orientation, subordination to reflective processes, personal aspirations to achieve the "top" of education. It is recommended to researchers and teachers of higher education, undergraduates, graduate students, doctoral students and applicants, teachers of universities and institutions of SPO.

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