现象学的存在论意义和生存论根基

在海德格尔那里,现象学已从“先验现象学”转变为“存在论的现象学”,这就是现象学的“存在论转向”。这种转向最为突出地表现在海德格尔对胡塞尔现象学的“三个重要发现”的存在论意义的揭示和生存论根基的追问上:1.胡塞尔把意识的意向性作为最后的根据,海德格尔则强调此在的生存论结构的超越性对一切意识行为和实践行为的意向性的奠基作用;2.与胡塞尔把感性直观作为范畴直观的最后根据不同,海德格尔认为无论是感性直观还是范畴直观都不具有源始性,因为它们都奠基于此在的“存在之理解”,都只有在生存论的“理解”的基础上才是可能的;3.与胡塞尔强调本质或范畴的先天性不同,海德格尔把先天与后天的区别最终归结为存在与存在者的“存在论区别”。     

Indigenous Psychologies: The Meaning of the Concept and its Assessment: Introduction

La signification des concepts de psychologie indigoène et d'indigoénisation, les processus par lesquels ils se réalisent, est exploré dans les quatres premiers articles de ce numéro spécial. Les concepts sont examinés tout d' abord à partir des perspectives plus larges de la psychologie sociale des sciences (Adair) et la psychologie interculturelle (Poortinga), ainsi que dans deux applications concrètes des approches de psychologie indignée au Mexique (Díaz-Loving) et en Corée (Kim, Park, et Park). Dans la seconde partie, trois articles rendent compte des recherches empiriques évaluant l'ampleur du développement indignée en Turquie, ex-URSS, au Venezuela, et Porto-Rico. Cette introduction au numéro spécial résume quelques uns des points communs et des différences dans les contributions.
The meaning of the concepts of indigenous psychologies and of indigenisation, the process by which they are achieved, are explored within the first four articles of this special issue. The concepts are examined initially in the abstract from the broader perspectives of the social psychology of science (Adair) and cross-cultural psychology (Poortinga), and in two concrete applications of indigenous psychology approaches in Mexico (Díaz-Loving) and Korea (Kim, Park, & Park). In the second part of this special issue, three articles report on empirical research assessing the extent of indigenous development that has occurred in Turkey, the former USSR, Venezuela, and Puerto Rico. This introduction summarises some of the commonalities and differences among the contributions.     

Meaning Therapy: An Integrative and Positive Existential Psychotherapy

Meaning Therapy, also known as meaning-centered counseling and therapy, is an integrative, positive existential approach to counseling and psychotherapy. Originated from logotherapy, Meaning Therapy employs personal meaning as its central organizing construct and assimilates various schools of psychotherapy to achieve its therapeutic goal. Meaning Therapy focuses on the positive psychology of making life worth living in spite of sufferings and limitations. It advocates a psycho-educational approach to equip clients with the tools to navigate the inevitable negatives in human existence and create a preferred future. The paper first introduces the defining characteristics and assumptions of Meaning Therapy. It then briefly describes the conceptual frameworks and the major intervention strategies. In view of Meaning Therapy’s open, flexible and integrative approach, it can be adopted either as a comprehensive method in its own right or as an adjunct to any system of psychotherapy.     

Kurosawa's Existential Masterpiece: A Mediation on the Meaning of Life

In the first part of the paper, I try to clarify the cluster of moods and questions we refer to generically as the problem of the meaning of life. I propose that the question of meaning emerges when we perform a spontaneous transcendental reduction on the phenomenon my life, a reduction that leaves us confronting an unjustified and unjustifiable curiosity. In Part 2, I turn to the film ikiru, Kurosawa's masterpiece of 1952, for an existentialist resolution of the problem.     

Spirituality in Older Adulthood: Existential Meaning,Productivity, and Life Events

The purpose of this article is to explore the relationship of spirituality and older adulthood, especially focusing on factors that may result in an increased spirituality among the elderly. Older adulthood, as the accumulation of insight gleaned from difficult lessons learned through life, offers the opportunity to embrace human finitude, to recognize life’s continuity and to grow in clarity about God and God’s presence. Wisdom gained through the experiences of vulnerability and transition serves as a resource to self and others. This article draws on the reflections of William M. Clements, Ph.D., Edna and Lowell Craig Professor of Pastoral Care and Counseling at the Claremont School of Theology.     

The Meaning of Being: Husserl on Existential Propositions as Predicative Propositions

Axiomathes - This essay examines how Husserl stretches the bounds of his philosophy of meaning, according to which all propositions are categorical, to account for existential propositions, which...     

Constructivist epistemologies and therapies

Constructivists link their therapeutic approach to arguments against an objectivist epistemology. These anti-objectivist arguments are examined: it is concluded that none of them is cogent. The question of whether acceptance of a constructivist, non-objectivist epistemology is likely to affect constructivists' therapeutic practice is considered.     

Existential Confrontation and Religiosity

Recent research suggests that religious intrinsicness should predict a failure to confront existential problems whereas an interactional orientation should promote the opposite influence. This study, however, demonstrated that intrinsicness is associated only with traditional religious resolutions of such difficulties and that the interactional approach is essentially unrelated to confrontation with existential realities. These data therefore failed to support claims that orthodox, intrinsic individuals are rigid in their approach to the basic existential questions of life; the data also illustrated the importance of differentiating thought content from thought process in analyzing religious influences on psychological functioning.     

Interaction Analysis and Psychology: A Dialogical Perspective

Interaction analysis is not a prerogative of any discipline in social sciences. It has its own history within each disciplinary field and is related to specific research objects. From the standpoint of psychology, this article first draws upon a distinction between factorial and dialogical conceptions of interaction. It then briefly presents the basis of a dialogical approach in psychology and focuses upon four basic assumptions. Each of them is examined on a theoretical and on a methodological level with a leading question: to what extent is it possible to develop analytical tools that are fully coherent with dialogical assumptions? The conclusion stresses the difficulty of developing methodological tools that are fully consistent with dialogical assumptions and argues that there is an unavoidable tension between accounting for the complexity of an interaction and using methodological tools which necessarily “monologise” this complexity.     

Defensive Reactance of Psychologists to a Metaphysical Foundation for Integrating Different Psychologies

Psychology is fragmented and encumbered by an inordinate influence from the outdated positivistic tradition. Whereas many psychologists obdurately embrace positivism, others react strongly against it, thus producing the polarities of thinking that Kimble (1984) called the two cultures of psychology. Researchers have frequently called for more flexible epistemology, but these have not resulted in the incorporation of modernity into our science, nor have they led to metaphysical integration. This resistance on the part of many psychologists to change is attributed to cognitive defense mechanisms. The defense mechanisms are placed against feelings of inferiority. Low tolerance for ambiguity (Frenkel-Brunswik, 1949) about a subject matter that encompasses unexplainable variance in behaviors is a particular mechanism, in perceived contrast to the physical sciences. Therefore, many psychologists tend to adopt extreme views on such metaphysical issues as free will and determinism, a tendency that results in sharp divisions in the profession.     

Interbehavioral Perspectives: On Act Psychologies and the Psychological Nouns

In a recent paper, Lee contrasted “act psychologies” with cognitive psychology, alleging that the former are incomplete in their coverage of what most people consider really psychological. By including the contextual interactionist approach of J. R. Kantor with B. F. Skinner’s behaviorism under the “act psychology” umbrella, Lee has shown that she is unfamiliar with the fact that Kantor, during his 60-odd years of active writing, covered virtually every aspect of psychology. She is particularly concerned about the neglect of those psychological nouns that are meaningful abstractions without being aware that contextual interactionism (interbehavioral psychology) uses the very terms which she mentions as long as they are used in reference to interactions and not to faculties or other psychic entities.

     

The Search for Indigenous Psychologies: Data From Turkey and the Former USSR

On a analysé le contenu de 152 articles du Turkish Journal of Psychology et de 261 articles de la revue Soviet Psychology dans le but d'évaluer le degré d' «indigénisation>> des psychologies turque et soviétique. Il est apparu que la psychologie turque ne présentait aucune tendance à l'indigénisation vu que les théories et perspectives nord-américaines y étaient largement exploitées. Par contre, on a constaté que la psychologie soviétique était l'un des rares exemples de psychologie indigéne.
Articles in the Turkish Journal of Psychology (n = 152), and in the journal Soviet Psychology (n = 261) were content analysed to determine the degree of indigenisation in Turkish and Soviet psychology. The results indicated that there was no tendency towards indigenisation in Turkish psychology, and North American theories and perspectives were widely used. Soviet psychology was found to be one of the rare examples of an indigenous psychology.     

Existential considerations for contemporary career counseling

This article was written to remind career counselors of the potential depth and subjective impact of both unemployment and employment transitions. An existential framework is used in discussing today's world of work, previous and contemporary career counseling models, existential theory in career counseling, and existential considerations for career counselors. Results from 3 research projects are discussed in light of I. D. Yalom's (1980, 1998) 4 existential themes. Using quotations from participants, the authors move beyond theoretical ideas and underscore the real‐life importance of including the individual's larger subjective perspective when engaging in career counseling. Implications for practice are discussed.     

Constructivist psychology of child abuse and implications for psychotherapy

Abstract

This paper reviews constructivist and related literature on child abuse and psychotherapy. Constructivist psychology, with its emphasis on the personal, socially embedded construction of meaning, is uniquely situated to contribute to humanistic psychotherapy for child victims and adult survivors. Conversely, work with abused clients deepens our understanding of developmental meaning‐making processes and the social ecologies of meaning within which they unfold.

Constructivist approaches to child abuse are inherently humanistic, focusing on the child victim's and adult survivor's attempts to make meaning of their experiences, including the often traumatic experiences of abuse and the relational contexts in which it occurs. This paper first discusses how constructivist psychology may deepen our understanding of the impact of abusive experiences, the reverberation of those experiences through subsequent living, and the role of constructivist therapies in the healing process. Secondly, this paper explores reflexive aspects of work with abuse survivors that may challenge our cultural and professional assumptions and deepen our commitment to constructivist, humanistic, and feminist psychotherapies.     

对话学习与道德教育论

C .O .Schrag的哲学解释学和K .J.Gergen的社会结构主义等理论对我们阐明以学生活动为中心的对话学习理论具有启发性。对话学习是我们能够开创美好未来的最佳教育理论。人类是通过对话创造未来可能的生活。人类的未来充满各种不确定性 ,惟有对话才能把这种不确定性转化为确定性和可能性 ,并且把未来的可能性转化为学生的创造性活动。学生是在进行对话的过程中表现自己并得到成长。对话是通过语言的相互交流、相互解释和相互理解来达到共识的过程。另外 ,对话既是学生实现自我潜能的过程 ,同时也是创造文化的过程。学生在面对面的相互理解、相互交流、相互切磋的对话过程中能够创造出新的理念。通过这种对话过程 ,学生将创造出更有价值的人生 ,也将创造出道德的和美学的文化共同体。活生生的对话使你和我成为“亲近的我们” ,使共同体的生活更具有道德性和创造性。总之 ,以学生活动为中心的对话学习教育理论的实施将有力地推进学校、国家和人类的充满道德和创造力的文化共同体。我们社会和教育现状也要求 ,必须要从以老师为中心的教育体制转向以学生对话为中心的新的教育体制。