Gender Effect on Views of Wisdom and Wisdom Levels

Gender differences in wisdom are an important theme in mythology, philosophy, psychology, and daily life. Based on the existing psychological research, consensus and dispute exist between the two genders on the views of wisdom and in the levels of wisdom. In terms of the views of wisdom, the way men and women view wisdom is highly similar, and from the perspectives of both ordinary people and professional researchers of wisdom psychology, wise men and women are extremely similar. Regarding wisdom level, research has revealed that, although significant gender effects exist in the level of overall wisdom, reflective and affective dimension, and interpersonal conflict coping styles, the effect sizes were small, which indicated that these gender differences were not obvious. It would be desirable for future research to combine multiple wisdom measurements, strengthen research on the psychological gender effect of wisdom, and focus on the moderating role of age on the relationship between wisdom and gender.

Too masculine for healthcare, too feminine for intense sports: correlation between gender conformity and pro-health behaviours

Background: The goal of this paper is to examine to what extent levels of femininity and masculinity are associated with practicing several types of health behaviours among individuals who are physically active and inactive. Material/Methods: A total of 559 individuals aged between 35 and 45 (M = 39.4; SD = 3.2) took part in the study. The inactive group consisted of 211 individuals (n = 85 women, n = 126 men), and the active group consisted of 348 individuals (n = 131 women, n = 217 men). The participants completed the following pen-and-paper questionnaires: the Psychological Gender Inventory, the Health Behaviours Inventory, and the Inventory of Physical Activity Objectives. Results: Physical activity and androgynous psychological gender were shown to be associated with the levels of health behaviours in men and women. Among men, femininity turned out to be a factor protective against hegemonic masculinity, while among women it was observed that it is mainly masculinity that correlates with health behaviours. Physical activity was associated with a better psychological attitude. Conclusion: It is possible to treat physical activity as a protective factor against decreased mood and an aid in coping with decreased mood. Society and culture should encourage the development of femininity and masculinity from the earliest years. Future research on masculinity and femininity and pro-health behaviours should be aimed at looking for ways to promote physical activity among undifferentiated individuals.

LINGUISTIC MEMORY STUDIES: TRACK RECORD AND PROSPECTS

The paper discusses potential prospects of expanding the official limits of contemporary language theory as to bring into its focus phenomena syncretically connected with the language and speech faculty but formally standing outside the linguistic field of study. Specifically, the author raises the question of legitimizing the area of linguistic research dealing with studies of verbal representation of memory, mnemonic phenomena and memorial practices. The emergence of linguistic memory studies as a new discipline is in line with the present-day vibrant research in humanities and agrees with prime trends in cognitive science. The paper states that integrating various studies of memory as a linguocognitive system of organizing personal and collective experience into a common framework could homogenize results achieved in different fields and lay a solid foundation for future advances. It is suggested that linguistic memory studies should rely upon the cognitive-communicative paradigm currently gaining momentum in linguistics. The basic principles of the cognitive-communicative approach include that of communication cognitivity and communicative determinedness of cognitive processes. The paper enunciates issues of current interest in studies of memory that could be resolved within the cognitive-communicative paradigm and discusses perspectives for future research related to cultural, social, psychological, gender, age and professional factors.

Measuring Satisfaction and Comfort with Gender Identity and Gender Expression among Transgender Women: Development and Validation of the Psychological Gender Affirmation Scale

Among transgender and gender diverse people, psychological gender affirmation is an internal sense of valuing oneself as a transgender or gender diverse person, being comfortable with one’s gender identity, and feeling satisfied with one’s body and gender expression. Gender affirmation can reduce gender dysphoria and mitigate deleterious health effects of marginalization. We sought to create an instrument to measure psychological gender affirmation among transgender women. Following initial item development using qualitative interviews, we used self-administered survey data from two distinct samples (N1 = 278; N2 = 368) of transgender women living with HIV in the USA. We used data from Study 1 to perform exploratory factor analysis (EFA) and data from Study 2 to perform confirmatory factor analysis (CFA), yielding the five-item single-factor Psychological Gender Affirmation (PGA) scale with high reliability (α = 0.88). This scale is psychometrically sound as demonstrated by its convergent and discriminant validity via correlations with select measures and by its predictive validity through associations in hypothesized directions with measures of mental health and substance use. The PGA scale will aid research on psychological gender affirmation that can in turn inform interventions as well as gender-affirming clinical and social practices to promote the health and well-being of transgender and gender diverse people.

Zen in Distress: Theorizing Gender Dysphoria and Traumatic Remembrance within Sōtō Zen Meditation

Gender dysphoria is considered a pronounced experience of distress in the bodies and minds of some transgender people. Examining the text Zen Mind, Beginners Mind by Shunryū Suzuki, I analyze some of the difficulties that may arise for transgender practitioners experiencing acutely strong gender dysphoria within the Sōtō Zen meditation experience. I seek to understand how physical and psychological gender distress may make concentration, and thereby realization, challenging and potentially harmful within a context of Sōtō Zen meditation. I consider how meditation can exacerbate the panic and traumatic remembrance of the body and mind, leading both to embodied struggles, as well as undoubtedly philosophical ones too. This paper theorizes gender dysphoria to exist beyond a state of unitary “distress” to include trauma. I put forward an understanding of gender dysphoria that is grounded in traumatic, gendered remembrances—what I call “sustained traumas.” Within the meditation experience, I argue trans, gender dysphoric people may experience heightened disconnect, separation, and deepening into their solid and suffering “self” rather than open to the fundamental nature of emptiness, non-duality, and an empty and move-able core. Ultimately, I argue meditation may lead to a deepening of traumatic remembrance, posing potential corporeal and philosophical problematics for gender dysphoric practitioners within Sōtō Zen meditation.

Features of Self-assessment and Self-attitude in Girls with Different Parts of Psychological Sex

The paper discusses the empirical study of the fea-tures of self-esteem and self-attitude in girls with different components of the psychological gender. The author notes that the ongoing changes in mas-culine and feminine stereotypes in the conscious-ness of modern society entail changes in the struc-ture of psychological gender. It is shown that girls with masculine traits have high self-esteem and self- respect, while they are quite self-critical and show low self-interest, which is reflected in such emotion-al reactions to themselves as irritation and disa-greement. Girls with androgynous traits typical of an adequate level of self-esteem, expressed in accord with their inner promptings, accepting yourself as you are, as well as the interest in your own thoughts and feelings, which increase the adaptive capacity of a person.

Kesulitan Membaca Permulaan pada Anak Usia Dini dalam Perspektif Analisis Reading Readiness

ABSTRAKSI: Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kesulitan membaca permulaan pada anak usia dini dalam tinjauan “reading readiness” atau kesiapan membaca. Terjadinya kesulitan membaca pada anak usia dini dapat disebabkan oleh banyak faktor. Faktor tersebut, diantaranya, adalah faktor fisik, psikologis, jenis kelamin, pengetahuan, dan sosial-budaya. Selain itu, faktor kognitif menjadi salah satu faktor utama dalam hal kesulitan membaca. Oleh karena itu, kesulitan membaca dapat dianalisis berdasarkan kesiapan membaca yang dimiliki oleh anak, yang merupakan gambaran pengetahuan melek huruf. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif dengan pendekatan studi kasus. Objek dalam penelitian ini yaitu seorang anak usia dini berinisial TH, berusia 4 tahun, dan belajar di PAUD (Pendidikan Anak Usia Dini) Al-Barokah, Desa Japura Bakti, Kecamatan Astanajapura, Kabupaten Cirebon, Jawa Barat, Indonesia. Hasil dari penelitian menunjukkan bahwa terjadinya kesulitan membaca pada anak usia dini disebabkan karena anak belum memiliki kesiapan dalam membaca, yang mencakup lima hal, yaitu: mengenal warna dasar; mengenal huruf; mengenal angka; bertindak seperti orang membaca (pura-pura membaca); serta menulis nama sendiri walaupun beberapa huruf masih terbalik.KATA KUNCI:Kesulitan Membaca; Membaca Permulaan; Kesiapan Membaca; Pendidikan Anak Usia Dini. ABSTRACT: “Difficulties of Early Reading among Early Childhood in the Perspective of Reading Readiness Analysis”. This study aims to describe and analyze the difficulties of early reading in early childhood from the perspective of reading readiness. These reading difficulties in early childhood are due to several factors. These include physical, psychological, gender, knowledge, and socio-cultural factors. In addition, cognitive factors are the major factor in the difficulty of reading. Therefore, this reading difficulty can be analyzed from the children's reading readiness, which is also an application of literacy knowledge. The study employed a qualitative descriptive method with a case study approach. The object in this study is a 4 years-old child with the initials of TH, and learning in PAUD (Early Childhood Education) Al-Barokah, Japura Bakti Village, Astanajapura District, Cirebon Regency, West Java, Indonesia. The results of this study indicate that the reading difficulties in early childhood are due to children not having readiness in reading, which includes five things, namely: recognizing basic colors; recognizing letters; recognizing numbers; act as if reading (pretending to read); and write their own names even though some of the letters are reversely written.KEY WORD: Reading Difficulty; Early Reading; Reading Readiness; Early Childhood Education.About the Author: Dr. Ahmad Yani adalah Dosen di IAIN (Institut Agama Islam Negeri) Syekh Nurjati Cirebon, Jalan Perjuangan by Pass Sunyaragi, Cirebon, Jawa Barat, Indonesia. Untuk kepentingan akademik, Penulis bisa dihubungi dengan alamat emel: [email protected] Suggested Citation: Yani, Ahmad. (2019). “Kesulitan Membaca Permulaan pada Anak Usia Dini dalam Perspektif Analisis Reading Readiness” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 4(2), September, pp.113-126. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (June 22, 2019); Revised (August 31, 2019); and Published (September 30, 2019).