For the love of learning!:-) October 10th, 19:00 at J-Global, B2 Yaesuguchi Kaikan, 1-7-20 Yaesu, Chuo-ku, Tokyo, 〒103-0028 https://www.facebook.com/events/296127901169930/ “We shouldn’t teach great lessons, we should teach a love of learning.” [- Inspired by B.F. Skinner]
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 →
Content The case for gender egalitarianism Prestige economies and cultural tightness Functional literacy and inclusiveness Strength-based approaches to fostering “female” leadership styles Humanitarian principles and global egalitarian mindset The case for gender equality Although women represent half of the population in education and global workforce at career start and mid-level management, men outnumber women in all sectors’ leadership positions. The role of female talents in future leadership is a … Continue reading →
Summary. The transverse patterning (TP) task is a cognitive problem resembling the childhood game of “rock-paper-scissors” requiring decision-making in the process of learning associations between paired stimuli. The TP problem served the assessment of configural learning deficits due to hippocampal damages in animals. In experiments with humans, training has proven to increase test subjects’ TP task performance. This supports the interpretation that even older adults may be able to learn to … Continue reading →
Human interactions don’t lack technical but rather cooperative communication skills. The good news is that pro-social behavior can be learned. Collective argumentation is one means to scaffold learners’ engagement in group work. Also, the negotiation of values is vital for achieving a shared sense of agency and accountability between teachers and students. In computer-enabled learning, consequential engagement in the form of enabling equitability and showing the benefits beyond single contributions, … Continue reading →
Egocentrism occurs as part of preschoolers’ development in the so-called pre-operational stage and means the inability of a child to differentiate between its own and other people’s thoughts . In other words, children would not realize the suffering of others as such at all . This poses a quite depressive outlook and may not correspond to own experience and observations. Aren’t there more empathy-promising possibilities than such a radical and … Continue reading →
The question of animal-human similarity is essential to decide whether animals should be treated alike  and whether animals possess rights . What characteristic determines a human being as distinct from animals? What about people with genetic anomalies or other disabilities on the one hand side, and, for example, especially well trained chimpanzees on the other ? Proponents of animals’ legal status as private property that can be exploited by … Continue reading →
Behaviorism Introspection as the scientific method had to give place to behavioral psychology in the nineteenth century , which opposed mentalist approaches to the study of associative mechanisms in learned behavior  with rigorous observable laboratory experiments and animal behavior training as performed by B.F. Skinner  (Figure 1.). Associationists like E. Thorndike believed in biological processes which construe memory in the form of neuronal connections in the brain . … 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. The advancement of a genuinely global science beyond Euro-American mainstream, the reduction of international research inequalities, and the mitigation of adverse effects of academic capitalism are important to make progress in understanding and helping humanity worldwide.
Content: 1. There is more than East and West in cross-cultural psychology, 2. Need for internationalization of developmental psychology, 3. Integration of indigenous psychology, 4. Addressing country, individual, and situational levels
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 →
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. Online learning and team work are ever increasing. This poses new challenges on how to predict successful learning, teaching, and performance in general while being wary about problematic Internet/online usage too. Emotions may be seen as less relevant in an online environment, but studies show that Emotional Intelligence (EI) of online instructors and leaders of virtual teams does predict online success. As online participant want to bring in … Continue reading →
Summary. As an “individual’s ability to monitor his or her own feelings and those of others” EI in general, in contrast to the more stable personality traits such as measured by the Big Five instrument, is considered to be learnable . This implies that interventions for improving interpersonal competencies and workplace behavior is possible. There is mixed evidence for EI as a distinct concept with more or less strong correlations between … Continue reading →