Jesus’s Ethics of Wealth: Where Your Treasure Is, There Your Heart Will Be Also

The goal of the study considered in the article is to conduct a theoretical analysis of the role of digital personality and digital twin in shaping personal identity within the context of distance education. The study aims to explore the interaction between real personality, its digital projection, and the digital twin in the context of online learning, as well as to identify opportunities and challenges associated with the use of digital technologies in education. The research is based on a comprehensive literature review, including classical and contemporary works in psychology, education, and digital technologies. Comparative analysis and conceptual modeling methods are employed to study the impact of distance learning on personal identity. The study also incorporates ideas from self-awareness, self-determination theories, and digital identity. The study reveals that digital personality allows individuals to experiment with various aspects of their identity, while the digital twin provides tools for behavior analysis and prediction. However, the gap between real and digital personalities can lead to identity distortion. The findings can be used to develop educational platforms that support holistic personality development and programs aimed at enhancing self-discipline and managing digital identity. The practical significance of the research lies in the development of recommendations for educators and platform developers. The proposed approaches will help create an inclusive and supportive digital environment, fostering comprehensive personality development in distance education. The results can be used to improve student motivation, increase engagement in the educational process, and mitigate risks associated with digital identity. The study is targeted at educators, platform developers, and researchers, making it relevant for practical application. The novelty of the results lies in a comprehensive approach to analyzing the interaction between digital personality and digital twin in education. The research has international significance, as the digitalization of education is a global trend, and its findings can be useful for researchers and practitioners worldwide.

This book proposes, develops, and analyses two concepts of accountability, as a condition and a virtue. The book also engineers these concepts to make them particularly apt for thinking about (1) accountability to God and (2) other relationships of accountability that exist under God. The conceptual work is primarily undertaken in the first part of the book, where a theological and a general case is built for the book’s particular view of accountability. The second part engages in the constructive work of developing a theology of accountability in relation to the doctrines of the Trinity, participation in Christ, the Fall, the fear of God, reconciliation, baptism, repentance, faith, and conversion. Over the course of the book, there is interaction with a number of major theologians, such as the apostle Paul, Augustine, Thomas Aquinas, Dietrich Bonhoeffer, and Karl Barth, and also extensive engagement with contemporary work in analytic philosophy, systematic theology (including analytic theology), biblical studies, and psychology. By bringing a diverse range of scholarship into discussion, this book is not only the first book to focus specifically on what it means to be accountable to God, but its originality is also reflected in the new conversations it creates on a range of issues that are central to the task of theology.

In the interest of developing leaders who are both deeply ethical and highly creative, this essay explores the theoretical and practical links between ethics and creativity—two fields of research that are not often thought to have much to do with one another. Drawing on contemporary work both in philosophy and social psychology, I will argue that the notion of skill serves as one prominent theoretical link with substantial practical implications. This link comes with challenges, however. One major challenge suggests that situational factors are far more determinative of behavior than one’s character. A second challenge suggests that developing creative leaders could be at cross-purposes with developing ethical leaders. Accounting for these challenges, this essay offers ways one might develop virtuous and creative leaders. When developed together, virtue will provide both direction and limits to creativity, and creativity will support the development of practical wisdom. Ultimately, this essay aims to show how one might develop highly creative and deeply ethical leaders.

The Pareto principle, the seemingly incontrovertible dictum that if all individuals prefer some regime to another then so should society, may conflict with competing principles. Arrow's impossibility theorem and Sen's liberal paradox are two notable examples. Subsequent work indicates more broadly that the Pareto principle conflicts with all non-welfarist principles. This essay surveys these results, including various extensions thereof, and offers perspectives on the conflict, drawing on classical and contemporary work in political economy and economic psychology.

This paper brings together work in critical psychology and network governance to build a distinctive critique of how education policy mobilises the psychological complex to reinscribe deficit accounts of children and young people. While contemporary work in the critical analysis of the global educational policy assemblage has uncovered the undercurrents of scientism working to frame mainstream discourses, this paper excavates the manifestation of this through the ‘psy-complex’, which works to construct specific, narrow visions of possibilities and pupil subjectivities. To achieve this, the paper draws on critical psychological research to interrogate the dominance of, and position awarded to, psychology in the research report that informs the education inspection framework used by Ofsted to inspect schools in England. The discourses and assumptions produced and reproduced through this resource are of profound influence in wider constructions of, understandings of, and responses to educational contexts. We argue that the framework draws on the psy-complex to reinscribe deficit accounts of children and young people while perpetuating systemic inequities. We call for a more critical approach to research in psychology and education within which cultural, social, and historical contexts of inequality in education and childhood are deployed in explanations of educational inequalities.

Scientific disputes about public health issues can become emotional battlefields marked by strong emotions like anger, contempt, and disgust. Contemporary work in moral psychology demonstrates that each of these emotions is a reaction to a specific type of moral violation. Applying this work to harm reduction debates, specifically the use of smokeless tobacco to reduce harm from tobacco use, we attempt to explain why some public health disputes have been so heated. Public health ethics tend to emphasize social justice concerns to the exclusion of other moral perspectives that value scientific authority, professional loyalty, and bodily purity. An awareness of their different emotional reactions and underlying moral motivations might help public health professionals better understand each others' viewpoints, ultimately leading to more productive dialogue.

The study of the acquisition of motor skills, long moribund in developmental psychology, has seen a renaissance in the last decade. Inspired by contemporary work in movement science, perceptual psychology, neuroscience, and dynamic systems theory, multidisciplinary approaches are affording new insights into the processes by which infants and children learn to control their bodies. In particular, the new synthesis emphasizes the multicausal, fluid, contextual, and self-organizing nature of developmental change, the unity of perception, action, and cognition, and the role of exploration and selection in the emergence of new behavior. Studies are concerned less with how children perform and more with how the components cooperate to produce stability or engender change. Such process approaches make moot the traditional nature-nurture debates.

The angry emotions, and the problems they presented, were an ancient Greek preoccupation from Homer to late antiquity. From the first lines of the Iliad to the church fathers of the fourth century AD, the control or elimination of rage was an obsessive concern. From the Greek world it passed to the Romans. Drawing on a wide range of ancient texts, and on contemporary work in anthropology and psychology, Restraining Rage explains the rise and persistence of this concern. W.V. Harris shows that the discourse of anger-control was of crucial importance in several different spheres, in politics - both republican and monarchical - in the family, and in the slave economy. He suggests that it played a special role in maintaining male domination over women. He explores the working out of these themes in Attic tragedy, in the great Greek historians, in Aristotle and the Hellenistic philosophers, and in many other kinds of texts. From the time of Plato onward, educated Greeks developed a strong conscious interest in their own psychic health. Emotional control was part of this. Harris offers a theory to explain this interest, and a history of the anger-therapy that derived from it. He ends by suggesting some contemporary lessons that can be drawn from the Greek and Roman experience.

Although contemporary dream models differ, the view of dreams as centrally organizing information and regulating affect in keeping with shifting needs and motivational priorities is an increasingly convergent perspective evolving out of dream and neuroscientific research, contemporary psychoanalytic theory, cognitive psychology, and clinical work. The author's organization model of dreams is presented as a representative of our contemporary understanding of dreams. Pivotal issues concerning understanding and working with dreams are delineated, followed by a detailed clinical illustration.

Editor's Note: Professor Polansky was a pioneer in promoting empirical research within the field of social work. The editor of our field's earliest research textbook [Polansky, N. (Ed.) (1960). Social work research. Chicago, IL: University of Chicago Press], Dr. Polansky's involvement as a student, practitioner, and researcher with some of the major figures of psychological and social work research renders his historical observations of particular interest to contemporary social workers. This essay was submitted at the invitation of the Editor.

Upon initial publication in 1956, this book was an attempt to re-state certain problems concerning the aesthetics and ethics of the tragic form; to examine these in relation to contemporary work in psychology and anthropology; to enquire into the significance of ‘the fact or experience called tragedy’ in the modern world; and to suggest a synthesis in terms of the Christian tradition. This is a reissue of the corrected second edition of the work, first published in 1966.

The present paper briefly describes recent advances in cognitive science on the embodied nature of human cognition with the aim to better situating contemporary work on embodied metaphor in language and thought. We do this by talking about key experimental findings in five areas main areas of research in cognitive science: perception, concepts, mental imagery, memory, and language processing (Gibbs 2006a) We also describe some psycholinguistic studies on embodied metaphor understanding, and offer some details on one series of experiments in regard to people's embodied understanding of the DIFFICULTIES ARE WEIGHTS primary metaphor. Our conclusion draws connections between the research on embodied cognition and contemporary linguistic and psychological work on embodied metaphor.

The topic of human–divine relationships invites reflection from multiple perspectives. This paper explores methodological issues related to the coordination of psychological, neurobiological and theological accounts of divine–human relationships. In particular, biological and psychological work relating to human attachment relationships are considered in relation to Christian understandings of God as Trinity. The approach of relational and contextual reasoning (RCR), a type of complementarity proposed by K. Helmut Reich, is proposed as one means of exploring relationships between some of the accounts suggested by contemporary work in the three disciplines of psychology, neurobiology and theology.

The case against unconscious emotions

While scholars in political science, social psychology and mass communications have made notable contributions to our understanding of democratic citizenship, they concentrate on very different aspects of the overall problem. The current volume challenges this fragmentary pattern of inquiry, and adopts an interdisciplinary approach to the analysis of citizenship, which holds great potential for insight and integration across topic areas, and for the development of informed interventions aimed at meeting challenges faced by democratic citizens. The volume is organized around five themes related to democratic citizenship: citizen knowledge about politics; persuasion processes and intervention processes; group identity, and perception of individual citizens and social groups; hate crimes and intolerance; and the challenge of rapid changes in technology and mass media. These themes address the key challenges to existing perspectives on citizenship, represent themes that are central to the health of democratic societies, and reflect ongoing lines of research that offer important contributions to an interdisciplinary political psychology perspective on citizenship. These also represent themes for which scholars may not be aware of work in other disciplines on the same topic, or where scholars are insufficiently aware of such work and might well benefit from greater intellectual commerce. In other words, these are themes that provide opportunities for the interdisciplinary cross-talk that characterizes contributions to this volume by scholars from psychology, political science, sociology, and mass communications. In the final section, commentators reflect on different aspects of the scholarly agenda put forth in this volume, including what this body of work suggests about the state of political psychology's contributions to our understanding of these issues. Thus, the volume aims to provide a multifaceted, interdisciplinary look at the political psychology of democratic citizenship. The interdisciplinary bent of contemporary work in political psychology may uniquely equip it to provide us with a more nuanced understanding of citizenship issues — and perhaps even of competing democratic theories — in democratic societies.