Introduction Definition of meaning Although ‘meaning’ isn’t reducible to a state-like single factor , the meaning of a concept (i.e., work) is related to how an individual does experience the significance of a situation that causes related inferential intentions to behave in a certain way . While for many people the primary meaning of work lies in the earning of money for making a living, work provides also for … Continue reading →
Aristotle said “The roots of education are bitter, but the fruit is sweet.” What’s your experience? Come and discuss with us at ‘80% is Psychology: The History & Philosophy of Learning for Life’ on Wednesday, October 10th, 2018, 19:00 (B2 Yaesuguchi, Tokyo Station) Please help to spread the word. Thanks and Cu https://www.facebook.com/events/296127901169930/
Public Event · Hosted by Mathias Sager – School & Advisory and J-Global Inc., Tokyo Facebook: https://www.facebook.com/events/296127901169930/ Meetup (Ticket): https://www.meetup.com/Tokyo-Self-Leadership-Meetup/ Hello and welcome! Whether in a few or many single sessions picked according to your interest, or be it by attending the whole certificate courses, you will learn, reflect upon, discuss and start to apply: How to improve individual well-being, organizational performance, and social contribution for your private life and professional … Continue reading →
School brochure download Courses Tailored to Your Needs All courses are based on latest research and consistently assume a cross-cultural and cooperative perspective. The courses aim to equip the participants with practical tools for personal and career success and can be tailored to your needs, on-site and through eLearning. For increased Self-Efficacy Creativity Innovation All the lessons are available as focused lectures or interactive workshop and are complemented with … Continue reading →
It remains a challenge to explain how individuals transition from one goal cycle to the other . But this is a relevant question in lifespan development. Life course theory conceptualizes series of events respectively transitions in life . While there are many terms to describe life transitions (e.g., turning points, momentous events, etc.), there seems to be agreement that transitions are about major life changes . Life changes can be … Continue reading →
The traditional self-esteem paradigm does not take into account sufficiently the idea of bottom-up causality from state self-esteem (e.g., contextual academic achievement, social status, and appearance) to trait self-esteem (i.e., global self-esteem; e.g., a relatively stable personality characteristic, such as narcissism). This is problematic as it cannot explain, and is contradicted by, many studies showing that development throughout the lifespan is influenced by state self-esteem and self-experiences.
Summary This essay evaluates whether “the fundamental problem of social psychology is the moralization of the individual by the society” (McDougall, 1908 as cited in , p.8). Also, how does attachment theory permeate aspects of human (and ecological) relationships , and how are emotional, moral, and identity development and personality theory aspects intertwined? Finally, implications are suggested regarding factors that have the potential to influence attachment style throughout the lifespan … Continue reading →
Most of us have heard about the misery existing in many parts of the globe. 3.5 billion people live at $2.5 a day. According to UNESCO, every day 22,000 children die because of poverty. Why is it so easy to forget that? Good people end up by concluding that we do our best we can, because “we have it good here,” and we must be given credit for the care … Continue reading →
Content: Universalities and Cultural Differences. Closing Holes in West-centric Researches. Eastern Philosophies and Transpersonal Psychology. Expanding Consciousness and Phenomenological Ways of Knowing.
Developmental Psychology and Lifespan Development Developmental psychology comprises the research of children’s cognitive, societal, and emotive development, and is especially interested in studying how children learn . During the last decades, lifespan developmental psychology became an “independent, interdisciplinary specialization of life sciences” [2, p. 25] that is embracing the developmental stages over a whole lifespan . Lifespan development research seeks insight into the determinants of individuals’ well-being, e.g., ‘successful aging,’ … Continue reading →
Summary. Developmental psychology aims to predict future behavior and outcomes. Many factors contribute to personality and the manifestation of behavior. These may be of biological, psychological, and social nature. While psychoanalysis sees our moral development as a rather automatic process determined mainly during childhood, Eysenck’s personality traits in interaction with the environment provide for an approach that involves more the possibility of learning. According to his Antisocial Behavior Hypothesis (ASB), … Continue reading →
Summary. Research from developmental psychology is suggesting that personality traits are inherently stable across a lifetime. Some characteristics may explain actual behavior or predict future development. This post, however, examines the question related to how much of our underlying personality is “nature or nurture.” In summary, genetic factors are independent of age and sex influencing character stability during childhood, while environmental factors are largely contributing to changes during adolescence and … Continue reading →
1. Thought on art/painting Art can express the inexplicable. That’s a remarkable potential we have because we still can’t explain the most important things, such as why there are ‘good’ and ‘bad,’ and what to do about it. Limitations in expression are limiting the thinking (yes, also this way round). We feel that there is something, somewhere in us, that holds more answers than we can explain with words. Art/painting is … Continue reading →
The future post-history The less disturbed the vision, the freer growing future Not more than opinionated story from the past You can even see the limitation of history And enable for an independent future Let’s abandon teaching the past We didn’t learn from history To our children’s future To impose our past We use history The future Post hi Stor Y Why history should be mostly abandoned in school Regarding … Continue reading →
A life nicely centered between birth and death As it is acting like knowing its symmetry around a peak Assuming a ceiling point until which to invest According to plans for success and wealth Allowing a balanced ascension and decline All forming the pyramid of life OR A life interestingly gone astray in chaos of time As it is anticipating what was never expected to occur Assuming abundance seen as … Continue reading →