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A considerable body of relevant literature has grown up around the theme of authenticity, showing the critical role it has in relation to a variety of indicators of individual well-being. The personal benefits of authenticity are now well documented. However, in this paper we hypothesize that authenticity is not only beneficial to the person themselves, but that it also promotes prosociality and ecological sensitivity. This study used cross-sectional data from one hundred and twenty-nine Turkish participants, who completed Turkish version of the Authenticity Scale, The Environmental Behavior Scale, The Helping Attitudes Scale and The Self-Transcendence Scale. The findings reported here show that greater authenticity was associated with more favorable attitudes to helping others and engagement in pro-environmental behaviors. Furthermore, the present research explored, for the first time, the effects of self-transcendence. The results showed that the associations between authenticity and helping attitudes of altruism as well as receiving and giving were mediated by self-transcendence. Implications, limitations, and future directions are discussed in terms of humanistic perspectives on authenticity. [ABSTRACT FROM AUTHOR]

This inquiry traces the recent history of modern conceptualizations of personhood and wellbeing. It explores a general transition from traditional frameworks emphasizing social embeddedness, external obligations, and cosmic meaning to modern views privileging self-determination, authenticity, and self-expression. The inquiry shows that contemporary conceptions of wellbeing have emerged in Western cultures through the gradual accumulation of influences, including the Enlightenment ethos, liberal ideals, romanticism, existentialism, countercultural movements, and modern psychology. The important role of 'authenticity' is examined as a central value in contemporary wellbeing discourse, aligning with the modern conception of personhood. It is argued that contemporary perspectives tend to position the ideal of authentic self-fulfillment as an overarching paradigm that integrates self-determination, self-discovery, willful self-authoring, and creative identity expression. It is also argued that the widespread public support of the authentic self-actualization model in the contemporary era is partly due to the success of humanistic and positive psychology. This model's prevalence is particularly notable in regions where the modern concepts of personhood prevail, i.e., in Western cultures and, to a somewhat lesser extent, within affluent non-Western cultures. By shedding light on the Western origins of modern concepts of wellbeing, this inquiry challenges their assumed universality. [ABSTRACT FROM AUTHOR]

Copyright of Trans/Form/Ação is the property of Trans/Form/Acao 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 study examined how psychologists working in men's English football academies evaluate their working context when choosing a professional practice framework for guiding applied psychology provisions. Sixteen psychologists—six women and 10 men—participated in two semistructured interviews. A stepwise inductive–deductive approach in the analysis was used. The authors found that 13 of the psychologists adopted humanistic psychology as their guiding framework. In exploring the reasoning, three categories were developed: (a) motives for choosing a humanistic approach, (b) challenges when applying a humanistic approach, and (c) perpetuating stigma and restrictive assumptions regarding sport psychology. The study shows that humanistic psychology might be an effective approach to countering some dehumanizing features in the current English academy context (e.g., an overreliance on metrics). However, the Premier League, the Football Association, and other governing football organizations should notice the drawbacks of how psychologists sometimes must collude with the current system to establish psychology in the academy before later expanding provisions. [ABSTRACT FROM AUTHOR]

Fifteen years ago, Pfaffenberger (2006) applied five implicit paradigmatic assumptions identified by Slife of the dominant positivistic medical model paradigm—hedonism, universalism, atomism, materialism, and objectivism—to psychotherapy outcome research and its practice implications. Her applied theoretical essay revealed critical issues involving hidden power and privilege dynamics therein. Furthermore, Levitt et al.'s (2005) research examined nine then-common outcome instruments to determine the extent to which their item content reflected humanistic psychology principles in nine domains derived from the authors' systematic review and thematic analysis of the humanistic literature. Their content analysis revealed that the majority of those domains were inadequately represented. In this article, using thematic discourse analysis (aka latent thematic analysis), I first identify how the philosophical and political assumptions summarized by Pfaffenberger are apparent in three outcome instruments that are commonly used in U.S. community mental health settings today: the Adult Needs and Strengths Assessment, the Ohio Mental Health Consumer Outcomes System, and the DSM-5 assessment measures. As part of my analysis, I contrast paradigmatic assumptions of the medical model with those of humanistic/existential psychology as a basis for contextualizing and understanding the implications of measurement-based care as articulated through the two discourses. Then, second, based on a summative content analysis of the three instruments, I report on the progress that both has been and remains to be made in their item content since Levitt et al. noted the general dearth of humanistic principles in mental health outcome measurement. Suggestions for future research and instrument development are discussed. [ABSTRACT FROM AUTHOR]

This article presents the process and findings of a cooperative inquiry exploring the experience of the authentic self —a prominent theoretical construct in humanistic psychology and diverse spiritual traditions. Despite theoretical prominence and emergent psychological research interest, there has been little qualitative research into the authentic self as it is experientially encountered and lived. The present study addresses this gap in the literature using an experiential and participatory research approach. Seven co-inquirers joined in nine cycles of action and reflection over the course of 6 months to inquire, "What is my (the) experience of my (the) authentic self?" In collaboration with the co-inquirers, the initiating coresearcher generated six themes using thematic analysis in response to this primary research question: (a) presence and flow, (b) somatic awareness and vitality, (c) expression of truth, (d) multidimensionality and integration, (e) values and impulses, and (f) dynamism and relationality. In addition, the transformative and practical outcomes of the inquiry are discussed. Finally, several implications of these outcomes and suggestions for future research are outlined. [ABSTRACT FROM AUTHOR]

Humanistic psychology has long been interested in authenticity. Carl Rogers proposed that authenticity leads to more fully functioning behavior. However, it is only in recent years that there has been empirical research into the correlates of authenticity. The aim was to test for association between authenticity and two individual difference factors of much contemporary interest—mindfulness and emotional intelligence. Participants were 197 adults recruited either through convenience sampling or an online survey. All completed the Authenticity Scale, the Schutte Emotional Intelligence Scale, the Kentucky Inventory of Mindfulness Skills, and the Balanced Inventory of Desirable Responding. Higher scores on authenticity were associated with higher scores on self-deceptive enhancement, mindfulness, and emotional intelligence. Regression analyses showed that authenticity, specifically the self-alienation subscale, was able to predict mindfulness, and the authentic living subscale was able to predict emotional intelligence, taking into account social desirability and self-deceptive effects. Further research is now needed into the association between authenticity and self-deception and the causal relationships of these variables with emotional intelligence, mindfulness, and other characteristics of the fully functioning person. [ABSTRACT FROM AUTHOR]

This study aims to analyze strategies for strengthening independent character and responsibility in Islamic-based secondary schools, focusing on the implementation of humanistic concepts in learning. The research method used was qualitative, with data collection through observation, in-depth interviews, and document analysis at SMP IT Cahaya Bangsa Mijen Semarang. The collected data was analyzed using the Miles and Huberman approach, involving the stages of data reduction, data presentation, and conclusions. The results showed that strengthening independent character and responsibility is implemented through humanistic concepts, especially in building motivation and awareness of the importance of setting priorities in academic activities. The humanistic concept is reflected in the integration of PAI subjects version of the Ministry of Religion and CS IT with humanist character, presentation of Islamic Education material that supports an attitude of responsibility, and an assessment system that encourages honesty based on active and fun learning. The aspect of self-education is more strongly implemented through extracurricular activities based on religious values, such as memorization of the Quran, archery, swimming, scouts, and taekwondo. These five extracurriculars are considered important to increase perseverance, self-confidence, leadership, self-discipline, and mental strength as elements of independence. The school also involves parents in guided discussion activities, including home visits, communication through WhatsApp groups, and specific meetings at school, to ensure the effective implementation of independent character and responsibility for students. This research contributes to providing in-depth insights into character strengthening practices in Islamic-based secondary schools, providing a foundation for the development of further strategies in improving the quality of character education. Penelitian ini bertujuan untuk menganalisis strategi penguatan karakter mandiri dan tanggung jawab di sekolah menengah berbasis Islam, dengan fokus pada implementasi konsep humanistik dalam pembelajaran. Metode penelitian yang digunakan adalah kualitatif, dengan pengumpulan data melalui observasi, wawancara mendalam, dan analisis dokumen di SMP IT Cahaya Bangsa Mijen Semarang. Data yang terkumpul dianalisis menggunakan pendekatan Miles dan Huberman, melibatkan tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penguatan karakter mandiri dan tanggung jawab diimplementasikan melalui konsep humanistik, khususnya dalam membangun motivasi dan kesadaran akan pentingnya mengatur prioritas dalam kegiatan akademik. Konsep humanistik tercermin dalam integrasi mata pelajaran PAI versi Kemenag dan CS IT yang berkarakter humanis, penyajian materi Pendidikan Islam yang mendukung sikap tanggung jawab, serta sistem penilaian yang mendorong kejujuran berbasis pembelajaran aktif dan menyenangkan. Aspek pendidikan mandiri lebih kuat terimplementasikan melalui kegiatan ekstrakurikuler berbasis nilai-nilai keagamaan, seperti hafalan Al-Quran, panahan, renang, pramuka, dan taekwondo. Kelima ekstrakurikuler ini dianggap penting untuk meningkatkan ketekunan, rasa percaya diri, kepemimpinan, disiplin diri, dan kekuatan mental sebagai unsur kemandirian. Sekolah juga melibatkan orang tua dalam kegiatan diskusi terbimbing, termasuk kunjungan ke rumah, komunikasi melalui grup WhatsApp, dan pertemuan tertentu di sekolah, untuk memastikan efektivitas implementasi karakter mandiri dan tanggung jawab bagi siswa. Penelitian ini berkontribusi dalam memberikan wawasan mendalam tentang praktik-praktik penguatan karakter di sekolah menengah berbasis Islam, memberikan landasan bagi pengembangan strategi lebih lanjut dalam meningkatkan kualitas pendidikan karakter.

This article explores the pursuit of global university rankings for sustainable development in Taiwan. It discusses the pressure faced by higher education institutions to improve their rankings in order to attract international talent, with a focus on Taiwanese universities listed in the top 500 of the QS World University Rankings 2024. The article acknowledges the disadvantages faced by private universities in the rankings and calls for efforts to enhance their international competitiveness. It also addresses critiques of world university rankings, including methodological issues, criterion selection and weighting, geographical and cultural bias, incentivizing negative behaviors, and the impact of rankings on various aspects of universities. The article suggests collaborative efforts from the government, universities, and stakeholders to address these challenges and promote the sustainable development of higher education in Taiwan. Additionally, it discusses the limitations and criticisms of global university rankings and emphasizes the need for caution and diverse assessment methods when interpreting ranking data. The article also explores the challenges faced by Taiwan's higher education system in integrating Western academic ideas with local cultural characteristics. It highlights the importance of internationalization in higher education and the role of universities in promoting sustainable development and cultivating a humanistic perspective. The text concludes by suggesting that universities in Taiwan should focus on incorporating local cultural elements and fostering students' humanity and future well-being. [Extracted from the article]

"Life-Enhancing Anxiety: Key to a Sane World" by Kirk J. Schneider challenges the idea that anxiety should be cured and instead argues that it can provide valuable insights. Schneider explores the multifaceted nature of anxiety and its connection to sociopolitical, relational, and historical contexts. He emphasizes the importance of addressing anxiety to avoid negative consequences like violence and polarization, and proposes changes to the economy, education, and work to support this perspective. A reviewer highlights Schneider's emphasis on depth experiential therapies and the need for relationships and social structures that allow individuals to grapple with anxiety and find collective meaning. They also note Schneider's incorporation of psychological theories and critiques of power, although expressing concern about the examination of power mechanisms. Overall, the book is seen as a genuine exploration of these dilemmas and a call for rethinking psychology and society. [Extracted from the article]

Spirituality is a basic human drive with diverse forms of expression that make for unique thinking and as such, it is the ultimate end of human development. Constituents of spirituality may best be delineated by the humanistic perspective as it readily meets the demands of the not-so-religious today. The proposed Humanistic Spirituality Inventory is based on the humanistic spirituality model, which captures spirituality's content domain. The inventory contains three scales corresponding to the three model components: (1) Self-actualization, which implies a mature perception of reality, spontaneity, creativity, peak experiences, personal growth, detachment, Gemeinschafsgefühl, and profound interpersonal relations; (2) Transcendence, which implies belief in the supernatural reality, self-transcendence, and a holistic approach to Being; and (3) Ultimate Meaning in Life, which entails the awareness of faith-inspired directedness and ontological significance of life. The current study (N = 331) explores the development and psychometric properties of the instrument, that is, its content and construct validity as well as internal consistency and test–retest reliability. The results of the study support the good psychometric properties of the Humanistic Spirituality Inventory and suggest that it can be used as a proper measure in the assessment of this phenomenon. [ABSTRACT FROM AUTHOR]

Evidence-based practice in psychology (EBPP) is the current zeitgeist in mental health practice. How EBPP is defined, understood, and applied in the field of psychology at large and by insurance companies and regulatory agencies has an influence on the practice of psychotherapy. It can impact how and if humanistic and existential psychotherapy are practiced in some settings. Humanistic and existential psychologists have been critical of this movement but often have not recognized its potential. This article offers a definition rooted in the understanding of EBPP presented in the seminal article in the American Psychologist by the American Psychological Association Presidential Task Force on Evidence-Based Practice (2006) and further informed by humanistic principles and values. Humanistic and existential psychologists are encouraged to join in the conversations about EBPP advocating for a broad, inclusive understanding of EBPP. Public Significance Statement: In additional to providing a path for humanistic psychologists to engage in dialogues about what is considered EBPP, this article provides recommendations on how humanistic and existential psychologists can use principles of EBPP to demonstrate support for their approach to psychotherapy. [ABSTRACT FROM AUTHOR]

The "Stories of stories" project, using a humanistic approach, aims to (a) shed light on the impact of clowns' artistic work, in the hospital, as a play with consequences, rather than shallow entertainment and (b) contribute to the refinement and improvement of the clown artists' intervention quality, bringing hypotheses of reflection hardly within reach during their improvised performance. We are interested in the subjective experience of the artists. The present analysis was developed from the clown's written reports after visiting the pedopsychiatry ward in a Portuguese public hospital. The visit was performed by a clown's dyad, and the audience was young teenage girls with anorexia. Public Significance Statement: This article aims to unveil the meaning and deepness of Doctor Clowns' encounters with children, their caregivers, and hospital professionals. It also aims to contribute to the improvement and growing awareness of the artists, regarding their professional training when intervening in a context of vulnerability, such as the hospital, and an especially vulnerable audience, sick or injured children and adolescents. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to rethink the topic of freedom for contemporary psychology. Freedom, within psychological research today, is a neglected, even slightly old-fashioned term. In this paper, we explore the practical, normative, and political dimensions of freedom as a psychological concept. We begin by tracing out key understandings of freedom from political theory, before discussing how thinkers such as Skinner, Maslow, Fromm, and May understood the different dimensions of freedom. We then discuss a governmental perspective on freedom, drawn from the work of Nikolas Rose, before finally turning to the sociocultural psychology of L. S. Vygotsky. We contend that freedom is not merely the absence of constraints but a complex interplay between agency, responsibility, and social connections. Our paper argues that the modern emphasis on negative freedom, characterized by reduced interference and obligations, has resulted in a paradoxical situation where individuals feel overwhelmed and seek escape from freedom. By revisiting the insights of Erich Fromm and other scholars, we emphasize the need for positive freedom, which involves voluntary connections with others and active participation in shaping society. We argue that psychology's mandate should be to facilitate the exploration of alternative avenues that lead to flourishing and self-actualization. [ABSTRACT FROM AUTHOR]

Written as a commentary on an article penned by Durganand Sinha (1965) for the Journal of Humanistic Psychology, this article of mine shows that he was a true visionary in proposing the integration of Indian psychological thought with modern psychology—the credit for which is almost non-existent in the mainstream psychological literature. Post the publication of his article, there have been certain developments in the West in the growth of the discipline of consciousness studies, which explicitly bear the mark of his contentions. As far as India is concerned, he most certainly influenced the growth of Indian psychology, which this article elucidates by going into its history. Finally, my own publications in the field of Indian psychology show an inadvertent connection with a couple of his enunciations, which allows me to argue and explicate that the legacy that he has left behind lingers on. [ABSTRACT FROM AUTHOR]

IntroductionMethodDiscussionPeople admitted to the intensive care unit (ICU) who require mechanical ventilation (MV) must complete the weaning process as soon as possible to reduce associated risk factors. Previous research suggests that music therapy may be beneficial for improving breathing capacity and relaxation, but studies related to weaning are limited. This article presents a music therapy protocol for a randomised controlled trial (RCT).ICU patients aged 18–80 who meet the clinical criteria for initiating weaning are eligible for this RCT with two parallel groups. Participants (n = 100) are randomly assigned to a control group (receiving standard treatment during weaning) and an intervention group (receiving daily music therapy intervention combined with standard treatment). The outcome measures are (1) duration of weaning in hours, (2) dosage of sedatives and analgesia, (3) agitation, (4) delirium, (5) perception of pain, and (6) perceived stress at 90 days follow-up. During music therapy, (7) blood pressure, heart rate, respiratory rate and oxygenation level are only measured in the intervention group. The flexible music therapy protocol addresses patient needs from a humanistic biopsychosocial perspective. It includes an assessment of individual music preferences (adapted from the Musical Life Story Questionnaire) and methods such as entrainment, clinical instrumental improvisation, songwriting, and receptive music therapy to reinforce breathing capacity and promote relaxation, stimulation, communication, and emotional regulation.The findings of this study may offer relevant implications for healthcare delivery and the application of music therapy during weaning in the ICU. [ABSTRACT FROM AUTHOR]

In leading 20 training courses for school leaders, the author has experienced that TA models can be used in conjunction with other methods from humanistic psychology in a very targeted and effective way for strategic work in schools. If management sees its work essentially as directing, as working on the system, the school can become more and more of a » learning company « through the cooperation of all those involved. [ABSTRACT FROM AUTHOR]

Leadership in the national police is not permanent and changes, leaders are one of the factors that determine whether an institution is progressing or not. in the current era of globalization, it requires the national police institution to be able to improve in order to increase Public trust, based on a survey from LIPI in June 2023, the new national police achieving trust is in the range of 70 %. this research aims to reversal what things influence organizational citizenship behavior among member of the non-commissioned officer of the Yogyakarta Police in terms of bosses transformational leadership and work engagement. The subject in this research consisted of 515 member of the Yogyakarta police then a sample of 200 people was taken, with the criteria being a minimum education of high school or equivalent and a minimum of 1 year of service. This research uses a humanistic psychology approach and quantitative research methods with multiple regression analysis techniques. The results of the research show that transformational leadership from bosses and work engagement have a positive effect on organizational citizenship behavior. The Contribution of superior transformational leadhership and work engagement to organizational citizenship behavior was 72,5 %, while 27,5 % was influenced by other factor not involved in this research, including; job characteristics, personality, motivation, group and organizational characteristics which include organizational climate. this show that transformational leadhership from superior and work engagement simultaneously or partially have a positive and significant effect on organizational citizenship behavior among members of the Yogyakarta Police [ABSTRACT FROM AUTHOR]

This article discusses the current state of psychedelic research and its implications. It highlights the growth of clinical research on psychedelic compounds for various psychiatric and medical conditions, as well as the training of therapists to facilitate psychedelic sessions. The article also mentions efforts to legalize or decriminalize psychedelics and the increase in commercial and financial interests in the field. It emphasizes the need for larger studies, ethical standards, and public education to navigate the complex landscape of psychedelic research. The article also reflects on the historical contributions of pioneers in the field and their relevance today. Overall, it presents a balanced perspective on the potential therapeutic breakthroughs and the importance of responsible approaches to psychedelic research. [Extracted from the article]

This paper examines the question of how counselling psychology might move forward into the future. It argues that, for many counselling psychologists, the defining feature of our profession lies in a humanistic value-base; and that, to move forward, we need to look at how that could be more fully actualised. The paper argues that this value-base is most succinctly expressed in Levinas's concept of 'Welcoming the Other,' and it proposes five ways in which this ethic might be taken forward: developing our capacity to see beyond diagnoses, enhancing our responsiveness, focusing more fully on our client's intelligibility, taking a lead in giving psychology away, and developing our evidence base. The paper concludes by suggesting that the key issue is not the survival of counselling psychology as a profession; but the survival, development and proliferation of this value-base. [ABSTRACT FROM AUTHOR]

»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]

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional 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 aims to analyse recent tendencies in contemporary Romanian poetry from a geofeminist perspective. This specific form of feminism emerged within humanistic geography and socio-spatial theories as a response towards the "masculinist particularism" (Michèle Le Doeuff) of western geography as an academic discipline. By denouncing the postulated exhaustive nature of geographical knowledge, geofeminism's programme is to rearticulate the traditional social space from the perspective of a cartography produced by flexible gender relations and performances. For its geopolitical position within the globalising phenomenon powered by uneven influences, the Romanian literary scene appears to be urging to consolidate the post-communist void regarding feminist theory through manifestotexts and queer poetry. I rely my study specifically on poetic works from the frACTalia publishing house, due to their affirmed left-wing feminist consciousness. By following the factors involved in producing a space for the post-socialist Romanian queer experience, I undertake an analysis of the specific methods through which geofeminism is rendered in accordance with the need of a new poetic vocabulary and praxis. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Ilya Kasavin's book, "A Social Philosophy of Science: An Introduction," explores the role of philosophy in society and its impact on science and technology studies (STS) and social epistemology. Kasavin argues that philosophy should not be confined to academia but should have a broader influence on society. He also identifies conceptual gaps in social epistemology and STS, suggesting that they could benefit from a philosophical approach. The book is divided into three parts, covering topics such as epistemology, the social turn in the history and philosophy of science, and the intersections of science, technology, and policy. Kasavin's work emphasizes the importance of interdisciplinary communication and the need for a political philosophy of science. Overall, the book offers a thought-provoking and timely perspective on the societal and political role of philosophy in the context of science and technology. [Extracted from the article]

The article explores the response of the humanities towards artificial intelligence (AI), specifically generative AI. While many humanists have expressed concerns about the epistemic and ethical implications of AI, the article argues that generative AI can actually align with the core principles of the humanities and offer new avenues for research. It discusses how large language models (LLMs) can generate meaningful language, understand cultural structures, and contribute to humanistic inquiry. The article also acknowledges the challenges and limitations of LLMs but emphasizes the importance of humanists engaging with and shaping this technology. [Extracted from the article]

This article explores the impact of technological advancements, such as artificial intelligence and machine translation, on language education. It acknowledges the concerns of language teachers about job security and funding cuts, while also recognizing the potential benefits of technology in language learning. The article emphasizes the need for a deeper understanding of the challenges posed by technology and highlights the value of language study as a humanistic endeavor. It argues that while generative AI tools can be helpful, they cannot replace the essential qualities that human language teachers provide, such as emotional support and critical reflection. The article suggests that language teacher education programs should adapt to prioritize these qualities and prepare teachers for the changing landscape of language education. [Extracted from the article]

Creative writing is a discipline that originated in the United States. In the process of its introduction into Chinese universities, it must undergo debugging and transformation from the perspectives of local writing traditions and university curriculum systems, otherwise it cannot fully play its distinctive role. This article is a reflection on the teaching experience of creative writing at Sichuan University in recent years. It explores possible methods of large-class teaching, the mutual promotion of writing and classical reading, and the group training mode of writing classes with the same style and materials in the process of localizing creative writing education. In addition to sharing specific teaching experiences, it also reflects on how creative writing education can connect with Liberal Arts Education and promote the humanistic atmosphere on campus in contemporary Chinese colleges. [ABSTRACT FROM AUTHOR]

The article discusses the notion of 'legal humanism', i.e. the encounter between jurisprudence and fundamental ideas of Renaissance humanists. Legal historians are fundamentally divided over the impact of humanistic thought on legal development. While some influential authors regard the insights and ideas of Renaissance humanists as largely irrelevant to legal thinking, others identify a group of 'legal humanists' and describe them as modernisers whose innovative forms of 'humanistic' legal thinking initiated developments that ultimately led to modern law. In view of this debate, the article analyses writings of Valla, Budé, Zasius, Alciato and other humanists in their historical contexts. It will be shown that these authors cannot be properly described as 'modernisers' as they did not advance new ideas that transformed legal thinking. Nevertheless, the conceptions of time and the philological insights of Renaissance humanism irritated established forms of scholastic legal thinking and made jurists reflect on their scholarship. The new forms of legal thinking that emerged from those 16th-century discussions did not make use of specifically humanistic, philological techniques, but should rather be seen as specifically legal responses to the humanistic irritation. [ABSTRACT FROM AUTHOR]

Narrative medicine has become a meaningful solution to promote medical students' professional and personal growth. However, there is a lack of study on how students benefit from the narrative medicine approach when developing identities. This study aimed to establish and implement an integrated English reading and writing curriculum based on collaborative reflection and discussion using the narrative medicine approach, exploring how students presented and constructed physician identities by performing speech acts. First-year undergraduate students majoring in clinical medicine were recruited. Collaborative reflection and discussion were conducted in the integrated course involving 14 pieces of medical-related narrative works, along with essential elements that guided the students to engage in classroom activities. In the following analysis, the qualitative analysis software NVivo was used to identify the main speech acts and their frequency to analyze students' perception and recognition of different physician identities. Our analysis presented 33 major speech acts and revealed their frequency and characteristics, which we summarize in five interrelated physician identities. The fine-grained analysis showed how these identities were influenced by the narrative medicine approach, which provides enlightenment for supporting students to develop their professional identities. Another unique contribution of this study was to present the teaching basis and essential elements in an integrated humanistic curriculum. The results helped clarify the relationship between speech acts and physician identity and suggested that collaborative reflection and discussion using the narrative medicine approach improved the humanistic component that was in short supply in medical education through its interdisciplinary advantages, thus promoting professional identity development that can lead to higher-quality medical and emotional care. [ABSTRACT FROM AUTHOR]

Enhanced well-being for students, staff, and faculty has become a focal point on many campuses across North America. Well-being promotion tends to focus on the "wellness" half of well-being, practices related to individual health, stress-management, enhanced coping, and environmental conditions. These efforts, while significant, address the symptoms, not the root causes of what has led to the degree of experienced un-wellness or ill-being. What has not yet been adequately articulated in well-being theory, as applied to the higher education setting, is a focus on the "being" half of the well-being phrase, how higher education is connected to a student's subjectivity and the meanings they give to the objective world. This article proposes a conception of well-being in higher education that stems from existential philosophy and humanistic psychology, as well as key concepts from Aristotle's Nichomachean Ethics. Higher education is seen as a place where students' self-discovery informs their approach to knowledge and learning, as well as their development of an ethical sense of justice and the rights of others in the educational community. Well-being is in this way rendered more fully. [ABSTRACT FROM AUTHOR]

Background: Person-Centered Expressive Arts Therapy (PCEAT) integrates the core concepts of humanistic psychology with the expressive arts to improve mental health and wellbeing. Its efficacy is substantiated by research across varied demographics for multiple psychological conditions. This review critically evaluates the effectiveness of PCEAT in clinical settings, employing quantitative research methods. Methods: The review followed PRISMA guidelines, and was registered at PROSPERO (CRD42023457126) searching eight databases for studies up to November 2023. Inclusion criteria were quantitative evaluations of PCEAT's effectiveness in clinical settings. Studies were assessed for risk of bias and categorized into three levels of evidence. Results: Three studies were included, focusing on dementia patients. These studies utilized various arts activities and showed improved emotional functioning and quality of life. However, all studies had high risk of bias, and the review did not perform a meta-analysis due to the heterogeneity of studies. Conclusions: Although PCEAT demonstrates potential benefits for dementia patients, the existing evidence remains limited and lacks robustness. Future research should incorporate more comprehensive and diverse studies to thoroughly assess PCEAT's efficacy in various populations and settings. [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]

Classical humanistic philosophy and psychology both infer the persistence of a stable, authentic, and volitional self, which neither fully coheres with the values implicit to professional counseling nor offers sufficient relevance to culturally diverse client groups. As an alternative, the authors suggest that humanistic counseling can emerge as a distinct discipline of practice independent of its early influences. Further, the authors offer a dialogical alternative for humanistic counseling practice that might better support contemporary clients and their various social determinants of experience. [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.)

This self-reflective case study describes our project team's efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. We believe that educators' experiences, priorities, and expertise are essential to developing professional learning that meets the needs of teachers and their students. We have a particular interest in amplifying the voices of those in historically underrepresented communities. Toward that end, we engaged science educators who work with Indigenous students and recent immigrants as collaborators in developing PL to support data-rich, place-based Earth Science instruction. In this case study, we share and critique the practices and tools that we have employed to center educator voices, rather than those of the PL designers and researchers. Our strategies for developing more equitable science professional learning include the use of: (a) equity-focused research methods, such as asset-based needs-sensing questions and peer-to-peer interviews; (b) a humanistic stance toward data-rich science learning, which emphasizes the typically unnamed sociocultural inputs and outputs that permeate all aspects of data; (c) a participatory design process that centers educators' voices; and (d) a model of professional learning that uses representations of educator and student experiences as objects for reflection. [ABSTRACT FROM AUTHOR]

Copyright of Toldo de Astier is the property of Universidad Nacional de La Plata 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 article "A New Quarter Century of Humanistic Scholarship" from the Journal of Humanistic Psychology reflects on the current global challenges such as wars, climate change, and technological advancements. The piece pays tribute to influential figures in the field of humanistic psychology who have passed away and emphasizes the importance of humanistic approaches in healing societal divisions. The journal outlines upcoming special features and issues on various topics, showcasing a commitment to advancing humanistic scholarship. [Extracted from the article]

This article explores the transformative impact of ChatGPT, a Generative Pre-trained Transformers model, on humanities methodologies and its integration into a digital humanities (DH) course. The advent of ChatGPT enhances the capacity of people without coding experience to acquire, process, analyse and interpret art historical data, fostering a unique blend of generative AI development and humanistic inquiries. The article presents pedagogical experiences in incorporating ChatGPT, into a digital humanities course, with a focus on learning prompt engineering, a vital skill in handling art historical data. The iterative process of crafting prompts, receiving responses and refining prompts again enables the model to generate custom solutions tailored to individual inquiries. The practices of processing and analysing data are no longer arcane, exclusive to certain fields; they open up new avenues for research hypotheses that go beyond traditional qualitative and quantitative methods. The article underscores the immense significance of the prompts we input for the tasks at hand and the continuous nature of refinement and improvement in AI. [ABSTRACT FROM AUTHOR]

Acclaimed psychologist Durganand Sinha (1922–1998) worked towards bringing Indian psychology ideas into the mainstream, which has generally been dominated by the psychological ideas rooted in the West, emerging from a scientific, medicalized background. The currently mainstream ideas have manifold limitations in holistically understanding and supporting humans in their existential life journey. The current article reviews the field's growth since Sinha's seminal article "Integration of Modern Psychology with Indian Thought" in the Journal of Humanistic Psychology (1965). Many developments have occurred to build a movement of Indian psychology in the country, and the current article briefly reviews them before sharing specific observations from the field and ways to move forward, especially in the context of teaching, research and applications of mental health as informed by Indian psychology. [ABSTRACT FROM AUTHOR]

The program of teaching and research in psychology in modern India started in the early twentieth century. As one of its pioneers Professor Sinha (1922–1998) made a multidimensional endeavour to address the societal problems in a cultural context. On the occasion of Sinha's birth centenary, Psychological Studies presents its tribute to him by sharing the reflections of psychologists to the issues raised by Sinha on the integration of modern psychology with Indian thought published in 1965 in the Journal of Humanistic Psychology. The reflections of peers have important implications not only for academic studies but also for policy and everyday life. These reflections encompass a range of perspectives and issues. Here, we provide a brief overview of the contributions of Sinha to psychology and introduce the reflections. It is hoped that these ideas would encourage colleagues to consider cultural context in their own research and to join us in the task of creating culturally rooted relevant psychology. [ABSTRACT FROM AUTHOR]

This article traces the early history of existential-humanistic developmental psychology. It is argued that this area of inquiry was built upon the pioneering work of a heterogeneous array of authors from numerous backgrounds, including American humanistic psychology, European existential and phenomenological psychology, social and self-styled psychoanalysis, personalistic psychology, comparative psychology, Gestalt psychology, education and pedagogy, philosophy, and anthropology. The conceptual yield of the historical overview was distilled down to a cluster of four broad themes: the whole developing person-in-context, lived time, the living body, and an enduring call to pedagogy. [ABSTRACT FROM AUTHOR]

The Dutch intellectual Allard Pierson (1831–1896) is often considered to be an example of secularism. In 1865, he resigned as a minister from the Dutch Reformed Church in order to promote true humanity in society at large. This article explores how Pierson's true humanity can be considered as an ultimate concern (Tillich) or a religion without religion (Caputo) by reading him through the lens of John D. Caputo's thinking. Both Caputo and Tillich developed a non-institutional and undogmatic understanding of religion, in which religion is related to a universal human love, passion, or ultimate concern that is not necessarily linked to a religious institution or doctrine. After an elaboration of Caputo's religion without religion, the article discusses Pierson's thinking in the context of nineteenth-century theological modernism and debates on the modernist's right to stay in the church. Then, Pierson's reasons for his resignation and his true humanity are examined. It becomes clear that Pierson did not choose secularism over religion, but rather surpassed the religious-secular divide by a focus on our common human nature. Being human was more important than being Christian, which exemplifies the late-nineteenth-century move from a theistic Christianity towards a humanistic religiosity or humanism. [ABSTRACT FROM AUTHOR]

With process drama, which combines aspects of drama and education, children are given the freedom to actively explore and make meaning of language using their creativity. This article offers a theoretical foundation and rationale for the use of process drama, as well as an exploration of the possible applications of this method in English language teaching. The primary theories underlying the use of process drama in language instruction are examined, with a focus on how it may foster an immersive and interesting learning environment. In doing so, this study assesses the efficacy of process drama techniques and offers a comprehensive analysis of the several theoretical frameworks that promote the use of process drama in language teaching. Through conceptual analyses of learning theories like behaviorism, the sociocultural approach, the psychological and cognitive approach, multiple intelligence theory, cognitive load theory, communicative approach and the humanistic approach, it improves a thorough understanding of the potential of process drama in English language instruction and its ability to positively impact the learning experience. This article is expected to contribute to the literature and thus to researchers in this field, as well as to guide foreign language teachers and process drama practitioners by providing a theoretical framework. [ABSTRACT FROM AUTHOR]

In a time concerned with the emancipation of architecture from the mechanical arts to the liberal ones, Filarete challenged the mainstream rational-objective approach by proposing a poietic definition of architecture which spanned beyond craft and science. »Non è altro lo edificare se none un piacere volunptario...« is not yet another account of architecture, but it has become its supreme definition, possessing an almost universal value and demonstrating a vision ahead of its time. This paper investigates the multiple facets of this definition by situating it in the context of Renaissance architectural practice and within the framework of Filarete's architectural treatise. Humanistic to the core, this definition transcends the usual anthropomorphic perspective on architecture (regarding the proportions, styles or expressions derived from the human body) and goes beyond the rational-material approach, addressing the sphere of sensitivity or even the realm of the spiritual. For Filarete, architectural creation is a true poietic act, consecrated to symbolism and emotion, while genuinely rooted in its manual, material dimension. [ABSTRACT FROM AUTHOR]

This essay explores the moral implications of knowledge production about the totality of the man-made world by considering the role that contingency plays in it. It builds its argument on an examination of the ancient Chinese history Records of the Grand Historian by Sima Qian through the lens of its reading by the Japanese writer Takeda Taijun straddling the end of WWII. Takeda's transwar reading at once upholds Sima Qian's humanistic undertaking of restoring intelligibility to the world to counter its ruthless contingencies but also rejects any normalization of that meaning-making endeavor. Takeda's engagement with Records suggests that humanism should affirm the irreducible plurality of its practices originating in the human condition, on which historical contingencies inflict diverse sufferings. It calls on humanistic inquiry to open itself toward, for example, engagement with renwen —the modern term for the "humanities" across East Asian languages with roots in antiquity and two-millennia-old transregional trajectories in the region. Renwen resists easy translation into the established discourses of modern humanism, prompting us to consider what it means to expand knowledge to the historical world as a whole. [ABSTRACT FROM AUTHOR]