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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
41

Para um empirismo radical: sobre William James e a relação contemporânea entre psicologia e espiritualidade / Toward a radical empiricism: on William James and the contemporary relationship between psychology and spirituality

André Oídes Matoso e Silva 31 October 2016 (has links)
William James desenvolveu no conjunto de seus trabalhos um referencial filosófico útil para estudos da consciência e da religião que permanece válido e aplicável na prática contemporânea de disciplinas como a psicologia e a antropologia. O presente trabalho é uma exploração inicial de possibilidades filosóficas abertas por James nesses campos: a religiosidade, a espiritualidade, e a busca de sentido e transcendência em um mundo desencantado. A tese foi dividida em duas partes. Na Parte I, apresentei o contexto da relação contemporânea entre psicologia e espiritualidade. Nessa parte, discuti o significado de ambas as palavras, a relação que historicamente existe entre elas, e o papel de James na constituição histórica dessa relação. Além de ter tido um papel histórico na formação de um campo de estudos no qual esses dois assuntos se interconectam, James também forneceu uma abordagem filosófica para investigá-los. Essa abordagem foi chamada por ele de empirismo radical. Na Parte II, desenvolvi uma reflexão em torno do empirismo radical, trabalhando alguns conceitos que podem ser úteis para uma prática de investigação radicalmente empirista. / William James developed in his work a useful philosophical framework for studies on consciousness and religion which remains valid and applicable in the contemporary practice of disciplines such as psychology and anthropology. The present work is an initial exploration of philosophical possibilities opened up by James in these fields: religiosity, spirituality, and the search for meaning and transcendence in a disenchanted world. The thesis was divided into two parts. In Part I was presented the context of the contemporary relationship between psychology and spirituality. In this part, I discussed the meaning of both words, the relationship that historically exists between them and Jamess role in the historical constitution of that relationship. Besides having a historical role in the formation of a field of studies in which these two topics interconnect, James provided also a philosophical approach to investigate them. He called this approach radical empiricism. In Part II, I developed a reflection on radical empiricism, working out some concepts which may be useful for a radically empiricist inquiry.
42

A espiritualidade na teoria do cuidado transpessoal de Jean Watson: análise de conceito / The spirituality in Watson´s Transpersonal Theory: Concept Analysis

Ramon Moraes Penha 26 June 2012 (has links)
Este estudo teve como objetivos: analisar o conceito de Espiritualidade a partir da Teoria do Cuidado Transpessoal proposta por Jean Watson e Discutir as relações entre Experiências da Consciência (Espirituais), nos campos de interação denominados pela teorista de Momento Presente, Campo Fenomenológico e Ocasião Real de Cuidado. Método: foi utilizado a Análise de Clarificação de Conceito, proposto por Wilson. As seguintes etapas foram seguidas: 1. Isolar as questões de conceito; 2. Encontrar as respostas certas; 3. Casos Modelo; 4. Casos Contrários; 5. Casos Relacionados; 6. Casos de Difícil Diagnóstico; 7. Casos Inventados; 8. O Contexto Social; 9. Anseios Basilares; 10. Resultados Práticos e 11. Resultados na Linguagem. As questões norteadoras para análise foram: a) Qual a natureza da Espiritualidade no Cuidado Transpessoal? e b) Espiritualidade se difere de Materialidade nas relações de cuidado, uma vez que a primeira exigiria diferentes níveis de interação para que uma dimensão mais sutil pudesse ser acessada?. Resultados: na Teoria do Cuidado Humano a Espiritualidade é concebida como o Mundo do Espírito, experienciado através de um campo fenomenológico de interação entre dois Seres caracterizado pela ocorrência de Experiências da Consciência (ou espirituais). Na Teoria do Cuidado Humano os antecedentes para Espiritualidade foram: Alma/Espírito, caracterizado por: Imortalidade, Imaterialidade, Essência, Auto Conhecimento, Consciencia e Energia Criativa; Individualidade, configurada por Alma/Espirito e Transcendencia física, mental e emocional e, por fim, Experiências da Consciência, indicada por: Intuição, Experiencia Espiritual/Sobrenatural/Metafísica/Mística. Os atributos encontrados para acessar à dimensão espiritual foram os dez Clinical Caritas Process. Também verificou-se que o Processo Interacional Paciente-Profissional é direcionado a partir da triade: Mente-Corpo-Espirito onde os resultados esperados estão relacionados à ocorrência de Ocasião Real de Cuidado, percebida pela Conexão a partir das Histórias de Vida, Dilatação da Percepção do Campo Fenomênico, Rupturas na relação espaço-tempo, culminando na Transpessoalidade e Processo de Cuidado Humano, evidenciado pelo Contato Profundo com o Outro e Consigo, Uso de Linguagem Pertinente para Descrever a Experiencia Vivida e, por fim, Sistematização do Plano de Cuidados a Partir dos Dados Obtidos da Experiência. / This study aimed to analyze the concept of spirituality from Human Caring Theory by Jean Watson and Discuss the relationship between Experiences of Consciousness (Spiritual), in the interaction field called by theorist of \'Present Moment, \'Phenomenological Field\' and \'Actual Caring Occasion. Method: Wilsons concept clarification was used. The following steps were followed: 1. Isolate questions of concept 2. Find the right answers; 3.Model Case 4. Contrary Cases 5. Related Cases 6. Borderline 7. Invented Cases 8. Social Context 9. Underlying anxiety 10. Practical Results and 11. Results in language. The guiding questions for analysis were: a) What is the nature of Spirituality in Caring? b) Spirituality differs from materiality in relations of care, since the first would require different levels of interaction for a more subtle dimension could be accessed\'. Methodological steps performed this study concluded that: the Theory of Human Caring Spirituality is conceived as the World of Spirit, experienced through a phenomenological field of interaction between two beings characterized by the occurrence of experiences of consciousness (or spirit). In Human Care Theory were the background for Spirituality: Soul/Spirit, characterized by: Immortality, Immateriality, Essence, Self Knowledge, Consciousness, and Creative Energy, Individuality, set by Soul /Spirit and Transcendence physical, mental and emotional, and finally, Experiences of Consciousness, indicated by: Intuition, Experience Spiritual/ Supernatural / Metaphysical / Mystical. The attributes found to access the spiritual dimension were the ten Clinical Caritas Process. It was observed that the Patient Process-Interactional Professional is directed from the triad: Mind-Body-Spirit where the outcomes are related to the occurrence of Care Real Deal, the perceived connection from Life Stories, dilatation of Perception Field phenomenal, breaks in the space-time, culminating in transpersonal Process and Human Care, evidenced by the Deep Contact with the Other and I can, Use of Language Relevant to describe the experience and, finally, Systematization Plan of Care Data Obtained from Experience
43

Exploring transcendence of the quantum self and conciousness through communication symbols.

Bezuidenhout, Rose-Marie 28 May 2008 (has links)
This thesis comprises an exploratory study of the dynamic of communication symbols during growth and transcendence cycles of the unique individual. It moreover explores how the quintessence of the individual, the quantum self, transforms itself through the use of intrapsychic communication. The exploration focuses on the confluence of a subjective, inner experiential reality and reality as a social construct. This inner, subjective and experiential reality of the individual relates to the correspondence between the transcendence of consciousness and the creation of meaning derived from the Jungian constructs of archetypal images, symbols and myths. The eclectic nature of the study necessitates a multidisciplinary approach, and consequently, theories and constructs in Depth and Transpersonal Psychology, the New Physics (Quantum Physics), Complexity and Chaos Theories, Mysticism, and Philosophy are explored and integrated with contemporary communication notions of the self, symbols and consciousness. Integration and inclusiveness consequently form the bedrock of this study. Archetypal communication symbols are considered as the derivatives of a subjective, inner reality. The exploration and comprehension of an inner reality are considered to be of prime significance to the transcendence of the self: the individual as a unique multifarious being. An archetypal and mythical semiotic textual analysis of ‘The Alchemist’ by Paolo Coehlo, and an individual case analysis of dream symbols and a self-report based on the interpretation of a dream theme by using active imagination indicate that a transcendental spirituality, and consequently an inner, subjective transcendental reality are imminent in the individual. An intrinsic need for equanimity and unity is reflected in the images, symbols and myths of the Self as archetype of meaning nested in the collective unconscious. Ensuing from the exploration in this study, an experiential and ‘lived’ theory and model of the dynamic process of intrapsychic communication are described and depicted. Moreover, the employment of archetypal images, symbols and myths of the Self during intrapsychic communication are described and contrasted with a complex adaptive system. The relationship between the self, consciousness, and intrapsychic communication is hence depicted and described in terms of an experiential theory of intrapsychic communication as a complex adaptive system iterating between balance and harmony, and chaos. Intrapsychic communication, which represents all the levels of communication within the Self with its corresponding levels of consciousness, facilitates both awareness and integration of the inner subjective reality, and the external socio-cultural reality of the ego which is at the core of the Self. It is asserted that the transcendence of consciousness cannot be experienced as a distinct experience. Rather, intrapsychic communication facilitates a sense and experience of the Self by an individual through the use of archetypal images, symbols and myths as represented in dream experiences of an individual and the text of a modern narrative. The inclusion of the archetypal spiritual dimension of the Self and the indication of an intrinsic need for wholeness, unity and transcendence in intrapsychic communication, alludes to a shared innate and universal heritage which cuts across all cultural and racial boundaries. Since the study is of an exploratory nature suggestions for further study and research are also made. / Dr. H.L. Venter
44

Didatica transpessoal : perspectivas inovadoras para uma educação integral / Transpersonal didactic: the inovator perspective for integral education

Saldanha, Vera Peceguini 31 July 2006 (has links)
Orientador: Carlos Alberto Vidal França / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T18:26:49Z (GMT). No. of bitstreams: 1 Saldanha_VeraPeceguini_D.pdf: 1285592 bytes, checksum: 4ee3d25a8066951f1d12fb6108585224 (MD5) Previous issue date: 2006 / Resumo: Esta tese refere-se à construção e à aplicação de uma didática de ensino a partir da visão antropológica da Psicologia Transpessoal, a qual reconhece a espiritualidade e a necessidade de transcendência como inerentes à natureza humana, contemplando o ser em suas dimensões biopsico, sociocultural e espiritual. Investigaram-se as implicações desse enfoque com o conceito de ciência, reconhecendo-o como uma área do conhecimento transdisciplinar, aplicado na educação, saúde e instituições, assim como também a possível contribuição da Didática Transpessoal para o educando, na aprendizagem de conteúdos programáticos, e, em especial, no ensino da Psicologia Transpessoal. A base epistemológica sobre a qual se assentam os postulados fundamentais da Psicologia Transpessoal elegidos por Abraham Harold Maslow, com contribuições de Pierre Weil e Roberto Assagioli, foram ampliados e sistematizados em seus conceitos principais, elaborando e caracterizando os aspectos estruturais e dinâmicos que constituíram o corpo teórico, bem como o eixo experiencial e evolutivo dessa abordagem psicológica. Constatou-se que os conteúdos da sistematização efetuada, aqui denominada Abordagem Integrativa Transpessoal, ou simplesmente Abordagem Integrativa em Psicologia, foram amplamente assimilados pelo grupo de profissionais, que receberam as informações dessa abordagem por meio da didática proposta. Verificou-se que ocorreu otimização da aprendizagem, emergência de valores positivos, aprimoramento profissional e realização pessoal, resultando em uma ética e postura mais humanistas, decorrentes da interação entre a aprendizagem extrínseca e a intrínseca, favorecidas ambas pela Didática Transpessoal, ao aliar-se o conteúdo programático ao autoconhecimento. Observou-se o grande poder da Educação, resgatando-se o sentido essencial, evolutivo, da relação educador-educando e quanto à propriedade do conhecimento, à medida que o ¿como¿ se ensina estiver intimamente relacionado com o ¿para quem¿, ¿por que¿ e ¿para que¿ se ensina. Identificou-se também a necessidade de que a formação do educador seja igualmente teórico-vivencial para que alcance melhores resultados com o educando e consigo próprio. O enfoque utilizado na pesquisa foi o qualitativo. Aplicou-se a Análise de Conteúdo de Laurence Bardin, instrumento que se revelou bastante adequado para abranger e delinear, de forma precisa, os contornos dos conteúdos velados nos depoimentos dos profissionais que aprenderam a Abordagem Integrativa por meio da Didática Transpessoal. Essa técnica de análise possibilitou-nos perceber, neste trabalho, uma perspectiva inovadora, humanizada para uma Educação integral, na qual o educar favorece um elo estreito entre o indivíduo, valores e sociedade, além de ser um bem precioso na evolução e no desenvolvimento humano, hoje tão aquém do desenvolvimento tecnológico alcançado pela humanidade / Resume: Esta tesis se refiere a la construcción y aplicación de una didáctica de enseñanza a partir de la visión antropológica de la Psicología Transpersonal, la cual reconoce la espiritualidad y la necesidad de trascendencia como inherentes a la naturaleza humana, contemplando el ser en sus dimensiones biopsico, sociocultural y espiritual. Fueron investigadas las implicaciones de este enfoque con el concepto de ciencia, reconociendo como conocimiento de abordaje transdisciplinar aplicado em la educacion, salud y companias, como también con la posible contribución de la Didáctica Transpersonal para el educando, en el aprendizaje de contenidos programáticos, en especial, en la enseñanza de la Psicología Transpersonal. La base epistemológica sobre la cual se asientan los postulados principales de la Psicología Transpersonal elegidos por Abraham Harold Maslow, con contribuciones de Pierre Weil y Roberto Assagioli, fueron ampliados y sistematizados en sus conceptos principales, caracterizando los aspectos estructurales y dinámicos que construyeron el cuerpo teórico como también ele eje experimental y evolutivo de este abordaje psicológico. Se constato que los contenidos de la sistematización efectuada, aquí denominada Abordaje Integrativa Transpersonal, o simplemente, Abordaje Integrativa Psicologia, fueron ampliamente asimilados por el grupo de profesionales, que recibieron las informaciones de este abordaje por medio de la didáctica propuesta. Se verifico que ocurrió una optimización del aprendizaje, emergencia de valores positivos, mejora profesional, y realización personal, resultando en una ética y una postura mas humanista, como consecuencia de la interacción entre el aprendizaje extrínseco e intrínseco, ambos favorecidos por la didáctica trasnpersonal, al aliarse el contenido programático al autoconocimiento. Se observo el gran poder de la Educación, rescatándose el sentido esencial, evolutivo de la relación educador-educando y en cuanto a la propiedad del conocimiento, en la medida que el ¿como¿ se enseña esté íntimamente relacionado con el ¿para quien¿, ¿por que¿ y ¿para que¿ se enseña. Se identifico también la necesidad de que la formación del educador sea igualmente teórico-vivencial para que alcance mejores resultados con el educando y consigo mismo. El enfoque utilizado en la investigación fue el cualitativo. Se aplico el Análisis de Contenido de Laurence Bardin, instrumento que terminó siendo bastante adecuado para alcanzar y delinear, de forma precisa, los contornos de los contenidos velados en los testimonios de los profesionales que aprendieron el Abordaje Integral por medio de la Didáctica Transpersonal. Esta técnica de análisis nos posibilito darnos cuenta, en este trabajo, de una perspectiva innovadora, humanizada, para una Educación Integral, en la cual, el educar favorece una ligación estrecha entre el individuo, los valores y la sociedad, como también, es un bien precioso en la evolución y el desarrollo humano, hoy, tan más acá del desarrollo tecnológico alcanzado por la humanidad / Abstract: This thesis refers to the construction and application of a teaching didactic technique according to the vision of the Transpersonal Psychology, which recognizes spirituality and the necessity of transcendence as inherent to human nature, observing the human being in his biopsycho, socialcultural and spiritual dimensions. The implications of this view have been researched with the concept of science, recognized as transdisciplinarity knowledge applied in education health and organization, as well as the possible contribution of teaching didactic technique to the learner, regarding programmatic contents in learning and, specially, in Transpersonal Psychology teaching. The epistemological base, which is based in principal postulates by Abraham Harold Maslow with Pierre Weil and Roberto Assagioli contributions, has been widened and systematized in its principal concepts, characterizing the dynamic and structural aspects that have set the theoretical body, as well as the experiential and developing axle of this psychological approach. It has been verified that the contents of the performed systematization, here called ¿Transpersonal Integrative Approach¿, or simply, ¿Psycology Integrative Approach¿, have been widely assimilated by the group of professional, who received the information about this approach through the proposed didactic technique. It was verified that there was an optimization of learning, an emergency of positive values, professional improvement and personal accomplishment. All this, led to an ethic and more humanistic attitude, as a consequence of the interaction between intrinsic and extrinsic learning, both of them supported by transpersonal learning technique, by assembling programmatic contents to self-knowledge. A great power of Education has been observed, rescuing the essential sense of learner-teacher relationship, as well as knowledge property, as long as ¿how¿ we teach is strictly related to ¿for whom¿, ¿why¿ and what for¿. It has also been identified the necessity of educators formation to be equally theoretical and practical, to reach better results with the learner and with himself. The approach we used in the research was qualitative. Laurence Bardin content analysis approach was used, which turned to be pretty adequate to reach and delineate precisely the contents shape, presented by the professionals who learnt the Integrative Approach through Transpersonal Didactic technique. In this research, this analysis technique gave us the possibility to realize an innovating and human perspective, for an Integral Education, where ¿to educate¿ favors a link among the individual, the values and society, and it is a precious good in evolution and human development, these days, beneath the technologic development that humanity has reached. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação
45

Formação humana integral e processos grupais: uma experiência com grupo de formação transpessoal

SANTOS, Gildete Rodrigues dos 10 May 2016 (has links)
Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-07-31T14:04:59Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO GILDETE RODRIGUES.pdf: 1900828 bytes, checksum: cac25a3fe68f480762dac995f81e1d19 (MD5) / Made available in DSpace on 2017-07-31T14:04:59Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO GILDETE RODRIGUES.pdf: 1900828 bytes, checksum: cac25a3fe68f480762dac995f81e1d19 (MD5) Previous issue date: 2016-05-10 / Este estudo buscou compreender a relação existente entre grupos, relações interpessoais e educação. Para esta intenção tomamos por base a teoria de formação humana integral, da psicologia transpessoal/integral e a teoria dos Quatro quadrantes do Kosmos, de Ken Wilber. Tais visões estão fundamentadas no reconhecimento da existência de várias dimensões humanas, da não dualidade corpo e mente e da ideia de interdependência entre os seres. Objetivamos de maneira geral compreender a influência da estratégia do Grupo de Formação Transpessoal no processo de formação humana integral de estudantes da graduação de pedagogia da UFPE. De modo mais específico, buscamos indicar as contribuições dos grupos de formação transpessoal no desenvolvimento de estudantes da graduação de pedagogia da UFPE, no que diz respeito às suas percepções sobre as relações intra e interpessoais no campo educacional. Deste modo, realizamos a partir da abordagem qualitativa, um processo de pesquisa-ação na modalidade de Grupos de Formação baseados na teoria do T-grupo de Kurt Lewin. Realizamos uma experiência formativa num curso de extensão oferecido a 24 estudantes da graduação em Pedagogia no Centro de Educação da UFPE. O processo da pesquisa-ação nesta proposta organizou-se a partir da realização de 15 encontros, com 4 horas de duração cada, perfazendo um total de 60 horas. As estratégias propostas foram experienciadas a partir de 3 momentos vivenciais espiralados que abordaram as técnicas transpessoais com atividades de Leituras, Diálogos, Vivências individuais e coletivas; Processos interativos grupais; Exercícios de meditação; Escrita de si; Escuta atenta. A busca de compreensão do fenômeno a partir das percepções dos estudantes sobre esta experiência foi obtida a partir dos questionários, entrevistas semiestruturadas, memória das aulas, observação participante e diário do pesquisador. A realização da intervenção denominada Grupos de Formação Transpessoal demonstrou, a partir dos resultados apontados a partir da percepção dos participantes, que houve deslocamentos subjetivos no sentido de compreensão e atuação profissional e pessoal voltada para a perspectiva da humanização. A participação na experiência formativa ofereceu indícios para a compreensão e busca de valorização das interações nos ambientes educativos, como uma possibilidade de ampliar o papel mobilizador dos relacionamentos para o ensino e aprendizagem. Desse modo, entendemos como uma reflexão que visa à quebra de paradigmas que alimentam a ideia da competitividade e a fragilidade de vínculos afetivos na academia. A primeira concepção fundamental surgida no trabalho consiste na compreensão de que a construção de um ser humano requer um olhar integral e abrangente sobre os seres e de que formar supõe ir além dos aspectos de escolarização. Pressupõe ainda a necessidade de estimular a busca pelo autoconhecimento, a abertura para o outro e a valorização da convivência grupal. A segunda concepção sugere a necessidade de se oferecer no ambiente acadêmico vivências e exercícios práticos com o intuito de criar e recriar vínculos sociais com disposições e mudanças de atitudes que visem ao estreitamento e manutenção de laços inter-humanos de solidariedade, compaixão, empatia e comunicação autêntica. Consideramos que a visão da abordagem integral/transpessoal sobre as relações intra e interpessoal demonstrou nessa experiência ser capaz de favorecer os processos de educação integral, pois o concebe no campo das relações humanas como um “lugar” de potencial e exploração para além das fronteiras da fragmentação, reducionismo e controle. Indicamos a importância da inclusão das temáticas comunicação, relação inter e intrapessoais na formação dos estudantes de pedagogia. Sugerimos a realização de pesquisas futuras que acompanhem o desenvolvimento longitudinal da apropriação das aprendizagens por parte dos participantes. / This study investigated the relationship between groups, interpersonal relationships and education. For this purpose we based in the theory of integral human formation, from transpersonal/integral psychology and the theory of the four quadrants of Kosmos from Ken Wilber. Such views are grounded on the recognition of various human dimensions, the body and mind non-duality and the idea of interdependence between beings. We aim in general to understand the influence of Transpersonal Training Group's strategy in the process of integral human formation of students of pedagogy degree at UFPE. More specifically we seek to indicate the contributions of transpersonal training groups in the development of UFPE pedagogy students, regarding their perceptions of the intra and interpersonal relationships in the educational field. Thus we conducted a qualitative approach of a process of researchaction in Training Groups modality based on the theory of T-group from Kurt Lewin. We conducted a formative experience in an extension course offered to 24 graduate students in Pedagogy at UFPE Education Centre. The process of research-action in this proposal was organized by conducting 15 meetings, with a duration of 4 hours each, for a total of 60 hours. The proposed strategies were experienced from 3 experiential spiral moments which approached transpersonal techniques with readings activities, dialogues, individual and collective experiences; Group interactive processes; Meditation exercises; Writing about itself; Attentive listening. The search for phenomenon understanding from the perception of students about this experience was obtained from questionnaires, semi-structured interviews, memories from classes, participant observation and researcher’s diary records. The course realization through an intervention proposal called Transpersonal Training Groups shows that, from the results indicated by the perception of the participants, there were subjective shifts towards comprehension and professional and personal practice to the perspective of humanization. Participation in the formative experience offered clues for understanding and searching for enhancement of interactions in educational environments, as a possibility to extend the mobilizing role of relationships for teaching and learning. Therefore we understand how a reflection that aims to break paradigms that feed the idea of competitiveness and the fragility of affective bonds in the academy. The first fundamental concept that emerged in this work is the comprehension that the construction of a human being requires a integral and comprehensive look at the beings, and that to educate presume to go beyond the aspects of education. Presupposes the need to stimulate the search for self-knowledge, the openness to one another, and the appreciation of group living. The second concept suggests the need to offer experience and practical exercises in the academic environment in order to create and recreate social ties with provisions and changes in attitudes which aim the narrowing and maintenance of solidarity inter-human bonds, compassion, empathy and authentic communication. We considered that the vision of integral/transpersonal approach to the intra and interpersonal relationships has shown to be able in that experience to be favourable to the integral education process, because conceives it in the field of human relations as a "place" of potential and exploration beyond the borders of fragmentation, reductionism and control. We indicate the importance to including the communication, interpersonal and intrapersonal relationship thematics in the formation of pedagogy students. We suggest conducting further research to accompany the longitudinal development of appropriation of learning by the participants.
46

Vliv psychedelické zkušenosti na postoje k užívání návykových látek: zakotvená teorie / The influence of psychedelic experience on attitudes to the use of addictive substances: a grounded theory

Roztočilová, Dominika January 2021 (has links)
Background: Psychedelic experience is a phenomenon that has become increasingly important in recent years. It is the subject of much research. The therapeutic potential of psychedelic substances and psychedelic experience for mental disorders, but also for addiction disorders, is interesting. This is a phenomenon that goes deep into history. Psychedelic substances were sought for altered states of consciousness during shamanic rituals. In recent history, these are substances that are often associated with the name Albert Hofmann in connection with the discovery of the effects of LSD. These are substances that are relatively safe and do not have the potential to be addictive, and are therefore of great scientific interest. Aim: The aim of this thesis is to understand the psychedelic experience and its influence on attitudes to the use of addictive substances, as well as the importance of the respondents themselves to this experience. The main goal is to describe the influence of psychedelic experience on attitudes to the use of addictive substances. How is the change taking place, whether the respondents themselves are aware of it and how they perceive it. Sample: The research group consists of 5 respondents who were selected by the method of intentional selection and the method of snowball....
47

Srovnání transpersonálních teorií vědomí s ohledem na psychedelickou zkušenost / A comparison of transpersonal theories of consciousness development with regard to the psychedelic experience

Koubková, Daniela January 2021 (has links)
This theoretical thesis is focused on mapping and comparing the leading psychological transpersonal approaches to the conception of development of consciousness of an individual. This research is exploring the theory of Ken Wilber, Michael Washburn and Stanislav Grof also paying attention to the main disagreement among them regarding the confusion of prepersonal and transpersonal spheres of consciousness. This disagreement is further elaborated in an effort to find a conclusion and to seek for an integrative theory. The theories are compared with regard to the findings about psychedelic experience. The psychedelic experience is psychologically elaborated with emphasis on the current scientific knowledge in the field and their embedding in the context of the developmental theories of consciousness taking the effort of unravelling the pre/trans fallacy and the clinical implications into account. KEYWORDS Developmental theory, consciousness, transpersonal, psychedelics, pre/trans fallacy
48

Presence in Teaching: Awakening Body Wisdom

Ahangar Ahmadi, Sara 08 July 2016 (has links)
No description available.
49

The potential contribution of psychosynthesis to education : an interview-based exploration of educators' experiences of working with members of the 'New Generations' who are developing towards self-actualisation and self-transcendence

Trotta, Patrizia January 2012 (has links)
The intention behind this research was to reveal through two interpretive, inter-related studies the perceived needs of differently-labelled youth, collectively addressed in this thesis as ‘the New Generations’, exploring potentially viable ways of working with them in education. The first study focused on youth labelled Indigos, and the second study focused on exploring a possible way of working with the New Generations according to experienced teachers. Both studies drew on lived experience and opinions of educators who have acquired extensive experience respectively with the Indigo phenomenon and with the psychosynthetic educational model. The first study’s results revealed not only Indigos’ self-actualising and self-transcending characteristics and needs, but also indicated that holistic approaches to education appeared to have been successful with them. A further analysis of characteristics observed by special education experts indicated that differently-labelled youth also appear to be motivated by self-actualising and self-transcending tendencies, which highlighted the relevance of investigating holistic models for potential integration in mainstream education. Psychosynthesis was chosen for investigation in the second study, in that besides addressing self-actualising/transcending needs, it also integrates them within the psyche. The study explored how recent psychosynthesis-based educational projects might inform, and contribute to, holistic and mainstream education. Some innovative potential contributions to both holistic and mainstream education were found. Recent research on current tendencies, educational futures and global trends affecting a changing world would appear to emphasise the relevance of the contributions offered by the psychosynthesis model, hence to suggest the potential appropriateness of their fuller integration in mainstream education. However, an examination of study results and of the relevant literature on practices seems to indicate a tendency to transmit knowledge from past to future generations, irrespective of possibly changed needs, in both mainstream and holistic education. It is suggested that this potentially biased way of educating youth might need to be addressed on both fronts.
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POST TENEBRES LUX : ABBE. El videoarte interdisciplinar y Monte Verità. Un método de análisis para la creación y caracterización de personajes, mediante la psicología transpersonal y el eneagrama

Heredia Perea, Beatriz 07 November 2017 (has links)
This Doctoral Thesis POST TENEBRES LUX: ABBE, investigates the interdisciplinary video art in the international artistic context, echoing the creative origins of the multidisciplinary concept in Monte Verità, (Switzerland). Where in the inter-war period it served as a refuge and model for the creation of a new paradigm of society, which would later crystallize in the hippie movement in the USA, and that would spread throughout the world. From this we deepen in the different artistic disciplines that have served as support to hybrid and interdisciplinary techniques, from dance-videodance, performance, and audiovisual installation, addressing the theme of expanded cinema and expanded video. All this gives rise to a method of analysis for the creation and characterization of characters, which we have developed throughout our video art project, using the transpersonal psychology and the enneagram, as manifested in the research itself and which is executed in the videocreation. / El inconsciente en su función reguladora parece encontrar vías de comunicación con la parte consciente a través de la expresión plástica ya que ésta es un vehículo apropiado para la generación de símbolos. Dichos símbolos brotan del individuo para quedar plasmados en el exterior. Así se convierten en algo que existe fuera de él posibilitando la asimilación de parcelas oscuras de la mente. Esta tesis explora los orígenes del eneagraman como símbolo en origen con una dinámica de movimiento dancístico así como su relación con las artes visuales y las terapias transpersonales. La pregunta de investigación que planteamos es: ¿Es el videoarte una disciplina que posibilita el crecimiento artístico y personal?, ¿Es este símbolo un instrumento para desarrollar en las artes visuales una investigación profunda del ser humano? ¿Cómo exploraron a través de esta y otras dinámicas interdisciplinares los artistas sus efectos en la creación? ¿Es posible extraer arquetipos personalizados para la creación de coreografías, video danza, video arte y otras técnicas audiovisuales? ¿Qué artistas se han servido de ello? / La present tesi doctoral POST TENEBRES LUX: ABBE, investiga el videoart interdisciplinar en el context artístic internacional, fent-se ressò dels orígens creatius del concepte multidisciplinari a Monte Verità, (Suïssa). On en el període d'entre guerres va servir de refugi i model per a la creació d'un nou paradigma de societat, que després cristal·litzaria en el moviment hippie a USA, i que s'estendria per tot el món. A partir d'això aprofundim en les diferents disciplines artístiques que han servit de suport a les tècniques híbrides i interdisciplinàries, des de la dansa-videodansa, la performance, i la instal·lació audiovisual, abordant la temàtica del cinema expandit i el vídeo expandit. Tot això dóna pas a un mètode d'anàlisi per a la creació i caracterització de personatges, que hem desenvolupat al llarg del nostre projecte de videoart, mitjançant l'ocupació de la psicologia transpersonal i l'eneagrama, com es manifesta en la pròpia investigació i que és executada en la videocreació. / Heredia Perea, B. (2017). POST TENEBRES LUX : ABBE. El videoarte interdisciplinar y Monte Verità. Un método de análisis para la creación y caracterización de personajes, mediante la psicología transpersonal y el eneagrama [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/90645

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