This document discusses human flourishing from positive psychology and social science perspectives. It notes that while positive psychology has addressed topics like well-being, hope, and life satisfaction, it has been criticized for lacking a unified theory. Recent work asserts human flourishing as the goal. The document also discusses views of flourishing in sociology, as arising from community and social practices, which positive psychology tends to study at the individual level. Greater integration is needed between positive psychology and social sciences' contextual understandings of human flourishing.
Leibowitz being and becoming a good university teacherBrenda Leibowitz
presentation made by Brenda Leibowitz at the OLKC Conference in Milan in April 2015. The presentation concerns theory informing research on learning to teach
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
Leibowitz being and becoming a good university teacherBrenda Leibowitz
presentation made by Brenda Leibowitz at the OLKC Conference in Milan in April 2015. The presentation concerns theory informing research on learning to teach
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
Educational Theories: Social ReconstructionismGigi Mondelo
A presentation about the educational theory of social reconstructionism, with the names of its proponents and the different views on education, the curriculum, and other factors of education.
Educational Theories: Social ReconstructionismGigi Mondelo
A presentation about the educational theory of social reconstructionism, with the names of its proponents and the different views on education, the curriculum, and other factors of education.
Is Human Flourishing in the ICT World of the Future Likely?Randy Connolly
The role that information and computing technology (ICT) plays in improving human flourishing is not always clear. This presentation examines current research on one aspect of ICT, namely electronic reading, to demonstrate that in this case the ICT in question may actually diminish flourishing. It begins with an overview of the idea of flourishing in positive psychology, and then presents research on electronic reading comprehension, multitasking and distraction, and online scanning behaviors. The paper then makes an argument about the close connection between reading and flourishing, and then concludes by hypothesizing that mindful‐based reading practices may mitigate some of the worst features of electronic reading.
Understanding Social Psychological Approaches / PerspectivesGeorge Diamandis
To be able to facilitate understanding and application of relevant perspectives drawn from social psychology in order to develop practice in working with gangs.
Relationship between Education and Philosophy.SANA FATIMA
”Education without philosophy is blind, philosophy without education is lame” comment.
EDUCATION:
PHILOSOPHY:
Metaphysics:
Epistemology:
Ethics:
Logic:
Relationship between philosophy and education:
a] Determining the aims of education:
b] Harmonizing old and new traditions in the field of education
c] Providing the educational planners, administrators, and educators with the progressive vision to achieve educational development:-
d] Preparing the young generation to face the challenges of the modern time:-
REFERENCES:
Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
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This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
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This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
María Carolina Martínez - eCommerce Day Colombia 2024
Rombs soroczan ps22
1.
2. • Positive psychology and the quest for human
flourishing
• Positive psychological theories and models of
flourishing
• Human flourishing in the social and behavioural
sciences
• Context-specificity in human flourishing
research
• The theoretical framework in application
• Conclusions and future research
3. • Positive psychology addresses many diverse social,
psychological, and behavioural aspects of human
wellbeing and optimal functioning. Examples ...
Optimism Vitality
Hope Humility Self-transcendence
AltruismSubjective wellbeing Life satisfaction
• However, the discipline has been criticised for being
unfocused, or lacking a unifying theory or goal (e.g.
Sheldon, 2004, 2009)
• Recently, Seligman (2011) has asserted that the
underlying goal of all positive psychological endeavours
is human flourishing
4. Some use the label flourishing explicitly...
• Flourishing as a form of positive
mental health (Keyes, 2002, 2006,
2007)
• Flourishing as a dynamic process of
alternation between satisfaction (or
achievement) and striving (or growth)
(Vitterso, 2009)
• Flourishing as psychosocial prosperity
(Diener et al., 2010)
• Flourishing as wellbeing in the PERMA
model (Seligman, 2011)
• Flourishing as a symptomatological
opposite of depression (Huppert & So,
2013)
Others refer to ideas conceptually
related or similar to flourishing...
• Self-actualisation (Maslow, 1943)
• Self-determination (Deci & Ryan,
1985; Ryan & Deci, 2000)
• Psychological wellbeing (Ryff,
1989)
• Authentic happiness (Seligman,
2002)
5. • Critiques pertaining to a strong focus on
empirical methods (e.g. Rowan, 2005)
• Often minimal or no discussion of qualitative
research, and/or research from interdisciplinary
social sciences (e.g. Fernandez-Rios & Cornes,
2009)
• Strong concern with definition,
operationalisation which confines proceeding
research (and therefore knowledge) to a
singular conception of flourishing...
6. • Classic sociological theory
• Human flourishing comes about through individuals
being integrated into a cohesive society - through
engagement in meaningful social practices (Durkheim,
1897/1951; viz. Turner's [1969/1995] communitas)
• Human flourishing as a form of social 'emancipation' -
follows Aristotelian ideation of flourishing as a moral
byproduct of virtuous thought/action (Marx,
1959/1988)
• "Positive sociology" (Mooney, 2012)
• "Positive anthropology" (Fischer, 2010)
• "Practice of concern" - flourishing among elders of
rural Japanese communities (Traphagan, 2004)
7. • Much of the work highlights the importance of
communities and social practices in the emergence of
human flourishing
• These concepts have received less attention in positive
psychology, which tends to study them at the individual
level (e.g. Keyes, 1998) or to abstract flourishing from
its (social) contexts altogether (Slife & Richardson,
2008)
• However, some acknowledgement of social science's
contributions has begun to emerge (e.g. Haidt et al.,
2008)
• This is a positive step towards greater integration and
dialogue between positive psychology and other social
sciences on human flourishing research
8. • Both positive psychology and social/behavioural
science research on human flourishing may
benefit from greater integration with one
another
• Need to recognise that knowledge generated by
positive psychology on human flourishing is
embedded within a variety of disciplinary and
philosophical contexts
• A possible way to depict this...
9.
10. • Current research project (work in progress) aims
to explore human flourishing in the context of
higher education in Japan
• Focuses on human flourishing as a socially
constructed idea and practice within the
classroom and teaching/learning situations
• E.g. How do students/teachers understand
flourishing? How do their ideas interact in
practice? How are teaching and learning
practices implicated by these ideas?
• Methods include an interdisciplinary literature
review, interviews, observations in class
11. • The project aims to develop an understanding of
how flourishing is understood and practiced in
tertiary education, a level under-researched in
comparison to primary and secondary schools
• May be able to make suggestions for
teaching/learning practice or policy in Japan to
enhance potential for human flourishing
• More broadly, aims to highlight the value of
recognising disciplinary contexts as a key aspect
of human flourishing research
12. • Positive psychological research on human flourishing
has made significant progress over the last decade
• However, the discipline may benefit from more
explicit acknowledgement of the disciplinary contexts
that implicate the knowledge constructed
• E.g. Through more widespread acceptance of
alternative methodologies; inclusion of knowledge
from social and behavioural sciences
• The framework does not necessarily propose anything
unknown
• However, having it in existence may encourage more
interdisciplinary integration - "positive social science"
(Seligman, 1999)