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»Sich öffnen und hineingehen: Metaphern der Innerlichkeit und der Fall der humanistischen Psychologie«. This article considers the recurrence of metaphorical representations of psychological interiority in contemporary therapeutic discourse. Such metaphors of interiority, it is argued, help to explain not just the popularity and cultural meanings of therapeutic discourses, but the continuities and ruptures between distinct therapeutic sensibilities over time. Specifically, metaphors of interiority help us understand the relationship between an older, humanistic paradigm wherein interiority forms a problem of self-knowledge, authenticity and interpretation, and a newer, a neoliberal, paradigm in which interiority becomes a framework for exploitation and optimization of subjective capacities. The break, but also the continuity between these two sensibilities comes into focus as they are read through the spatial relations implied by a metaphor of interiority. Toward this end, this study attempts two related engagements, the first conceptual and the second historical. First, through a consideration of Conceptual Metaphor Theory and specifically the works of Lakoff and Johnson, metaphors of interiority lend a unique somatic and spatial feel to therapeutic practices. This spatial feeling helps to explain the agential sense that therapeutic subjects express as they pursue states of psychic health by traversing interior space, or in "opening up" and "going in." The second half of this article applies these concepts to a cultural-historical case. The humanistic psychology movement of the 1960s and 1970s is examined for the ways in which metaphors of psychic interiority gave meaning and coherence to a specific set of therapeutic practices. In the writings of humanistic psychologists such as Abraham Maslow and Carl Rogers, metaphors of interiority are used to frame psychic interiority as a problem of interpretation and self-understanding. A distinct notion of self-authenticity is fashioned as a problem of knowing or confronting an inner life, although, at the same time, the imperative of interpretation would give way to another emergent paradigm fashioned on optimization, opportunity, and neoliberal entrepreneurship. [ABSTRACT FROM AUTHOR]

Aim: The aim of this research is to identify key factors contributing to elevated depressive symptoms among first-year university students in Yunnan Province. Method: Utilizing a psychological questionnaire administered to incoming students, the study explores the influence of psychodynamic, behavioural, cognitive, and humanistic theories on depression in this demographic. Results: Evidence indicates that students encounter numerous stressors, including family, academic, and social pressures, as well as expectations for personal development. Behavioural theory emphasizes the impact of past experiences on current behaviour, while learning theory focuses on environmental influences on behaviour. Cognitive theory highlights the role of negative thought patterns in the development of depressive moods, and humanistic theory addresses individuals' psychological needs for self-actualization. Conclusion: A thorough understanding of these theoretical perspectives facilitates the development of targeted intervention programs designed to prevent or mitigate depressive behaviours among university students and to enhance their overall mental health. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The observation of the reform and progress in English language instruction reveals a discernible pattern characterised by a focus on proficiency, excellence, and expertise. Since the inception of prioritising knowledge transmission, there has been a gradual shift towards recognising the need of inclusive skills training and development. This has further evolved to place a strong emphasis on fostering excellence in English instruction, with a special focus on nurturing artistic proficiency. Therefore, enhancing the development of humanistic traits in college English instruction is not merely a component of English teaching reform, but rather emerges as the primary concern that English educators must confront. The present study introduces a novel approach, namely the swallow swarm optimisation with a stacked autoencoder (SSOA-SAE) model, to investigate the mental health of college students in the context of English language education. The objective of the SSOA-SAE model is to ascertain the approach to fostering the cultivation of the humanistic spirit in the domains of English instruction and mental health. The SSOA-SAE model is implemented by first executing the SAE model in order to perform the classification process effectively. Furthermore, the Single-Source Optimisation Algorithm (SSOA) is employed to successfully adjust the hyperparameters associated with the Stacked Autoencoder (SAE) model. This study investigates a comprehensive series of simulations conducted on the SSOA-SAE model, and afterwards compares the findings with those of other established models. The predictive accuracy of SSOA-SAE in assessing the mental well-being of students enrolled in English courses with a humanistic approach is evaluated to be 99.88%. The simulation results indicated that the SSOA-SAE model demonstrated superiority above contemporary methodologies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Shanghai Physical Education Institute / Shanghai Tiyu Xueyuan Xuebao is the property of Shanghai Physical Education Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The broken links in the U.S. workforce development system is that it focuses largely on bringing economic actors together to invest in education and training as inputs and to generate job match results as outputs in an employers' market. Integrating Anthony Giddens's structuration theory with psychological self-sufficiency (PSS) as a bottom-up system recreating process through productive practices of human actors is examined. The purpose of the study was to examine how the change in PSS affects one's later stage economic self-sufficiency (ESS) outcome in workforce development. The study sample consisted of 350 low-income jobseekers from a U.S. federally funded health care career pathway education and training program called the Health Profession Opportunity Grant (HPOG). A multiple regression analysis found that PSS positively affects ESS while controlling for other sociodemographic variables. These findings guide the policymakers and service providers to invest more resources in building a culture of PSS to relink the workforce development system. We develop a case for assessing PSS to inform humanistic human resource development and management in helping individuals to switch from barriers to hope to achieve career goals in their lives. We propose further agenda for PSS research to be applied in industry-based employee engagement. [ABSTRACT FROM AUTHOR]

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Urban-rural interface is a transitional geographic space, bordering between urban and rural areas and experiencing intensive flows of material, energy and information, in terms of goods, money, people, data and ideas. This interface can be viewed as a physical space exhibiting climatic, topographical, soil, hydrological and bioecological properties, and more importantly, as a humanistic space exhibiting social, cultural and economic properties. Consumption behaviors are humanistic properties that can be viewed as an integration of social, cultural and economic conditions and interactions in a specific human geographic space. Interpreting the humanistic aspects of border areas using consumption behaviors is a type of macro space interpretation stemming from a microcosmic perspective. In this study, we conducted a questionnaire survey from 1166 households in Gongyi City, Henan Province, China, and used interactive geographic detectors to explore the humanistic aspects of the urban-rural interface using residents' consumption behaviors. Our results revealed that the spatial patterns delineated by consumption behaviors, a humanistic property influenced more by other humanistic properties, were similar to the spatial patterns delineated by land use, a humanistic property influenced more by other physical properties. However, there were some differences or inconsistencies between the delineated humanistic and physical spaces, indicating that social and economic developments are not occurring at the same pace in places where similar physical conditions prevail. Our results also revealed that differences in consumer consumption behaviors among residents of the urban-rural interface are influenced by complex interactions of economic, social, and spatial factors. We concluded that emphasizing the optimization of humanistic spaces, in addition to the improvement of physical spaces, is essential in enhancing the sustainable development of urban-rural interface. Our results showed that interactions between these factors are promoted by the additive effects of the urban-rural interface and these interactions in turn strengthen the interpretation power of these factors. Such synergistic effects are most evidently reflected by the interactions between spatial factors and economic and social factors. • We used geographic detectors to explore humanistic aspects of urban-rural interface. • The spatial patterns delineated by consumption behaviors. • The differences of URI are influenced by complex interactions • The interactions between these factors are promoted by the additive effects of URI [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudos Ibero-Americanos is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Twenty-six learners of English enrolled in an MA course were asked to give the metaphors which they think best capture the essence of their learning experience so far. Their metaphors tell how English learning had introduced them to a brand new world and, once they were inside it, led them to a seemingly endless series of new discoveries. The unpredictability of these discoveries had been like 'reading a magic story'. Students had often faced challenges but had also derived satisfaction from overcoming them. The metaphors connect more strongly with 'intrinsic' motivation than with the more utilitarian concepts of 'extrinsic' and 'instrumental' motivation. This might reflect the composition of the learner group, who had all chosen to specialize in some form of English study in their previous education. However that may be, they encourage us to create space in our teaching for the humanistic dimensions of imagination and creativity, even in courses where the explicit aim is to serve a specific pragmatic purpose. [ABSTRACT FROM AUTHOR]

The research is aimed at scientific substantiation of such methods for teaching the chemical disciplines that ensure the chemistry knowledge and skills and they will favor the formation of professional competences of the future chemistry teacher, his/her proactive approach to life. As the theoretical basis, the humanization methodology, namely, humanitarian, competency-based and environmental approaches, is used. By a comparison and grouping method, the research analyzed a series of essays made by 324 students of from 17-20 years. It was detected that among the students, during teaching of whom, the methods, which are based on the humanization methodology, were used, 90.63% reached a "sufficient" level, showing the results in mastering the content as well as in application of the received knowledge to the chemistry teacher profession, in a value-based attitude to the received education, the professional self-development, while in the control group only 40.76 % reached the same results. The chemistry teaching humanization is considered through the priority of humanistic values in organizing the teaching and implementing the methods turned to the student personality. The authors described four groups of the chemistry teaching methods, which are based on the humanization methodology: methods for creating a positive motivation, methods for organizing the interactive educational cognitive and practical activities of the student, reflective-estimating methods, methods for developing the personal educational environment of the teaching. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Society & Social Work is the property of Journal of Society and Social Work and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The character crisis becomes an educational problem that demands solutions that prioritize humanistic efforts in developing character from an early age in elementary schools. Realizing the importance of character building. The Purwakarta district government made changes to the education system by prioritizing Islamic education values and Sundanese local wisdom through the Tujuh Poe Atikan Purwakarta Istimewa program as outlined in Purwakarta since 2015. The results showed that elementary schools in Purwakarta district implemented character education based on different themes every day. Education focuses on the skills and potential of children through active learning, fun and not burdening students. From the aspect of the curriculum, the lessons that are included in the curriculum are adjusted to the local schools and aim to form a generation of cageur, bageur, bener, singer, and pinter. Children learn by prioritizing four pillars of education through the good exemplary, habituation, motivating, cultivating, and enforcing rules. [ABSTRACT FROM AUTHOR]

The article focuses on how reference to a landmark publication in 1969, within weeks of the Apollo 11 moon landing, the scholarly journal Daedalus of the American Academy of Arts and Sciences has published a special issue called The Future of the Humanities. Topics include the echo conversations in the field of modern and foreign languages, and the sense of purpose and the disappearance of expertise in humanities education.

It is our hope that this issue can advance archivists' ongoing efforts to develop critical, decolonial, and community-driven approaches to their work, while also introducing humanities scholars to the ongoing conversations in archival science that will greatly enrich their own research. The next article, "A Continuum of Archival Custody: Community-Driven Projects as a Path toward Equity" highlights the impact of supporting community-based archival projects. Efforts have long been underway to decolonize archival work and archival holdings, to repatriate artifacts, to change derogatory terms in finding aids, to consult with community members about appropriate protection of sacred artifacts, and to heal and reconcile in the wake of wounded/wounding histories. [Extracted from the article]

The main objective of this article is to demonstrate the actuality of the critical analysis of the main transhumanist concepts related to environmental degradation and the use of new convergent technologies. The negative tendencies of the development of contemporary civilization and their adverse influences on the human body and psyche are not fatal, nor indelible, from the perspective of many transhumanists and posthumanists Also inconsistent are the transhumanist and posthumanist concepts about the transfer of the human intellect to the machine or the robot. The same advanced technologies, technique and science in general, including the socio-humanistic sciences, can be directed by man towards overcoming the global ecological crisis and solving global problems in the interests of man, society and earthly nature. [ABSTRACT FROM AUTHOR]

The absence of violence against children is a fundamental children's right and a major milestone of civilized society. Similarly, reports on incidences of violence by children and youth, including severe cases with devastating consequences, speak to the need that the trauma of exposure to violence in childhood needs to be addressed. While violence and its risk factors are generally understood, what is less clear are the essential protective factors, how we can identify those as early as possible, and how we can use them to prevent and address the trauma of violence exposure in children and youth. In this report, I review pathways of child and youth violence through the lens of social‐emotional development as a central protective factor. Negative emotions of frustration and anger can underlie violence and aggression. Kind emotions, such as caring and our ability to connect with others emotionally, can serve as social‐emotional protective factors. A brief review of the central social‐emotional processes and their development is provided, including the human capacity to feel with others and express empathy, be emotionally aware and care about the effects of one's own actions on others, and be able to regulate the self and their emotions. Given the negative widespread and long‐term impact of exposure to violence, I describe research‐informed attempts to prevent violence exposure across development. Taking a humanistic, strength‐based perspective, the focus is on social‐emotional protective factors to address violence and nurture mental health in every child. I conclude with recommendations for practice and policy. [ABSTRACT FROM AUTHOR]

Users of digital media leave traces that corporations and authorities can harvest, systematise, and analyse; on the societal level, an overall result is the emergence of a surveillance culture. In this study, we examine how people handle the dilemma of leaving digital footprints: what they say they do to protect their privacy and what could legitimise the collection and storing of their data. Through a survey of almost 1,000 students at Umeå University in Sweden, we find that most respondents know that their data are used and choose to adjust their own behaviour rather than adopting technical solutions. In order to understand contemporary forms of surveillance, we call for a humanistic approach - an approach where hermeneutic and qualitative methods are central. [ABSTRACT FROM AUTHOR]

Technological rationality is a core concept in the philosophy of technology. Scholars in different fields conduct multi-dimension and multi-level researches of technological rationality concerning this concept, covering aspects of western humanism, technological pessimism, postmodernism, as well as empiricism and epistemology, and Marxist thought of technology. In this article, the author demarcates the development of technological rationality into three stages: implement rationality, operation rationality and value rationality, discusses the representative viewpoint in technological rationality—technological pessimism, comes up with the opinion that technological rationality should be examined from humanistic perspective, and points out that future technological rationality will be the unity of implement rationality and value rationality. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper outlines the methodological framework of a discourse study of the Austrian school system and presents findings on the question of what underlying meanings and ideologies are mediated by practices of self-regulated learning and how this contributes to the reproduction of neoliberal societies. In the first section I will discuss how practices at schools can be analyzed by the methodical framework of the Sociology of Knowledge Approach to Discourse and whether practices can be analyzed by discourse study at all. The key assumption is here that although discourse studies can't examine the subjectification process of the single student, the range of possible options and a presumed "ideal" way of acting can be determined. Referring to concepts of the sociology of knowledge, an understanding of the relationship between discourses and practices will be described and implications for empirical studies will be argued. In the second section of this paper, I will show briefly three main findings of the study: the first one shows how practices of selfregulated learning are positioned as measures to promote more efficiency in the learning process as certain competencies like creativity and self-responsibility are assumed to be acquired more effectively. The second is that self-regulated learning environments promote an understanding of equality of opportunities as performance-related justice and thereby delegate the responsibility to the individual regarding their positions in schools and societies. In the third finding it is argued that the claim for more equality of opportunities actually derives not only from a humanistic perspective but also from demands of a neoliberal speaker position. [ABSTRACT FROM AUTHOR]

The article addresses an issue important in educational sciences which is emotional education understood as an activity for human emotional development. It is important in the context of lifelong learning, that is, both for the functioning of children and young people at school and for the lifelong learning of adults. Emotional education plays a significant role in the development of pro-social attitudes, the functioning of individuals in the local community, and in the building of civil society. Owing to the fact that the objectives of education and the principles of their implementation in educational practice are based on different theoretical assumptions, two different approaches to emotional education were distinguished, that is, technological-instrumental and humanistic-critical. There are clear and significant differences between those two perspectives, and not only in the way they conceptualize and explain "emotional education." The two singled out approaches have consequences for educational policy and pedagogical practice. The aim of the article is to characterize both of the theoretical perspectives at hand and to indicate their implications for pedagogical activities. [ABSTRACT FROM AUTHOR]

Copyright of Co-herencia is the property of Universidad EAFIT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REVER: Revista de Estudos da Religião is the property of REVER: Revista de Estudos da Religiao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the current state of research in the humanistic sciences in the era of Internet and computerization, and the new possibilities brought about by information technology in order to achieve the academic project entided "Preservation and Capitalization of Romanian Literary Patrimony by Means of Intelligent Digital Solutions for Data Mining and Systematization" (INTELLIT). According to the new theoretical and methodological perspectives opened up by digital humanities, the main rules that the digitization project of the General Dictionary of Romanian Literature should closely observe are those governing the information networks: decentering; modularisation; permanent connection; transdisciplinarity; participation and interaction. [ABSTRACT FROM AUTHOR]

The following paper examines planetary defense from the perspective of astronomy, which describe scientifically the global nature of the asteroid threat through direct sky observations, technology, which offers concrete solutions of asteroid deflections, international law, which studies within what legal frames planetary defense and asteroid mining is a feasible effort, and finally political science that explores the normative perception of the whole planetary defense endeavor. The aim of this article is to describe the dynamic between an overtly positivist threat formulation and normative implications of different ways of addressing the threat. Beside planetary defense efforts, it is crucial to focus on industrial capacities useful for asteroid mining because that would lead to a loud voice on international level in discussing future space mining regime. From the theoretical point of view, the topics are interlinked via the cosmopolitan theory of international politics and Welsh School of Critical Security Studies. All these theoretical perspectives accentuate positive security, therefore, potential scientific and industrial capacities of the Czech Republic in the field of asteroid mining and planetary defense are portrayed as humanistic and globally responsible solutions to the asteroid threat. Finally, we argue that proper identification of local research and industrial capacities are not necessarily only useful for scientific and economical interests of a small state but can be used as a foreign policy leverage to prevent super power from usurping the global debate. [ABSTRACT FROM AUTHOR]

There are revolutionary changes in the field of education to keep up with the benefits of globalization (Hase & Kenyon, 2014). The necessity of taking the learner to the center within the framework of Roger's (1951) humanistic psychology is also supported by educationalists (Hase & Kenyon, 2014; King, 1993; Novak & Gowin, 1984). If this educational change is applicable to all grades and disciplines then permanent solutions can be reached. Examining the researches, it is observed that heutagogy is a useful strategy to make the learners self-determined ones in their learning process especially in higher education. This paper presents the participants perceptions on heutagogical implementation and its practicality. It will contribute to the field for a number of reasons. Firstly the perceptions of the teachers who have also an administrational role such as directors or vice directors at their schools on this issue have not been studied before. Secondly, their views are of great importance, since high schools are the last steps before higher education. So the attitudes and views of teachers on this grade are important for students' readiness for the next step. Lastly it has some contributions for the heutaogy model in educational settings. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An introduction is presented in which the editor discusses articles in the issue on topics including role of humanistic psychology in education; humanistic education in the American schools; and the humanistic approach in the classroom as problematic and controversial.

Copyright of Pregled is the property of University of Sarajevo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Palobra is the property of Universidad de Cartagena and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anthropology Magazine is the property of University of Belgrade, Faculty of Philosophy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Literature is a reflection of the daily life of human beings. It's a medium for a human to know about the people, society, and problems in life by authors' imagination. In some genre authors are writing their own lives and their real-life experiences that are called autobiographical narrative. In every story, the character is important. That story suppose to be movie, novel, drama or anything the people who watching or reading. The people are first observing the character only, after the end of the story impact of the character lives in everyone's heart. Something people should be observed, learned, compared, and experienced the character. To understand and examine the character in literature, the science psychology is needed. The focus of the study is to highlights how the main character achieve goals and find own potentials to reach self-actualization theory by Abraham Maslow. The present study analyses the self-actualization in the protagonist of Maya Angelou's Memoir. It also evaluates the self-actualization characteristics in the protagonist Maya Angelou from Gather together in My Name. [ABSTRACT FROM AUTHOR]

Copyright of Musiktherapeutische Umschau is the property of Vandenhoeck & Ruprecht GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The concept of spirituality is influenced by culture and the values and mores of Brazil, and though not directly linked to religion it actually grows from the same roots. This paper examines spirituality in education from the perspective of a humanistic psychology framework expressed as an ideal of the adequate personality or healthy personality. An exploratory study conducted by the Potential and Talent Devenlopment Center (CEDET) is discussed in which students responded to two major themes: idea of God; and where is the Soul? The idea-units of the students were grouped as themes and sub-themes around the definition of spiritual intelligence of Sisk and Torrance and humanistic psychology. [ABSTRACT FROM AUTHOR]

While fostering human diversity is a principal goal of peace and development work, plurality has itself become an immense challenge. The practical reality of fragmentation is of concern to the international development community due to the risk of inefficiency and rupture that it implies. Rooted in the conflict transformation approach of Lederach and Dietrich, this article advances a transdisciplinary perspective for fostering an integrated plurality within development work. Grounded in a relational approach, this article explores (1) the conceptual frame of development cooperation and its challenges for integrating plurality; (2) key premises to consider when building structures of development cooperation; and (3) the method of Theme-Centred Interaction as a useful tool of humanistic psychology for addressing the challenge of plurality in development work. This transdisciplinary approach may usefully serve in the critical examination of current development projects and the initiation of new ones. [ABSTRACT FROM AUTHOR]