scholarly journals Reflexive theory

2013 ◽  
Vol 17 (1) ◽  
pp. 27-54 ◽  
Author(s):  
Keith Tudor ◽  
Garry Cockburn ◽  
Joan Daniels ◽  
Josie Goulding ◽  
Peter Hubbard ◽  
...  
Keyword(s):  
Cultural Context ◽  
The Self ◽  
Theoretical Orientations ◽  
Aotearoa New Zealand ◽  
Self Development ◽  
Holistic Conception ◽  
Person Account ◽  
The Individual ◽  
Key Aspects ◽  
Western Psychotherapy

Abstract Western – and Northern – psychology and psychotherapy stand accused of an over emphasis on the individual, ego, and self (“the Self”), autonomy, and self-development. These criticisms have been made from other intellectual, cultural, social, spiritual and wisdom traditions, but may also be found in critical and radical traditions within Western thought. In this article, exponents of ten different theoretical orientations within or modalities of psychotherapy reflect on one or two key aspects of their respective theories which, together, offer a holistic conception of the person; account for family/social/cultural context; provide an understanding of the human trend to homonomy (or belonging) alongside autonomy; articulate a relational understanding of human development, attachment to and engagement with others; and emphasise spirit, group, and community. As such, these psychotherapies – and critiques of Western psychotherapy – offer a wider vision of the scope and practice of psychotherapy and its relevance in and to Aotearoa New Zealand. Whakarāpopoto E tū ana te whakapae, e kaha rawa ana te whakapau wā ki te takitahi a te whakaora hinengaro o te Uru me te Raki i te takitahi, te whakaī, me te whaiaro (“te Whaiaro”), tino rangatiratanga, me te whanaketanga whaiaro. I ara ake ana ēnei kūrakuraku i ētahi atu tikanga hinengaro, ahurea, hapori, wairua, me te mātauranga, engari ka kitea anō hoki i roto i ngā tikanga arohaeheanga rerekē hoki o te whakaarohanga Taiuru. Kei tēnei kōrero, ko ngā tauira o ngā ariā tekau āhua mau ki roto, ki te āhua rānei o te kaiwhakaora hinengaro e whakaata ana i tētahi, ētahi tirohanga rānei o ā rātou ake aria, ā, ngātahi e tuku ariā tapeke ana o te tangata; whakaaturanga horopaki whānau/hāpori; whakarato moohiotanga o te ia o te tangata ki te whakaōrite (whai tūrangawaewae rānei) i te taha o te tino rangatiratanga. Ki te whakapapa mātauranga whakapā ki te ira tangata, tōna whakapiri ki me te whakapiri ki ētahi atu hoki, ā, ka whakatāpua wairua, rōpū, hāpori hoki. Koia rā, ko ēnei kaiwhakaora hinengaro – paearu kaiwhakaora hinengaro o te Uru  – e tuku tirohanga whānui ana o te matapae me te mahi a te kaiwhakaora hinengaro me ana whakapaanga katoa i Aotearoa nei.

scholarly journals KONSEP DIRI SEORANG DA'I

2019 ◽  
Vol 1 (2) ◽  
pp. 207
Author(s):  
Noormawanti, Iswati
Keyword(s):  
Social Interaction ◽  
The Self ◽  
Self Concept ◽  
Social Aspects ◽  
The Core ◽  
Self Development ◽  
The World ◽  
Entire Complex ◽  
The Individual ◽  
Beliefs And Attitudes

The concept of self is an understanding of the attitude of the individual towards himself so that it results in the interaction of two or more people. Self-concept is a factor that communicates with others. The concept of self is the views and attitudes of individuals towards themselves, characteristics and individual and self-motivation. The self-view includes not only individual strengths but also weaknesses and even failures. This self-concept is psychological, social and physical. Self-concept is our views and feelings about ourselves, which include physical, psychological and social aspects. The concept of self is not just a descriptive picture, but also an assessment of ourselves, including what we think and how we feel. Anita Taylor defines self-concept as "all you think and feel about you, the entire complex of beliefs and attitudes you hold abaout yourself '. Human behavior is a product of their interpretation of the world around them through social interaction. Behavior is often a choice as a feasible thing to do based on how it defines the existing situation. The definition they give to other people, situations, objects and even themselves determines their behavior. So it is individuals who are considered active to regulate and determine their own behavior and environment. While the core of the individual is consciousness (consciousness). self-development depends on communication with others, which shape or influence themselves

scholarly journals SELF-DEVELOPMENT OF EDUCATION SEEKERS IN THE CONTEXT OF SYNERGETIC APPROACH AND POST- NEOCLASSICAL EDUCATIONAL PARADIGM

2022 ◽  
Vol 1 (2) ◽  
pp. 13-20
Author(s):  
HRYHORIY TERESHCHUK ◽  
NATALIA LUPAK
Keyword(s):  
Personal Growth ◽  
Educational Institution ◽  
Self Regulation ◽  
Educational Process ◽  
Self Determination ◽  
Modern World ◽  
Self Development ◽  
Educational Paradigm ◽  
The Individual ◽  
Key Aspects

The problem of self-development of a student related to the transformation of the educational process in the post- neoclassical science is highlighted. This problem is considered in the context of a synergetic approach with the actualization of the needs and opportunities for self-organization of the applicant’s personality as a holistic characteristic of a human. It is noted that the pedagogical process of an educational institution of innovative type should be aimed at developing the abilities of the applicant, their ability to meet the challenges of the information society and self-realization in the changing conditions of the modern world. It is stated that self-development of an applicant within the synergetic paradigm of education requires a reorientation of the educational process from traditional conservative to innovative creative, in which the acquisition of vital competencies is carried out in interaction (communication) with other subjects and taking into account external (physical) and internal (mental) human activity. It is substantiated that the key aspects of the self-development of the student should be focused on the formation of their optimal developmental lifestyle. It is about the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization. In the projections of the synergetic paradigm, the individual as a complex, open, nonlinear system appears with all the potential opportunities for self-development, which can be realized under certain organizational and pedagogical conditions. It is stated that despite the fact that the applicant – the future specialist controls their own development, the teacher of higher education should exercise general management of educational activities and is fully responsible for the quality of training of the applicant. This is inherent in any level of education. The new roles of the modern teacher (“moderator”, “coach”, “tutor”, “speaker”, “medium”, etc.) set adequate requirements for these roles. Not only the updated knowledge, but also the ways of obtaining it and the possibilities of its application become valuable for the student at various stages and levels. Key aspects of self-development: the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization will contribute to the formation of the individual’s personality, open to new knowledge and values, able to realize their own life purpose.

scholarly journals МЕТОДОЛОГІЧНІ ТА СОЦІАЛЬНО-ФІЛОСОФСЬКІ ПРОБЛЕМИ САМОРЕАЛІЗАЦІЇ ТА САМОМОТИВАЦІЇ

World Science ◽  
2018 ◽  
Vol 1 (7(35)) ◽  
pp. 32-38
Author(s):  
Ободовська С. В. ◽  
Бохан Ю. В.
Keyword(s):  
Middle Ages ◽  
Theoretical Basis ◽  
The Self ◽  
Professional Activity ◽  
German Philosophy ◽  
Self Development ◽  
Effective System ◽  
History Of ◽  
Self Knowledge ◽  
The Individual

The article deals with the socio-philosophical aspects and proposes an analysis of the ideas and views of thinkers of different historical epochs and times on the problems of self-realization and self-motivation. The theoretical basis for the study of the aspects of this problem was the fundamental approaches to the self-knowledge and motivation of the personality of the philosophers of antiquity (Epicurus, Socrates, Plato), the Middle Ages (K. Alexandria, St. Augustine), the Renaissance (D. Alighieri, F. Petrarca, M. Montaigne), New Time (B. Pascal, B. Spinoza) and German Philosophy (I. Kant, I. G. Fichte, A. Schopenhauer). The proof of the history of studying the problem of self-realization and personality motivation during its formation allows to emphasize the important essence of the aspiration of individuals to self- motivation as to the ultimate realization of the personal potential of a person. The analysis of motivation and self-motivation as an effective system of self-development and self-realization of the personality is conducted. An attempt has been made to generalize author's studies and representations of the essence of the processes of motivation and self- motivation of the individual and highlighted a number of aspects that focus the attention of researchers in explaining the essence of these processes. The disclosure of the ideas reflected in the study contributes to the further study and development of the structure of the process of self-motivation of the person, the mechanisms for its activation, the creation of pedagogical conditions that stimulate this process in professional activity.

Assessment Methods for Self-Development Goals of Executives

2012 ◽  
pp. 310-319
Author(s):  
Käthe Schneider
Keyword(s):  
Personal Development ◽  
Assessment Methods ◽  
The Self ◽  
Self Awareness ◽  
Complex Relationship ◽  
Personal Projects ◽  
Self Development ◽  
Development Goals ◽  
Individual Needs ◽  
The Individual

There is a complex relationship between self-development and self-awareness. The individual needs to develop an awareness of herself and her self-development goals before being able to identify circumstances consistent with these goals and to make decisions that will bring about personal development. There are different approaches and methods for assessing these goals. The types of self-development goals range from images of the self to personal projects. This article examines methods for exploring the self-development goals of executives, because this is of particular relevance today. The findings suggest an instrument for exploring self-development goals for executives.

scholarly journals Transforming Shame in the Pandemic: An International Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Claude-Hélène Mayer ◽  
Elisabeth Vanderheiden
Keyword(s):  
Thematic Analysis ◽  
Cultural Context ◽  
International Study ◽  
The Self ◽  
Cultural Norms ◽  
Snowball Sampling ◽  
Ethical Considerations ◽  
International Perspectives ◽  
Ethical Approval ◽  
The Individual

Shame is an unconscious, somehow unattended and neglected emotion and occurs when individual and socio-cultural norms are violated. It often impacts negatively on the self and others across cultures. During the Covid-19 crises, shame has become an important emotion with a powerful effect, depending on how it is experienced within the socio-cultural context. This article explores shame in international perspectives in the context of Covid-19 and addresses the question how shame is transformed from an existential positive psychology (PP2.0) perspective. The study uses a qualitative research paradigm and explores shame and its transformation during Covid-19. Purposeful and snowball sampling was used. The sample consisted of 24 individuals (16 female, 8 male), of 13 different nationalities. Data were collected from written interviews and analyzed through thematic analysis. Ethical considerations were followed; ethical approval was given by a university. Findings show that participants become very worried, anxious, scared, sad, and shocked when they or individuals in their close relationships contracted Covid-19. Shame plays an important role during the Covid-19 pandemic. However, the meaning and experience of shame during Covid-19 is strongly dependent on the socio-cultural background of the individual who is experiencing the disease. Individuals use different strategies and mechanisms to deal with and transform shame in the context of Covid-19.

scholarly journals Walking down the Borderline: Hybridity and the Modulation of the Self in Three Canonical Chicano Novels

2017 ◽  
Author(s):  
Juan Meneses Naranjo
Keyword(s):  
Cultural Context ◽  
Postcolonial Studies ◽  
The Self ◽  
Rudolfo Anaya ◽  
The Individual ◽  
Rolando Hinojosa ◽  
Estudios Culturales

Abstract:This paper presents an analysis of three Chicano novels considered canonical, in which the concept of “hybridity” is discussed in relation with the individual: Rudolfo Anaya’s Bless Me Última, Tomás Rivera’s …Y No Se Lo Tragó La Tierra, and Rolando Hinojosa’s Los Amigos de Becky. The paper proposes an additional application of “hybridity”, key concept of Cultural and Postcolonial Studies, in the cultural context of the Chicano identity. The final aim is to prove, by means of the texts, the interaction between the individual and his/her context via their “hybridity” as a resulting phenomenon of a cultural multiplicity.Keywords: Chicano, novel, hybridity, individual, cultural context.Resumen:Este trabajo presenta un análisis de tres novelas de autores chicanos considerados canónicos, en el que se discute el concepto de ‘hibridación’ y su interacción con el individuo: Bless Me Última, de Rudolfo Anaya, …Y No Se Lo Tragó La Tierra, de Tomás Rivera y Los Amigos de Becky, de Rolando Hinojosa. Se propone una aplicación adicional de “hibridación”, concepto clave de los Estudios Culturales y Postcoloniales, en el contexto cultural de la identidad chicana. El objetivo es demostrar la interacción entre el individuo y su contexto a través de la “hibridación” como fenómeno de multiplicidad cultural.Palabras clave: Chicano, novela, hibridación, individuo, contexto cultural

scholarly journals Genesis of Moral Freedom in Kant

2021 ◽  
Vol 12 (2) ◽  
pp. 10-25
Author(s):  
Jacinto Rivera de Rosales
Keyword(s):  
Moral Philosophy ◽  
Moral Evil ◽  
The Self ◽  
Transcendental Deduction ◽  
Radical Evil ◽  
Kingdom Of Ends ◽  
Self Development ◽  
Moral Freedom ◽  
Historically Situated ◽  
The Individual

In Kant’s writings, we can discover four key moments in the realization of moral freedom: i) The original possibility of being free, ii) The act described by Kant as radical evil, iii) The opposite act, that is, an inner conversion to good, and, finally, iv) The long process of the self-development of virtue extending to immortality. There are further issues such as the double concept of moral evil, and practical temporality. Moral freedom is originally located (and presupposed in Kant’s transcendental deduction) in the individual, her decisions, and the maxims or principles that guide her actions, even though a community (as both a „kingdom of ends” and social reality) provides the scope wherein all this takes place and its socially and historically-situated shapes. This paper tries to systematize these crucial stages of Kant’s moral philosophy with the focus on the concept of virtue.

scholarly journals Del aprender a aprender al aprender a pensar: la variable funcional de la educación

10.14201/2960 ◽  
2009 ◽  
Vol 4 ◽  
Author(s):  
Pilar Aznar Minguet
Keyword(s):  
Social Interaction ◽  
Learning Process ◽  
Driving Force ◽  
The Self ◽  
Educational Activity ◽  
Educational Content ◽  
Functional Variable ◽  
Constructivist Perspective ◽  
The Individual ◽  
Key Aspects

This paper focuses on the functional variable of educational content with an aim to analysing the incidence of said variable on the learning process and at the same time offer guidelines for its integration within the curricula. The question has been approached from a constructivist perspective, clearly revealing that learning to think requires the assimilation of metacognitive strategies and abilities regarding the processes of social interaction. Cognition, with affective and behaviour-related aspects composing its central core, is regarded as being the driving force behind said processes. The diadic relationships which occur within these processes affect all of those involved -teachers and pupils- creating a set series of responsibilities as regards establishing a relevant integration of «what» and «how» to teach and learn, a question which leads to an analysis of the double perspective from which said integration can be facilitated: - from the perspective of educational action, based on the «help» -conceptional and operational scaffolding- supplied by the teacher. - from the perspective of educational activity, based on the actions and operations carried out by the individual during his process of learning. In the of both perspectives, process «standards» are offered together with a compendium of educational techniques directed towards implementing three key aspects: the self-adjustment of learning, the construction of «meanings» and the «profound» processing of information.

Overcoming essentialisation: a comparative study of ‘living-together’ conceptions

2017 ◽  
Vol 14 (3) ◽  
pp. 374-395 ◽  
Author(s):  
Emma Patrignani
Keyword(s):  
Cultural Studies ◽  
Comparative Study ◽  
Cultural Context ◽  
The Self ◽  
Constitutional Courts ◽  
National Community ◽  
Living Together ◽  
The Individual

AbstractThis paper compares two judgments of constitutional courts (French and German) assessing the constitutionality of statutes concerning veil-wearing and focuses on the underlying conceptions of ‘living together’. This means that what is actually compared is the self-understanding of the respective majority in the two societies as stated in the decisions. This is done by disassembling the concept of ‘living together’ into three elements: the notion of the individual, the meaning of belonging to the national community and the space accorded to religion in public. Each section of this paper examines one of these elements as they are entailed in the judgments and positions them critically within the respective legal cultural and historical contexts. The main aim of this paper is methodological in nature and is namely to show how comparative legal cultural studies can avoid essentialisation and rather highlight the complexity of every cultural context.

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