Personal Identity In Relation Research Articles

Pengembangan Kemampuan Kreativitas dalam Pembelajaran IPS

The field application shows that social science education is still mainly theoretical. The attitude that social science education is only "for memorization" is only partially responded to by teachers who solely focus on delivering theoretical content. The classroom learning process shows that schools have not been able to optimize students' creative thinking abilities, especially in using those abilities to solve everyday challenges. To encourage student creativity, teachers must have their own creative skills. If teachers act as creative pilots for the class, student creativity will also emerge. To achieve the true goals of social science education, the lesson materials outlined in the syllabus must be well developed. New ideas or ideas that have never been thought of before are considered creative. In the field of education, creativity is very important for understanding lessons or understanding all future tasks. Therefore, efforts to foster creativity should begin from elementary school or early childhood. Creative expression and the actualization of personal identity in relation to oneself, nature, and others is an experience.

Why are Moral Qualities so Important in Understanding Ourselves?

This article presents a paper by Alsou Samoilova and Ekaterina Verezhan at the online student conference Transactional Analysis in the 21 st Century, which was organized by the MIR-TA (World of TA) Institute and took place on July 1 st and 2nd, 2023. The topic of the paper is Maria Teresa Tosi's (Italy, PhD, TSTA-P) article Personal Identity and Moral Discourse in Psychotherapy (Tosi, 2018).This paper analyzes an original text by Maria Teresa Tosi on the definition of personal identity in relation to person's moral values. It is suggested that personal identity can be viewed as having two basic dimensions, which are autobiography and moral values. As the research cited in the paper shows, it is moral values that are recognized as the most important part of a personal identity. Moral values are linked to the general development, which means that a new perspective for psychotherapeutic work is needed. Despite the common belief that the moral discourse is not a part of the field of the therapeutic work, it may be the time to reconsider this tendency. Maria Teresa Tosi emphasizes the need to incorporate the moral discourse into the psychotherapeutic practice. Bringing the discussion of moral values into therapeutic conversations can help to build an alliance and promote personal growth and social responsibility in patients, which in the long term has healing implications for the participants in the therapeutic process. In these aspects, spirituality can be seen as a framework for the development of a Parent Self in order to bring positive values and moral principles into personal identity.

Pengembangan Kemampuan Kreativitas Dalam Pembelajaran IPS

Field applications show that social science education is still mainly at the theoretical level. Even the attitude that social studies education is only "as a rote lesson" is only partially responded to by teachers who solely concentrate on the purpose of providing content in the form of theory. The learning process that takes place in the classroom shows that education in schools has not been able to optimize students' creative thinking abilities, especially in using these abilities to solve the challenges they face everyday. To encourage student creativity, teachers must have their own creative skills. If the teacher acts as a creative pilot for the class, student creativity will also emerge. To fulfill the real social studies educational goals, the subject matter that has been arranged in the syllabus must be well developed. New ideas or ideas that have never been thought of before are considered creative. In the field of education, creativity is very important to understand the lesson or understand all the upcoming assignments. For this reason, efforts must be made to foster creativity starting from elementary school or from an early age. Creative expression and actualization of personal identity in relation to oneself, nature and others is an experience.
 Keywords: Creativity Ability, Social Studies Learning

Forgetting oneself or personal identity in relation to time and otherness in the Zhuangzi

ABSTRACT This article is one of the author’s serial writings to assimilate Ricoeur’s three-fold ethical investigation into various areas of human acts of forgetting, including 1) the therapeutic or pathological area, 2) the pragmatic area, dealing with individual and group’s self-identity in relation to time and otherness, and 3) the more explicitly ethical-political (social and institutional) area, in a wide context. Corresponding to the second area of the Ricoeurian three-fold investigation, this paper probes the ethical dimension of the Zhuangzian forgetfulness of personal identity in relation to time and otherness. It first examines textual materials of the Zhuangzi to navigate on the narrative meanings of forgetting oneself or personal identity, and then delves into three domains of Zhuangzian conception on the forgetting of one’s fixed identity. Finally, it elaborates on the Zhuangzian notion of relational autonomy or agency that underlies the practice of forgetfulness of oneself or personal identity.

The Role of Personal Identity on Positive and Negative Symptoms in Psychosis: A Study Using the Repertory Grid Technique.

People with psychosis experience disruptions in personal identity that affect positive and negative symptoms, but the complexity of these phenomena needs to be addressed in an in-depth manner. Using the Personal Construct Theory, we examined whether distinct dimensions of personal identity, as measured with the Repertory Grid Technique along with other cognitive factors, might influence psychotic symptomatology. Eighty-five outpatients with schizophrenia-spectrum disorders completed a repertory grid, an observed-rated interview of psychotic symptoms, and measures of cognitive insight, depressive symptoms, neurocognition, and theory of mind. Structural equation models revealed that interpersonal dichotomous thinking directly affected positive symptoms. Self-discrepancies influenced positive symptoms by mediation of depressive symptoms. Interpersonal cognitive differentiation and interpersonal cognitive richness mediated the impact of self-reflectivity and neurocognitive deficits in negative symptomatology. This study is the first of its kind to examine the structure of personal identity in relation to positive and negative symptoms of psychosis. Results suggest interventions targeted to improving interpersonal dichotomous thinking, self-discrepancies, interpersonal cognitive differentiation, and interpersonal cognitive richness may be useful in improving psychotic symptoms.

Memory-Modulation: Self-Improvement or Self-Depletion?

Autobiographical memory is fundamental to the process of self-construction. Therefore, the possibility of modifying autobiographical memories, in particular with memory-modulation and memory-erasing, is a very important topic both from the theoretical and from the practical point of view. The aim of this paper is to illustrate the state of the art of some of the most promising areas of memory-modulation and memory-erasing, considering how they can affect the self and the overall balance of the “self and autobiographical memory” system. Indeed, different conceptualizations of the self and of personal identity in relation to autobiographical memory are what makes memory-modulation and memory-erasing more or less desirable. Because of the current limitations (both practical and ethical) to interventions on memory, I can only sketch some hypotheses. However, it can be argued that the choice to mitigate painful memories (or edit memories for other reasons) is somehow problematic, from an ethical point of view, according to some of the theories of the self and personal identity in relation to autobiographical memory, in particular for the so-called narrative theories of personal identity, chosen here as the main case of study. Other conceptualizations of the “self and autobiographical memory” system, namely the constructivist theories, do not have this sort of critical concerns. However, many theories rely on normative (and not empirical) conceptions of the self: for them, the actions aimed at mitigating or removing specific (negative) memories can be seen either as an improvement or as a depletion or impairment of the self.

“Leave Your Emotions at Home”: Bereavement, Organizational Space, and Professional Identity

ABSTRACTThis article explores how bereaved workers in white-collar jobs manage their emotional expression with coworkers in professional work spaces. During times of bereavement, employees are faced with the challenge of both maintaining a professional identity and renegotiating personal identity in relation to their loss. This challenge is rooted in separate spheres thinking that has distinguished private life, emotions, and femininity from public life, rationality, and masculinity. Given that workers are discouraged from outwardly displaying negative emotions at work, we look at what opportunities exist for them to express grief. Our research highlights how employees’ expressions of grief are informed by the symbolic meanings of organizational space. It also suggests that particular social constructions of work space offer some opportunities for resistance to professional norms, but that these opportunities may be constrained by a variety of factors, including gender, work status, relationships, and other aspects of social identity.

Rideau

In this essay, Suzannah Showler describes ice skating to school while growing up beside the Rideau Canal in Ottawa, Canada. The essay discusses the history of the Canal's origins and considers both the appeal and limitations of forging a personal identity in relation to a national one.

Mobility at large: globalization, textuality and innovative travel writing

Mobility at Large explores a unique trajectory of travel writing. Instead of focussing on best-selling travel texts by Paul Theroux, Bill Bryson, Michael Palin, Alain de Botton and others, this book examines a strand of innovative contemporary travel writing wherein the authors experiment with form, content and the politics of representation. In this, innovative travel texts by a range of writers – from Michael Ondaatje and Caryl Phillips to Daphne Marlatt and Sam Miller – transform the genre by inscribing travel, migration, mobility and displacement within a variety of experimental textual strategies to work through questions of movement and the politics of personal identity in relation to the complex interlocutions of space, place and subjectivity. As a result, Mobility at Large challenges those critics who dismiss the genre as inherently conservative and inextricably bound up in a colonial, Eurocentric tradition. The book also documents a long and rich tradition of travel writing that existed well beyond the influence of Europe.

P01-246 - Self esteem and self evaluation during adolescence. The contribution of the Rey-Weinstein

Numerous studies have focused on concepts of self esteem during the period of adolescence, but studies about self portrayal or self image are less frequent. They find their sources in the theories of the contemporary psychoanalytical schools about narcissism and “the Self”concept.The reference to the “Self” is more frequently found in Anglo-Saxon studies. The focus is on the links between “The Self” and subjective experience as well as construction of personal identity in relation with developmental psychopathology. The construction of personal identity is due to a very complex process: the person has to figure up his own physical and psychic features and at the same time has to live in social interaction.In reference to a developmental and psychogenetic approach, the interactions between the “Self” and the group will play an important role during the period of adolescence. It is necessary to focus on the identity process in reference with parental psychopathology and environment.The contribution of the Rey- Weinstein test is focussed precisely on this double approach:André Rey whose concerns were mainly on development and construction of personality created this test, modernized by G. Weinstein, both authors aiming to explore the field ofself image. By doing the test, the adolescent is asked to self evaluate himself on physical, intellectual, social and psychic features and to figure up how he would be evaluated by people surrounding him.Projection of fears and desires, various levels of identifications sustain the self evaluation process and create a specific dynamic during the assessment.In this clinical interactive prospect, the Rey Weinstein self evaluation test and in addition theN. PUIG VERGES AND G.WEINSTEIN self portrait test contribute to the explore the self evaluation process and allow the adolescent to understand the way he lives, the way he builds his self experience and his own identity.

Psychopharmaceutical Enhancers: Enhancing Identity?

The use of psychopharmaceuticals to enhance human mental functioning such as cognition and mood has raised a debate on questions regarding identity and authenticity. While some hold that psychopharmaceutical substances can help users to ‘become who they really are’ and thus strengthen their identity and authenticity, others believe that the substances will lead to inauthenticity, normalization, and socially-enforced adaptation of behaviour and personality. In light of this debate, we studied how persons who actually have experience with the use of psychopharmaceutical medication would view their ‘self’ or their authentic personal identity in relation to the use of medication. We have interviewed a number of adults diagnosed with ADHD and discussed their experiences with medication use in relation to their conceptions of self and identity. In the first part of this paper we illustrate that the concepts of identity and authenticity play an important and sometimes problematic role in experiences of ADHD adults. This shows that the question about identity and psychopharmacology is not merely an ‘academic’ issue, but one that influences everyday lives of real people. In order to answer the question whether psychopharmaceuticals threaten personal identity and authenticity, more than empirical research is needed. We also need to analyse the concepts of personal identity, authenticity and self: what do we mean when we are using statements as ‘a way of living that is uniquely our own’, ‘our true self’, or ‘who we really are’? In the second part of this paper we discuss two important philosophical views on personal identity, authenticity and self: the self-control view as elaborated by Frankfurt, and the self-expression view as proposed by Schechtman. We compare these with the experiences of our respondents to see which view can help us to understand the diverse and often conflicting experiences that people have with medication for ADHD. This will contribute to a better understanding of whether and in which cases personal identity and authenticity are threatened by psychopharmacology.

Self‐expression and the negotiation of identity in a foreign language1

This article sets out an approach to the architecture, perception and negotiation of personal identity in relation to a number of issues in the fields of social interaction, communication and language teaching. In part one, particular attention is paid to the concept of ethos, a collaborative construct resulting from mutually influencing communcative behaviours: a speaker's projected self‐image as assessed and perceived by hearers. In part two a variety of communicative practices involved in the negotiation of identity are exemplified and analysed, including membershipping, anecdote and pragmatic failure, and their relevance to applied linguistics is discussed.

Over God (moeten) spreken*Uitgewerkte versie van een lezing t.g.v. de viering het vijftigjarig bestaan van het Theologisch Seminarie ‘Hydepark’.

The author distinguishes a detached talk about God and an existential talk of God. This existential way of speaking from God is the characteristic language of the Christian community that understands itself primarily as being constituted by Gods agency and secondarily as an institution. The form of life of the Christian community as a locus of Divine agency presents the relational context to the individual believers that helps them to define their personal identity in relation to their fellow believers and, finally, to God. The talk of God in this Christian form of life is of a personal nature which implies the appropriateness of a personal concept of God. The author discusses alternative immanentist concepts of God (the model of Braun and that of Fichte) and Nietzsches non-realist argument against the usefulness of the Christian concept of God. An alternative to these traditional arguments is found in an application of a remark of Wittgenstein on religious belief. It is possible to understand the nature of Christian tradition in terms of an ongoing interaction between its members which started with the interaction between Jesus and the early community of believers. It is argued that existential talk of God is a form of a performative continuation of the first performative act of Christ which created the community of believers.

A Cultural Project Based on Multiple Temporary Consensus

Wired magazine is taken as a case-study of social engineering in action. The contributors all tried to elaborate a new consensus on the status of personal identity in relation to real and virtual communities of belonging. They did so through a conscious attempt at analysis of the means of production and reproduction in cyberspace. The position of the magazine, militantly activist and always optimistic, set the tone for the social acceptability of the so-called computer revolution. This optimism can be explained by the socio-economical origins of its founders and of the public that they sought. An analysis of their editorial agenda allows us to reconstruct the discourse held by these pioneers of digital interaction, and their attempts at legitimizing their utopia of a technological democracy into a reality yet-to-be-created.

The City and Self-Identity

It is suggested that for each of the role-related identities of an individual, there are physical dimensions and characteristics that help to define and are subsumed by that identity. In addition, there is a general place-identity for each individual which reflects his or her unique socialization in the physical world. This paper argues that it is important to conceptualize place-identity as a specific component (subidentity) of each individual's self-identity. Place-identity is defined as those dimensions of self that define the individual's personal identity in relation to the physical environment by means of a complex pattern of conscious and unconscious ideas, feelings, values, goals, preferences, skills, and behavioral tendencies relevant to a specific environment.