This essay first draws upon the work of William James and others to propose a nonphysicalistic understanding of the relationship between the brain and consciousness in order to articulate a philosophical perspective that can understand entheogenic visionary/mystical experiences as something other than hallucinations. It then focuses on the Santo Daime tradition, a religious movement that began in Brazil in the early part of the twentieth century, to provide an example of the personal and social ramifications of taking an entheogen (ayahuasca) within a disciplined religious context. The essay claims that the Santo Daime is one example of a contemporary mystery school; gives a brief history of the development of this religion; discusses the key theological assumptions of this movement; investigates the important role played by visionary/mystical experiences within this religion; underscores the centrality of healing and spiritual transformation for members of this tradition; and ends with an examination of the crucial significance of spiritual discipline within this entheogenically based religion. 相似文献
The purpose of this qualitative grounded theory study was to investigate practicing counselors' professional identity development at nodal points during their career. Through the use of 6 focus groups of beginning, experienced, and expert counselors, 26 participants shared their experiences, and 6 themes emerged to form a theory of transformational tasks of professional identity development. Through these tasks, counselors encountered issues of idealism toward realism, burnout toward rejuvenation, and compartmentalization toward congruency. 相似文献
High prevalence rates of corporal punishment in schools worldwide and the associated negative mental health issues show the need for interventions addressing this problem. Yet, so far there are very few intervention studies aimed at altering corporal punishment administered by teachers, particularly in low- or middle-income countries.
To conduct a feasibility study of the newly developed intervention approach, Interaction Competencies with Children for Teachers (ICC-T)—a training workshop designed to prevent corporal punishment and improve the teacher-student relationship.
The 1-week ICC-T intervention was conducted with 30 teachers in a Tanzanian primary school. Participants filled out a survey before, directly after, and 3 months following the intervention.
The widespread use of corporal punishment indicated strong demand for a preventive intervention. The feasibility of ICC-T was good: Despite challenging conditions, implementation of the training and participants’ acceptance was high. Further, participants reported a good integration of the training’s core elements in their daily working routine, improvements in the teacher-student relationships, and in the students’ behavior.
ICC-T shows a promising feasibility in the Tanzanian teacher sample. These encouraging results highlight the need for further studies testing the efficacy, sustainability, and effects of ICC-T on the students’ well-being. 相似文献