This paper examines the concept of authenticity and its relevance in education, from a philosophical perspective. Under the
heading of educational authenticity (EA), I critique Fred Newmann’s views on authentic pedagogy and intellectual work. I argue
against the notion that authentic engagement is usefully analyzed in terms of a relationship between school work and: “real”
work. I also seek to clarify the increasingly problematic concept of constructivism, arguing that there are two distinct constructivist
theses, only one of which deserves serious attention. I explain that the correspondence view of authenticity pays insufficient
attention to the reality that the presence of “real world” connections does not guarantee that teaching and learning will
be truly authentic. As a bridge to a philosophically acceptable understanding of authenticity, I reflect on John Dewey, who
famously strove to base his views on education on the experience of the child, while rejecting that such experience requires
validation from the “real” world. And Jean Jacques Rousseau offers several clues as to how the search for an authentic self
might proceed beyond the Romanticist vision of an inner essence. These include the idea of the self as constructed inter-subjectively,
which I capture by the term “one among others” and which, in turn, reveals persons as dialogically engaged in working out
who they are and what they stand for (an idea found in the work of Charles Taylor). There is a clear affinity here with the
imperative proposed by Newmann. I embrace the idea that the cultivation of dialogue should be a key priority in classrooms,
because dialogue drives each individual to seek meaning in the context of seeing her/himself as one among others. I highlight
the role of the classroom community of inquiry as an environment which has the dual function of cultivating disciplined inquiry
and facilitating the kind of personal development that can, most properly, be termed “authentic”.
This study investigated the outcome of cognitive restructuring for adult survivors of childhood sexual abuse in terms of clinically significant change. Twenty-six participants were assessed for depression, State anxiety, State anger, State guilt and self-esteem before and after 10 weekly sessions of group Rational-emotive behavior therapy, and at follow-up after 8 weeks. In contrast to a previous analysis of the data in terms of statistical significance, indicating significant improvements on all variables from pre- to posttreatment, an analysis based on clinically significant change showed a differentiated treatment effect. Cognitive restructuring was found to be highly effective in facilitating recovery on anxiety, depression and anger, but less effective for guilt and low self-esteem. Only 3 patients (11, 54%) recovered on all 5 variables, while 10 patients (38, 46%) showed recovery on at least 4 variables. Relationship to the perpetrator and pre-treatment irrational evaluative beliefs (measured by means of the Survey of Personal Beliefs) were found to be the best predictors of treatment outcome. A poor response to treatment was associated with the perpetrator being a close family member and with more Other-directed Shoulds, while recovery was associated with the perpetrator being a friend or stranger and with more Awfulizing, Self-directed Shoulds and negative Self-worth beliefs. 相似文献
Background: Clinical experience points to the importance of significant experiences in the therapy relationship for patients who have been interpersonally traumatised but the empirical research is limited.
Aim: The aim was to gain increased knowledge about how significant and potentially corrective experiences within the therapeutic relationship were described by patients in trauma-focused therapy and how the participants thought such experiences might have affected the therapeutic work.
Method: Five patients who were, or recently had been, in trauma-focused therapy were interviewed about their experiences of the therapy relationship. Thematic analysis was used to analyse the interviews.
Results: Four themes were identified: ‘Human contact’, ‘Validation’, ‘To face the painful’ and ‘Development of trust’. Positive experiences in the therapeutic relationship were sometimes seen as crucial for the therapeutic work and for patients’ improvement.
Conclusions: Previous findings about the significance of corrective experiences in psychotherapy were confirmed, particularly experiences of the therapist’s accepting stance, personal and human contact and encouragement. The therapist’s ability to evoke trust in the patient and her capacity to help patients to face painful material may be particularly important for traumatised patients. 相似文献
This study examined whether children with symptoms of attention-deficit/hyperactivity disorder (ADHD) demonstrate positive illusory perceptions of their own competence and others' competence. Participants (67 children with ADHD symptoms; 40 non-ADHD children) completed the Self-Perception Profile for Children and rated actors' competence in videos clips where inconsistent cues of performance had to be integrated in order to determine the actor's competence. Teachers completed the Teacher Rating Scale of Child's Actual Behavior. Children with ADHD symptoms overestimated their own competence relative to teachers' estimates in all domains significantly more than non-ADHD children. There were no significant group differences in perceptions of others' competence. Findings suggest that positive illusions are exclusive to perceptions of self and do not extend to perceptions of others. 相似文献
The objective of this study was to determine whether individuals with different attachment styles held different prosocial values and attitudes given their different models of self and of others. A sample of 717 university students completed the ECR ‐S (Experiences in Close Relationships‐Spanish) and the PVQ (Portrait Values Questionnaire), and evaluated different prosocial attitudes. The results showed that secure individuals reported higher scores on self‐transcendence and in the value self‐directions of the dimension openness to change , whereas insecure individuals had higher scores on conservation and self‐enhancement . No differences were found in the attitudes of individuals with different attachment styles. These findings show a link between the dimensions of the universal values theory, and the models of self and of others. 相似文献
This small scale mixed methods study examines helpful events in a community counselling setting, categorising impacts of events according to Timulak’s [(2007). Identifying core categories of client-identified impact of helpful events in psychotherapy: A qualitative meta-analysis. Psychotherapy Research, 17, 305–314] meta-synthesis of significant events research. Comparisons were made between the types of impacts reported as helpful by clients receiving cognitive behavioural therapy (CBT) or relational integrative counselling. Seventy-five clients identified 291 significant events on 216 Helpful Aspects of Therapy (HAT) forms. The findings broadly reflect all nine impacts identified by Timulak (2007). The study also suggests that a potential new category, ‘voicing’ may exist. Differences between the types of impacts reported as helpful by clients in CBT and integrative therapy showed a higher percentage of CBT clients reporting ‘behavioural change/problem solution’, ‘reassurance’ and ‘client involvement’ as helpful. Differences in other categories were not statistically significant. 相似文献