Integrative Psychological and Behavioral Science最新文献

In this article, we present and discuss the essay Thalassa: A Theory of Genitality (1924) by Sándor Ferenczi, a pioneer and one of the greatest innovators of psychoanalysis. This essay-which Freud lauded as the most ingenious application of psychoanalysis-proposed a theory that can bridge the gap between the ontogenetic and phylogenetic development of genitality and the sexual act. Ferenczi speculatively elaborated a theory of genital development that connects two important Freudian works, namely Three Essays on Sexual Development (1905) and Beyond the Pleasure Principle (1920), with Haeckel's Fundamental Biogenetic Law, which discusses the recapitulation of phylogenesis in ontogenetic development. According to Ferenczi, coitus and sexual relations are driven by the desire to return to the mother's body, a desire that hearkens back to a period in evolution when life was entirely aquatic and life forms were ocean-dwelling. It has been claimed that the environmental catastrophes of sea recession and land emergence have had traumatic effects on animals' living conditions (resulting in the development of sexual differences) and genitality. Although the essay presented some fanciful, suggestive, and dubious theories, it remains relevant due to its epistemological and methodological implications, which are based on an utraquistic argumentative procedure (i.e., founded on the constant comparison of and recourse to isomorphisms and analogies among various disciplines, including biology, embryology, zoology, and psychoanalysis), laying the foundation for a method of bioanalysis.

This study draws on the cultural-historical perspectives of Vygotsky and Galperin to examine the role of AI-generated feedback within the Assessment for Learning (AfL) process in fostering students' development as learners. By leveraging Galperin's concept of cultural tools and the developmental role of human activity, elaborated in his dissertation written almost a hundred years ago, this study elucidates how this theoretical framework can enhance our understanding of the pedagogical value of individually tailored feedback from AI, ultimately contributing to human development and inspire the Design Principles (DPs) of AI-based educational technologies. Essay Assessment Technology (EAT), designed according to the suggested DPs, is presented to illustrate the application of AfL strategies in schools, highlighting its potential to enhance students' learning and their development as learners.

While widely considered Alexander Luria's (1902-1977) autobiography, The Making of Mind. A Personal Account of Soviet Psychology, published posthumously in 1979, is not a true autobiography but rather an autobiography with heterobiographic elements. However, the largely overlooked Spanish book, Mirando hacia atrás. La vida de un psicólogo soviético en retrospección, published in the same year, may be regarded as an authentic autobiography written by Luria. Based on the close reading of previously unknown archival sources, including Luria's autobiographic typescripts, the central argument of the article shows that it is likely that the history of this key figure in modern Soviet neuropsychology is embodied in various instances of his life-writing. Our reconstruction of Luria's life-writing is transnational in scope and multi-language based. It aims at drawing an overall account, which may later be followed by a series of contributions dealing with details of the history of Luria's life-writing.

The concept of human goals is central to the study of psychology (i.e., motivation, behavior, and well-being), sociology (i.e., social structure, culture, and dynamics), education (i.e., setting objectives, student motivation, and growth strategies), management (i.e., leadership, employee motivation, productivity, organizational behavior), and economics (i.e., consumer and market behavior, decision making, labor relations), among others. Because it represents the ultimate desired destination that orients decisions and actions, it plays a central role in the theory and practice in these fields. Despite its centrality, the concept lacks theoretical consensus regarding its definition and distinctiveness from related concepts such as needs, motives, and values. Like these concepts, the goals literature suffers from the proliferation of both concepts and taxonomies, suggesting a need for a return to theoretical foundations. In this article, we advocate for a fundamental reconsideration of the concept of goals, anchoring it within a new psychological theory of human motivation based on first principles. The paper's primary contribution lies in demonstrating that the operational definitions utilized by academics and practitioners alike can be thought of as attempts to approach concepts of human motivation, specifically, emotional needs, without fully getting there. We review the leading definitions of human goals in the literature, concluding that they can be distilled to a fundamental set of human emotional needs, each associated with extensive literatures of their own. A comprehensive framework of 12 human emotional needs is introduced; it is argued that a comprehensive motivational framework offers significant advantages over current theoretical approaches, which tend to spin off an ever-expanding list of concepts. We consider the impact of embedding goals concepts within existing motivational constructs with clear benefits for: (a) theory development, (b) method development, and (c) practical applications, emphasizing the advantages of clear operational definitions.

Time dilation is an important issue in the field of physics. Introduced by the special relativity theory, it means that the time duration spent by an entity to reach a certain destination depends on the movement and speed of the entity. Time dilation has been widely addressed in other disciplines, including philosophy, psychology, and motivation. However, it has produced practical and theoretical controversies in the literature. The new version of relativity theory resolves these issues by extending time dilation to conceptual and mental factors and taking a process-based approach to the development of universe. The purpose of this paper is to discuss time dilation in different scientific arenas and explicate it in motivation from the perspective of motivational congruence theory (MCT). The theory provides a new explanation for the underlying mechanisms of time dilation as a mental phenomenon in motivation. According to MCT, a congruence between the context and extrinsic and intrinsic motivations escalates overall motivation. This, in turn, results in high levels of effort and engagement towards the task and leads to mental time dilation. That is, the individual becomes so engaged with the task that their subjective estimation of time duration becomes shorter, compared to an objective measurement of the elapsed time. The study provides hypotheses for further empirical research. MCT's view to time dilation aligns with advances in the fields of physics and philosophy. It contributes to the literature by presenting a new explanation for mental time dilation and elaborating the motivational mechanisms that underlie this phenomenon.

Our present and evolved understanding has challenged the previously synonymous use of the terms 'sex' and 'gender'. We have moved beyond the binary categorization towards proliferation of gender identities. Thus, raising questions whether certain identities are traits or gender identities. This complexity of the issue is exacerbated by the cultural relativity of gender identity and by lack of a standardized list. Adopting a balanced approach, the article touches upon the prejudices against the gender minorities. Additionally, it touches upon the controversies surrounding gender identities and their development to ensure that the individuals can make more informed choices and engage in more meaningful discourse. It addresses issues of politicised debates, linguistic diversity, and the role of pharma industry in the sex-change procedures. The paradigm of gender has transcended the binary constructs in the contemporary discourse. However, it has ventured into unchartered territories revealing several unexplored facets that await scholarly investigation. The present paper critiques the concept of gender identities and the sociopolitical landscape surrounding it through the lens of Critical Theory. In conclusion, our understanding of gender is still limited and evolving. There is a need for adopting a more nuanced and informed approach to challenge the issues posed by this era of evolving gender expression and identities. The article concludes with policy recommendations based on insights gained from the article and suggestions for future research.

The study's goal was to examine the tension between democratic school governance, requiring its participants to obey school rules, even though they might disagree with those rules, and personal responsibility, requiring the participants to act morally, in accordance with their conscience and their sense of what is right and makes sense for them, regardless of the democratic nature of the imposed school rules. This examination was based on three sources: 1) three Open Symposia with American and Russian democratic educationalists, 2) my review of the existing literature on civil disobedience and democratic education, and 3) my empirical study based on the interviews of participants of an American private democratic school, known as The Circle School, regarding their instances of civil disobedience. The three Open Symposia allowed me to develop a working definition of civil disobedience as a particular principled disobedience. One important finding arising from these Open Symposia was that neither democratic educator could come up with an example of civil disobedience in democratic schools. My literature analysis revealed four types of civil disobedience: instrumental, existential, safeguarding, and expedient. The participants of my interviews in a democratic school - current teenage students, staff, and alumni - reported many instances of diverse types of civil disobedience, but primarily existential. Despite a lack of discussions of civil disobedience in the school, I discovered that the democratic school apparently promotes civil disobedience as its unintended curriculum by promoting and supporting students' authorial agency, aiming at the students deciding what is good for them, and opposing educational paternalism.

In today's debate about a user oriented humanistic turn in the field of mental health care, the early Foucault is once again relevant. In his works from 1954 Foucault shows that the root of understanding mental phenomena is not to be found in universal medical concepts and methods, but in the reflection on lived experiences and in the human being itself. In accordance with contemporary social, community, and cultural psychologists, such as Brinkmann, Kinderman and Prilleltensky, Foucault is critical to the psychology's medical foundations. Instead of focusing on medical and physiological matters he suggests that psychology, as a discipline, should be more user oriented, and focus more on the human being itself, and on social and cultural contexts.

Over the past century, numerous studies have examined Jean Piaget's relationship with psychoanalysis. Until the 1970s, they often emphasized the value of a rapprochement between Piaget and Freud and highlighted the use of Piaget's ideas in therapeutic practice. Then from the 1980s onwards, several studies focused on the relationship between his work-seen as purely cognitive, to the exclusion of the social and the affective-and his conflicted relationship with his mother. Based on similar sources, particularly his autobiography, these studies led to a reductionist account of his work according to which intellectual content was determined as much by the conflictual relationship as by his alleged autism. The article begins by deconstructing these ideas, showing that in the 1920s Piaget gave an important place to affectivity and the role of the mother in development. It then analyses the Piaget's family dynamics of the 1919-1920 period, focusing on the family system-Jean's parents, sisters and brother-in-law-in its relationship to pathology, a dynamic reconstructed with the help of correspondences. The article presents a series of totally unknown episodes in Piaget's life. It shows that this was an enmeshed family system Minuchin (Families and family therapy, 1974) in which members were both highly involved and dependent on the mother. Within it, Piaget was designated as a therapist, for both the mother and the system, thus reversing standard roles and the classic figure of the designated patient. This research strengthened the few works that have identified either Piaget's position as a therapist or the importance of his ideas for psychotherapy.

This volume makes a notable contribution with a deep and extensive analysis to achieve the movement from Yoga Philosophy to Yoga Psychology for the promotion of integration with Modern Psychology, a task hitherto unrealized despite the burgeoning attention to Yoga. This commentary is constrained by my own limited knowledge of traditional Indian philosophy in making a thorough examination of Paranjpe's contribution beyond attention to selected concepts and sporadic illustrations from the original volume. Yoga practice is, Paranjpe informs us, just the tip of an immense consolidation of knowledge, deep intellectual thought and theoretical consideration about the embodied sense of self, health and well-being. Spirituality is foundational to the theory and practice of yoga. This volume has immense potential relevance for contemporary psychological theory and practice in an attempt to highlight embodied and spiritual considerations of human existence. With some notable exceptions, modern psychology has adopted the positivistic paradigm that systematically rejects traditional knowledge systems. Through intercultural translation (a concept I borrow from Santos, 2018), Paranjpe successfully transcends this divide and provides detailed possibilities about why and how this knowledge can relate to, inform and expand the science of human being and becoming that is inclusive, built for mutuality rather than domination; travelling on the path of dialogue between diverse knowledge systems.