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In this volume, the authors complete the circle begun with Faces in a Cloud (1979) and continued with Structures of Subjectivity (1984) and Psychoanalytic Treatment: An Intersubjective Approach (1987- with Brandchaft). They now extend intersubjectivity theory to a rethinking of the foundational pillars of psychoanalytic theory since they have already demonstrated the degree to which psychological theory is influenced by the subjective world of the psychological theorist, explored the various "structures of subjectivity" that organize the subjective world, and applied the intersubjective perspective to a broad array of clinical issues. Beginning with an in-depth critique of the concept of the isolated individual mind, Stolorow and Atwood argue that this myth has long obstructed recognition of the intersubjective foundations of psychological life. The authors then proceed to a series of chapters that reframe, from the standpoint of intersubjectivity theory, basic assumptions of the psychoanalytic theory of mental life. Concluding chapters on "varieties of therapeutic alliance" and "varieties of therapeutic impasse" further exemplify the ability of intersubjectivity theory to reorient the psychoanalytic therapist, thus providing fresh strategies for understanding and addressing the most challenging clinical contingencies. Contexts of Being is the conceptual culmination of Stolorow and Atwood's earlier studies, giving them a forum to explain why the perspective of intersubjectivity cannot be reduced to a clinical sensibility that can be grafted onto existing psychoanalytic theory. Rather, the authors argue, the intersubjective perspective has methodological and epistemological implications that mandate a radical revision of all aspects of psychoanalytic thought. Not only a cogent elaboration of these implications, the volume is also an important first step in effecting the sweeping revision that follows from them.
Narratives of Becoming Leaders in Disciplinary and Institutional Contexts provides theoretically informed personal narratives of nine emerging and established leaders in learning and teaching in Australia, Brazil, Canada, Trinidad and Tobago, the UK and the USA. The academics' narratives consider how individuals navigate the disciplinary and institutional context as emergent and established leaders in learning and teaching. These learning and teaching leadership narratives highlight the commonalities and differences in the struggles that academic leaders across the world encounter within their unique institutional and disciplinary contexts. The journeys of learning and teaching leadership are often fuzzy owing to lack of well-established structures and pathways which may be further complicated by the unique institutional and disciplinary contexts. This book contributes to our understanding of the impact of disciplinary and institutional contexts on the practice of learning and teaching leaders. It captures the subjective experiences of academics at various stages in their career, navigating their individual pathways of learning and teaching leadership within their national context.
This book is the result of research from over fifteen countries, asking which background and environmental factors influence achievement in mathematics and science. This research is based on data from the Third International Mathematics and Science Study (TIMSS), which was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) in 1995 and 1998. In many countries researchers have started secondary analysis of the data in search for relationships between contextual factors and achievement. In these analyses two different approaches can be distinguished, which can be characterised by the metaphors of ‘fishing’ and ‘hunting’. In the ‘fishing’ approach, researchers begin with an open mind, considering all possible context variables as potentially influential. Applying analysis techniques such as regression analysis, Lisrel, PLS, HLM, and MLN, they then identify important factors within their countries or across a number of countries. In the ‘hunting’ approach, researchers hypothesise certain context variables and trace the effect of these variables on mathematics and/or science achievement.
The thought and the findings of moral particularism are extended to contextualism. Moral particularism asserts that reasons for moral actions are not governed by general principles, but by a mixture of situation bound deliberation and values. Particularism was established in the area of moral philosophy and its main results include delimitation with various forms of moral generalism. Many insights were accumulated along the way. The book claims that a serious contextualist approach needs to embrace particularist normativity. Thesis is then applied to the traditional areas of philosophy such as semantics, epistemology and ontology. This makes it possible to ask questions about the positive and not just negative story and about the wider impact of particularism. The book is an attempt of such a positive story. Foundations are laid for an exciting new field of research in the main systematic branches of philosophy, urging you to rethink the normative basis of semantics, epistemology and metaphysics, in their interweaving with moral thought. The importance of narration and of phenomenology is stressed for these areas.
This provocative new work on children's development in context presents recent theoretical developments and research findings that have been generated by sociocultural theory. Sociocultural theory began with the work of L.S. Vygotsky and his colleagues but has been significantly expanded and modified recent years. Since the late 1970s, sociocultural theory has challenged existing notions of cognitive development by suggesting that psychological functioning is specific to its social context and is dependent on the mastery of culturally defined modes of speaking, thinking, and acting. For this volume, the editors have assembled a list of contributors noted for their distinguished work in sociocultural theory and research. Taken together, they offer a multifaceted perspective on an emerging research paradigm and argue for a fundamental reconceptualization of mind and its development. Three main themes are explored in detail: discourse and learning in classroom practice, interpersonal relations in formal and informal education, and the institutional context of learning. Research findings are consistently discussed in terms of their theoretical implications. The book includes three commentary chapters and an afterword that propose future directions for sociocultural research. This book will be of interest to a wide range of researchers, educators, and students concerned with the theory and practice of developmental, educational, social, and cognitive psychology.
This volume examines the causes and consequences of stress in the military, focussing on how stress and well-being shape the experiences of military personnel both in and out of the combat zone.
This volume presents the reader with a stimulating tapestry of essays exploring the nature of personal autonomy, self-determination, and agency, and their role in human optimal functioning at multiple levels of analysis from personal to societal and cross-cultural. The starting point for these explorations is self-determination theory, an integrated theory of human motivation and healthy development which has been under development for more than three decades (Deci & Ryan, 2000). As the contributions will make clear, psychological autonomy is a concept that forms the bridge between the dependence of human behavior on biological and socio-cultural determinants on the one side, and people’s ability to be free, reflective, and transforming agents who can challenge these dependencies, on the other. The authors within this volume share a vision that human autonomy is a fundamental pre-condition for both individuals and groups to thrive, and that without understanding the nature and mechanisms of autonomous agency vital social and human problems cannot be satisfactory addressed. This multidisciplinary team of researchers will collectively explore the nature of personal autonomy, considering its developmental origins, its expression within relationships, its importance within groups and organizational functioning, and its role in promoting to the democratic and economic development of societies. The book is aimed toward developmental, social, personality, and cross-cultural psychologists, towards researchers and practitioners’ in the areas of education, health and medicine, social work and, economics, and also towards all interested in creating a more sustainable and just world society through promoting individual freedom and agency. This volume will provide a theoretical and conceptual account of the nature and psychological mechanisms of personal motivational autonomy and human agency; rich multidisciplinary empirical evidence supporting the claims and propositions about the nature of human autonomy and capacities for self-regulation; explanations of how and why different psychological and socio-cultural conditions may play a role in promoting or undermining people’s autonomous motivation and well-being, discussions of how the promotion of human autonomy can positively influence environmental protection, democracy promotion and economic prosperity.
This volume is a result of four days in July 2005, where historians, health economists, medical doctors and nurses, anthropologists, writers, sociologists and many more travelled to Oxford, England for the fourth annual 'Making Sense of Health, Illness and Disease' conference organised by Inter-Disciplinary.Net.
This book offers detailed strategies, methodologies, approaches, practice guidelines, and policy implications effective for professional coaching on the individual, group and organizational level. It details empirical research-based and theoretical perspectives on coaching psychology as well as elaborates upon the fundamentals within multi-cultural contexts. First delivering a general introduction to coaching psychology before going on to examine specific psychological approaches towards coaching. The book also provides a conceptual framework for the use of psychometrics in multi-cultural coaching psychology. Next, the book presents meta-theoretical perspectives and applications for multi-cultural contexts, such as how to enhance leadership with group coaching from a system psychodynamic approach, how coaching can be used to support behavioral engagement and wellbeing, and how to utilize symbolic expressions, art, myths, dreams, and fantasies in coaching. This book provides practical tools towards critical self-reflective practice. Delivering the current state of the art research by presenting psychological coaching strategies theory and practice in one viewpoint. It also informs on the activity of various research approaches, thus interesting the broader student and academic reader. It will help all readers evaluate their current coaching competencies and, in the end, become better coaches. The book will also serve as an ideal resource for psychologists who want to migrate into coaching psychology.