The thesis addresses the problematic of the relationship between Christian love and justice as it regards political structures and institutions. In doing so we hope contribute to a better understanding of the relationship that ought to pertain between the Christian church and political authorities. We make a distinction within the concept of justice, distinguishing between a more general loving justice and temporal justice which belongs specifically to political authorities and is reactive to loving justice. We argue that it cannot be maintained that love simply becomes temporal justice, in the sense that the justice of temporal authorities should be the same as the loving justice Christians proclaim and hope for. Neither is there the opposite, a peaceful boundary between love and temporal justice. This is because there is another criterion for the interrelationship between love and justice to be deduced from what will be established in the thesis. Temporal justice is the space created that allows love to be actualized. The nature and limits of this interaction between love and temporal justice will be explained and the spaces of temporal justice argued to be neither negative nor positive but rather suggestive. The thesis provides a descriptive framework for how the interaction between love and temporal justice takes place and posits the criteria that should guide political action and political judgment. The entire argument of the thesis is substantiated by conversation with certain key interlocutors who are all participants in a broader conversation that is defined in the thesis.

With the rise of modern humanism and its psychological progeny, humanistic psychology, an emphasis on self-actualization has been de rigueur across many fields of scientific exploration. In the last several decades, Positive Psychology, with its focus on eudamonia, or the factors contributing to a meaningful and fulfilling life, has assumed responsibility for propagating this line of thought. Indeed, it might be argued that positive psychology, as a modern philosophy of human aspiration, has permeated a broader range of techno-scientific pursuits than similar, past ideological stances, spawning a sub-culture of positive, yet sometimes anti-positivistic, endeavors. With cult-like status, positive psychological principles have been applied toward exploring mental (e.g., positive suicidology; positive psychiatry) and physical health (e.g., positive health psychology), understanding the brain (e.g., positive neuropsychology), and enhancing the outcome quality of human-technology interactions (e.g., positive computing; positive technology). Yet, criticisms of the evolution of homo positivus abound; for example, a singular focus on positive emotionality, a componential rather than wholistic perspective, a positivist-scientism emphasis, and adherence to Eurocentric cultural perspectives, are among the issues debated. Possibilities available to humankind. This warrants the question, as we move toward greater integration of man and machine. Can, and should, the growth-focused and resiliency-promoting tenets of positive psychology be applied to biotechnology, or will our Übermensch strivings have unintended consequences, such as biotechnological enhancements that allow transcendence of the existential concerns defining our humanity? A post-modern “Positive Biotechnology” paradigm is proposed, which integrates the evolving perspectives of Positive Psychology 2.0 and the rapidly-emerging transhuman biotechnological possibilities available to humankind.

This study was concerned with the evaluation of a communication skills works hop for elementary school teachers titled, Self-Actualizing Education sponsored by the Psychology Department at Utah State University and funded under a rural development grant from the Kellogg Foundation. The purpose of the study was to evaluate objectives related to the interaction of students and teachers with regard to: (1) student attitudes towards teachers; (2) student misbehavior; and (3) student-teacher verbal communication. Testing was done on a control-experimental, pre-post basis. The treatment consisted of a nine week communication skills workshop, held two to three hours once per week. Twelve teachers and 531 students, grades one through six, participated in the study. Objectives of the Study The following objectives were formulated as an evaluational guide for the study: To determine whether or not teacher talk incorporates more Flanders Interaction Analysis System category 1, 2, and 3 responses and less category 6 and 7 responses, after teachers have completed the in-service communication skills workshop titled, Self-Actualizing Education; To determine whether or not student talk shifts from responding to initiating, after teacher participation in the communication workshop; To determine whether or not student misbehavior in the classroom decreases after the communication skills workshop; To determine whether or not student attitudes become more favorable towards their teachers after the workshop. In order to evaluate these objectives three data gathering instruments were employed: (1) the Flanders Interaction Analysis System; (2) a student misbehavior checklist; and (3) two student attitude surveys. Findings From analysis of the data, the following conclusions were made regarding this study: (1) teacher talk did not incorporate more Flanders Interaction Analysis System category 1, 2, and 3 responses and less category 6 and 7 responses as a result of teachers having participated in the communication skills workshop; (2) student talk did not shift from responding to initiating after the workshop; (3) a significant decrease (p < .05) in student misbehavior after treatment did occur; and (4) student attitudes toward their teachers did not change as a result of the workshop.

Throughout human history, music has served as a coping mechanism when people have endured extreme hardships in life. Music and songs in prisons have been written and sung to express the pain of the incarceration. Research has suggested that songwriting is a powerful educational and therapeutic catalyst, and that songwriting may facilitate the processing of difficult emotions. The purpose of this study was to gain a greater understanding of the emotions expressed in the songs of incarcerated men, and how songwriting as an outlet for emotional expression influenced the writers. Data collected for this study included 47 songs written by 17 incarcerated men, written observations and reflections by participants and three facilitators, transcriptions of four workshop sessions, and sound recordings/transcriptions of 16 spoken introductions and 13 songwriter-performed pieces. An additional 32 songs were collected from a case-study participant for examination. All data were collected using ethnographic methods. Modified grounded theory techniques, including initial coding, focused coding, and memo writing were used to analyze the data. Findings revealed that although the lyric themes categorized expressed more happy than sad emotions, the most frequently expressed emotion was desperation, and desperation was usually expressed in songs with a context of incarceration. In addition, songs that expressed humor were often a way to cope with incarceration, and songwriting was also a way express the pain of addiction. Examining the songs of the case-study participant revealed that his writing changed over time. His most frequently expressed emotion in 2008 was fear, and song concepts usually involved sinister, otherworldly figures. In 2011, his most frequently expressed emotion was closeness, and song concepts focused on determination to build a better life. Throughout the workshop sessions, the men experienced feelings of psychological comfort in routines established over time. Data analyses indicated that group interactions and opportunities to perform were primary motivators in participants' decisions to participate in the Songwriters' Workshop. For most men, group response processes generated new ideas for songs, and greater song quality. Some of the men further stated that participating in the Songwriters' Workshop helped them to foster better relationships, and re-envision their futures. Difficulties that occasionally arose were both pedagogical and social in nature. Based upon these findings, I suggest that aspects of Cohen's Theory of Interactional Choral Singing Pedagogy pertains to songwriting contexts. I propose a theory of the expressive community, in which the community influences individuals, and individuals influence the community. I further suggest collective-actualization, in which individuals in a group realize their collective potentials, capabilities, and talents, and seek the achievement of these potentialities.

The connection between intrinsic motives and positive psychological outcomes has been widely demonstrated, and has been extended to Self-Determination Theory concepts of the self-determination continuum and the three basic needs. However, only a small amount of literature has looked at this connection in relationships, especially with friends. Therefore, this study sought to investigate Self-Determination Theory in relationships with friends and partners. The main hypothesis was that selfdetermination and the three basic psychological needs' fulfillment in relationships, would be positively correlated with relationship satisfaction.

Thesis (M.Ed.)--University of Hong Kong, 1991. / Includes bibliographical references (leaf 92-113). Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 215-223). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 215-223). Also available on the Internet.

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Sufism is a living mystical tradition with tools and a theoretical framework geared to facilitate the realization of one’s full potential. This thesis examines the nature of such a realization, which culminates in an experience of nondual Self-realization. Transpersonal psychology provided the conceptual framework for this study, as it attempts to document the role that altered states of consciousness play in facilitating health and wellbeing. This research also drew heavily from the methodology of phenomenological hermeneutics and transpersonal phenomenology, which supported the investigation into the lived experience of five Sufi practitioners. The guiding research question of this exploratory inquiry asks, What has been the lived experience of Sufi practitioners on their journey towards nondual Self-realization? The research findings consist of eight themes that emerged during the analysis of the textual data. The implications of these findings impact the health and counseling fields, as well as the environmental crisis. / viii, 253 leaves ; 29 cm