Development Of Self-knowledge Research Articles

Cooperative videodance learning categories for pre-service teachers’ development

ABSTRACT This study demonstrates that videodance has the potential to create a paradigm shift in curriculum analysis and the implementation of hybrid activities in pre-service teachers at both the individual and group levels. Students’ critical perceptions, which had previously been trained in the domains of videodance, intermedial approaches, and cooperative learning, confirm the dimensions of video dance: videodance as an expression of language synergies, self-knowledge development through the use of technology, intermediality as a didactic resource, and the social contextualization of videodance. Pre-service students demonstrate their ability to create intermedial items. The outcomes of an individual creative education based on the requirements of each individual, as well as a collective artistic education based on varied interpretations of society, are demonstrated. Videodance generates an integrative look of the individual towards oneself, that is, awareness of the media (physical and visual) shapes the individual’s social observation and influences the reproduction of oneself towards the world.

Retrospective perceptions of support for career development among PhD graduates from US and New Zealand universities

Purpose PhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of PhD graduates from science and humanities and social science disciplines regarding support for career development (CD) during their study. Design/methodology/approach The authors used an explanatory sequential mixed-methods design and collected 136 survey responses and interviewed 21 PhD graduates from two US and one New Zealand universities to investigate their career readiness. Using the lens of Cognitive Information Processing theory, the authors explored the development of self-knowledge and career options-knowledge, and how support at the macro (institutional), meso (departmental) and micro (supervisors) levels influenced CD. Findings During doctoral study, there was very poor engagement with CD activities. Graduates displayed limited self-knowledge and poor knowledge about career options. Graduates reported drawing mainly on their departments and supervisors for career guidance. Although there were pockets of good practice, some departments were perceived as promoting academia as the only successful outcome, neglecting to support other possible pathways. Some graduates reported excellent supervisor support for CD, but others described disinterest or a damaging response if students said they were not wanting to pursue academia. Originality/value The enabling aspects for developing self- and options-knowledge are collated into a conceptual model, which identifies key factors at institutional, departmental and supervisor levels, as well as for PhD students themselves.

A plea for linking or how are yoga, K-pop and psychoanalysis connected?

ABSTRACT In this essay I intend to demonstrate that attacks on linking, as Bion described, limit not only individual self-knowledge, but also the psychoanalytic understanding of the interrelatedness of self and context. Utilizing personal material, I will illustrate the irreducible entanglement between the individual and context, which, when understanding of this interconnection is prevented through attacks on linking, can have disastrous individual outcomes. By collocating this with a professional interaction, I intend not only to show that attacks on linking inhibit curiosity and prevent the development of self-knowledge for individuals, as described by Bion, but also to elaborate on Lynne Layton’s observation that attacks on the linking of individual psyches and society reinforce the paranoid-schizoid splits of White-Black, West-East, colonizer-colonized, that risk the growth and integration of psychoanalytic thought itself.

A Reinterpretation of Rousseau’s Emile: Theory of Knowledge Education Focused on Development of Self-knowledge

A Reinterpretation of Rousseau’s Emile: Theory of Knowledge Education Focused on Development of Self-knowledge

A Reinterpretation of Rousseau’s Emile: Theory of Knowledge Education Focused on Development of Self-knowledge

A Reinterpretation of Rousseau’s Emile: Theory of Knowledge Education Focused on Development of Self-knowledge

Residents' collective strategies of resistance in Global South cities' informal settlements: Space, scale and knowledge

This paper examines the strategies of resistance articulated by residents of informal settlements response to urban exclusion. Building upon resistance and urban social movements literature the paper is informed by the case of the Villa Rodrigo Bueno in Buenos Aires, a self-constructed villa miseria, and its residents' stories of resistance to attempts of evictions and upgrading programs. In the paper we show how resistance is mobilized, first through its simultaneous disconnection, due to its remoteness and isolation; and reconnection to local and global supportive networks. While disconnection facilitated self-construction, densification and the blooming of informal entrepreneurship; reconnection through relational and multiscalar sites enabled unexpected encounters with distant actors that contributed to resist evictions. Second, the long-term learning and development of self-knowledge (i.e. construction, or housing law), embedded in the remoteness of the informal settlement, contributed to shift expertise from city officers to residents; redefining the role of informal residents into active citizens and experts in policy making, and turning informal settlements into settings of wider social change.

Uso de si como ferramenta terapêutica: uma experiência formativa na graduação em terapia ocupacional

Abstract Introduction The use of the self as a therapeutic tool is a client-centered practice with the least evidence in the pedagogy of occupational therapy. In Chile, experiential subjects arise, linked to artistic/playful methods that seek to influence the skills of the undergraduate student for their development. Objective To analyze the experience of the students in relation to the learning, characteristics, and contributions of the subjects that contribute to the development of the use of the self as a therapeutic tool, in occupational therapy careers at universities in the south of Chile. Method Qualitative research, exploratory with a grounded theory design. The sampling was non-probabilistic, intentional, by criteria, of fifteen students in the professional internship stage. Data collection was through two focus groups, after signing informed consent. The analysis was carried out using the constant comparison method of Glaser and Strauss, using the Atlas Ti program to systematize the information. Scientific rigor was guarded by the criteria of Guba and Lincoln. Results 530 units of meaning are identified, 30 descriptive open codes, grouped into eight axial categories, emerging two thematic nuclei that address the “Teaching-learning process in the formation of the Use of the Self” and the “Professional Development for the Use of the Self”. Conclusion For the students, the methodologies used to contribute in a relevant way to the development of self-knowledge and key generic competences for the “Use of the Self”. This pedagogy could be complemented with other active strategies to ensure the centrality of the user in occupational therapy.

„Przez ten rok trochę urosłam, ale...” — samoocena dzieci sześcioletnich w czasie pandemii

“I have grown a little over this year, but...” — self-esteem of six-year-old children during the pandemic Everyone generates countless judgments about themselves. These judgments may take a descriptive or evaluative form, they may refer to the present, but also the future. Self-description and self-esteem change many times over the lifetime. People formulate different judgments at different stages of their lives, they pay attention to different aspects of themselves and while making selfdescription, they are guided by different impacts. Many factors influence the way these judgments are made. It depends both on the psychological development of the individual and the stage of development of self-knowledge at which they are. The article will present research on the selfimage of six-year-old children during the pandemic.

Аутопсихологическая компетентность подростков как целевой ориентир развития самопознания в групповой психологической работе

The article discusses the relationship between autopsychological competence and self-knowledge of adolescents in order to determine the scientific basis for the development of self-knowledge through group developmental psychological work. The author focuses on the need to use autopsychological competence as a target reference point (result) of the development of self-knowledge of adolescents in the framework of the implementation of new educational tasks of the national project "Education" and the Federal state educational standard of basic education.
 The article clarifies the concept of autopsychological competence, makes sense of its structural and content characteristics, and determines the place of self-knowledge in the development of autopsychological competence of adolescent children.
 Based on the analysis of modern domestic research, the author determined that self-knowledge is the basis for the formation of autopsychological competence, which in turn is the result of self-knowledge and reflects the degree of its development. It is noted that autopsychological competence is a necessary tool and mechanism for the formation of subjectivity, the formation of which is due to the accumulation of autopsychological experience of internal activity.
 The article defines the scientific basis for building a program for the development of autopsychological competence of adolescents as a target for the development of their self-knowledge.
 In conclusion, the author presents the conclusions that the use of the construct "autopsychological competence" in the development of programs for the development of self-knowledge of adolescents allows structuring and algorithmizing this work, translating it into an instrumentally understandable applied sphere of developmental work with adolescents, observing the competence approach in education and upbringing of schoolchildren, set by the state as a new task in new educational conditions.

Przyszłość nauk humanistycznych w perspektywie metafilozoficznej

The purpose of this paper is to ponder upon the future of the humanities from a metaphilosophical perspective inspired by G.W.F. Hegel’s philosophy of the history of philosophy. The need for this reflection follows from the crisis that the humanities are facing today due to global changes in higher education, caused by the domination of the capitalist economy and the dramatic development of technology. The author assumes that the essence of the humanities is determined by the formation of self-understanding (Bildung) and proposes to consider this issue from a broader historical point of view and apart from the institutional context of human sciences, namely in the light of the history of philosophy, understood according to the Hegelian approach as the development of selfknowledge. The paper extensively discusses Hegel’s philosophy of the history of philosophy, as well as subsequent metaphilosophical positions inspired by Hegel’s thought (especially that of August Cieszkowski and Martin Heidegger). As a result, the question about the future of the humanities is transformed into a postulate of reflection on the primacy of technoscientific thinking in the modern world. In line with the Hegelian view of knowledge development – attributing autoperformative function to self-cognition – this kind of reflection is a potential remedy for the crisis currently diagnosed in the humanities.

Принцип диалога в стихотворениях Михаила Яснова для детей

The article focuses on Mikhail Yasnov’s poetry that is addressed to children of different ages, from younger preschoolers to older schoolchildren. Yasnov’s poetry is viewed as a corpus of texts united by several general principles: among them are the harmony of childhood and the child’s trust in the world. Another unifying principle is poetic dialogue, manifested at different levels of literary texts: from characters and imagery to metatextuality and the author’s consciousness. Dialogue in this paper is understood as overcoming a single point of view, an attempt to go beyond the personal I motivated by the attention to the Other. Yasnov’s poetry focuses on the search for similarities and differences between the phenomena of reality as it presents many voices and life positions. The concept of dialogue has great moral potential in children’s poetry as it contributes to the formation of empathy and development of self-knowledge in children. The aesthetic value of dialogue lays in the enrichment of the thematic and figurative structure of the lyrics.

Fundamentação de um Programa de Musicoterapia Pré-Natal

O uso da musicoterapia no acompanhamento da gravidez e da preparação para o nascimento constitui uma estratégia inovadora para o desenvolvimento do autoconhecimento, da expressão emocional e elaboração de sentimentos ambivalentes e da criatividade e descoberta de competências adaptativas para lidar com a mudança e transformação que o processo de gravidez e parentalidade desencadeia no casal grávido. Partindo das bases teóricas da psicologia da gravidez e das dimensões particulares da música enquanto experiência temporal e de expressão emocional da ambivalência psicológica, será descrita uma teorização acerca dos fundamentos da musicoterapia na gravidez. Como ilustração desta teorização, serão, igualmente, descritas as linhas de orientação e de funcionamento de um programa pioneiro de musicoterapia pré-natal dirigido a casais grávidos a partir das 22 semanas de gestação.

Meaning of life for patients in palliative and end-of-life care

The article presents the author's reflection on the concept of meaning of life for patients provided with palliative care and those who are at the end of life within the framework of public health in Great Britain. The concept covers several experiences including a change in life priorities, presence of spiritual growth and development of self-knowledge. The purposes of interactions between health professionals and families of patients are outlined.

ТЕХНОЛОГІЇ РОЗВИТКУ В ПЕДАГОГІВ ЗДАТНОСТЕЙ ДО САМОПІЗНАННЯ І САМОВДОСКОНАЛЕННЯ

This article focuses on problem of development of future educators’ ability to self-knowledge and self-improvement in process of studying at higher education institution. Performed analysis of researches of the problems of development of self-knowledge in students of pedagogical specialties. Indicated that the ability to self-knowledge is the basis for self-improvement and professional self-identification, disclosure of cognitive abilities, actualization of value attitude to participants of pedagogical process. Determined, that self-knowledge is a form of emotional and evaluative attitude to yourself in the leading stages ontogenetic development and it is a base and incentive for self-education, self-development and the factor of self-realization of the teacher. Considered the forms and methods of work with students, that are directed at mastering anatomical, physiological and pedagogical knowledge about person at some different stages of its development while studying disciplines and extracurricular work. Provided topics and contents of the tasks for students from the educational disciplines «Anatomy and Physiology of the Child», «Fundamentals of Medical Knowledge», examples of application of interactive technologies (business and simulation games training sessions, disputes, quizzes) which contribute to the formation of healthcare-saving competence and orientate future teachers to develop own strategy of innovative professional activities. Presented purpose objectives of the center of self-knowledge and self-development at Pedagogical institute on the basis of which solved the tasks of professional self-identification of the future educators. Described effective forms of extracurricular work with first year students based on the center. Provided topics of trainings, master classes, workshops, individual consultations for the purpose of quickly adaptation to a new social role of «student» and establishing in his professional choice, formation of abilities to self-knowledge and self-development.

The relation of perceived meaning of life, meaning of illness and anxious-depressive symptoms among cancer patients

Our research is based on the literature that shows meaningfulness is a correlate of mental health both in the general population and in the case of patients with a serious illness such as cancer. We had two major goals: 1) to identify the meaning-categories patients find in their illness; 2) to test the relationships between perceived meaning of life, meaning of illness and negative indicators of well-being, like automatic thoughts, anxiety, depression in the case of a population of cancer patients from Romania. This study was completed in March-June of 2012. A number of 102 cancer patients, interned in the ‘Ion Chiricuta’ Oncology Institute in Romania, completed a battery of scales that measured perceived meaning of life (Meaning in Life Questionnaire, Meaning in Life after Cancer), the intensity of automatic thoughts (Automatic Thoughts Questionnaire), anxiety, depression (Hospital Anxiety and Depression Scale), and answered the question whether they found any meaning in their lives. We could identify the following categories of meaning patients found in their illness: character change, greater appreciation of life, change of priorities, spiritual growth, greater appreciation of close relationships, clarification of goals, development of self-knowledge. In accordance with the literature, our results show that perceived meaning of life (measured by MLaC), correlates negatively with automatic thoughts (r = –0.606), anxiety (r = –0.576), and depression (r = –0.542), and these relations are significant (p = 0.000). Patients who found their illness meaningful, found more meaning in their lives as well (t = 3.041, p = 0.003), and they showed lower levels of anxiety and depression, but these correlations are not significant (p = 0.567 and 0.116).

Understanding Asian American women's pathways to school leadership

ABSTRACTLittle is known about Asian American women administrators in the public schools. The study sought to understand the pathways of Asian American women to school leadership. In-depth interviews and researcher reflective memos were the primary data sources. The participants included 15 Asian American female school administrators in two states. We found that the women's career trajectories were similar yet unique; they were manifestation of the women's intersected experiences of gender, race–ethnicity, and age, situated in particular time and place. Often than not, the women had to negotiate their leadership aspiration and advancement through raced and gendered expectations. Others' encouragement and mentoring were instrumental for the women's development of self-knowledge and demystification of the leadership process. Most women taught at least 10–15 years before entering leadership. The women of earlier generations had far less career mobility and slim, if not absent, mentoring opportunities.

Affective Scaffolds, Expressive Arts, and Cognition.

Some theorists have argued that elements of the surrounding world play a crucial role in sustaining and amplifying both cognition and emotion. Such insights raise an interesting question about the relationship between cognitive and affective scaffolding: in addition to enabling the realization of specific affective states, can an affective niche also enable the realization of certain cognitive capacities? In order to gain a better understanding of this relationship between affective niches and cognition, I will examine the use of expressive arts in the context of psychotherapy and peacebuilding. In these settings, environmental resources and interpersonal scaffolds not only evoke emotion and encourage the adoption of particular bodily affective styles, but also support the development of capacities for self-awareness and interpersonal understanding. These affective scaffolds play a crucial role in therapy and peacebuilding, in fact, insofar as they facilitate the development of self-knowledge, enhance capacities associated with social cognition, and build positive rapport and trust among participants. I will argue that this is because affectivity is linked to the way that subjects frame and attend to their surroundings. Insofar as the regulation and modification of emotion goes hand in hand with opening up new interpretive frames and establishing new habits of mind, the creation of an affective niche can contribute significantly to various modes of cognition.

The Development of Self-Knowledge in Plato’s Philosophy

The aim of this paper is to examine how the Greek motto γνῶθι σεαυτόν plays a central role in Plato’s philosophy in order to show how ethics and knowledge go hand in hand in his model of παιδεία. The question of self-knowledge is a practical and theoretical task in life which is developed implicitly in his dialogues, it is for this reason that i examine some passages of the Charmides, Alcibiades I, Phaedo and Republic in order to show how Plato discovers the human interiority (Phaedo) and how self-knowledge is refined and articulated with the tripartition of the soul in the Republic.

WHAT IS THE CONTAINER/CONTAINED WHEN THERE ARE GHOSTS IN THE NURSERY?: JOINING BION AND FRAIBERG IN DYADIC INTERVENTIONS WITH MOTHER AND INFANT

"Ghosts in the nursery." "Visitors from the unremembered past." Fraiberg, Adelson, and Shapiro's (1975) words convey the relational "intruders" that they perceived while working with mothers and infants. A mother's unresolved past is a driving force within the treatment of mother-infant dyads. Working with these families, the therapist strives to process and metabolize the distress of the dyad while enabling the mother to contain the infant more fully. This article proposes that Fraiberg etal.'s metaphor may be newly elaborated utilizing Bion's (1962) original theoretical conceptualization of the "container and contained." He posited that an infant projects distressing affective states upon the mother, who contains the experience, transforms the feelings, and then enables the infant to reintroject a more tolerable experience. This lays the foundation for the relational experience of being known by another and facilitates the infant's development of self-knowledge and emotional regulation. We utilize Fraiberg etal.'s original case material to identify ways in which ghosts in the nursery disrupt the processes of the container and contained. Bion's ideas may help enrich our understanding of how the therapeutic relationship enables cycles of containment, transitioning the material "ghosts" from being contained by the infant to being contained by the therapist, and to ultimately being transformed so that the mother can reattribute them to the past.

Teachers and Change: The Role of Reflective Practice

1. This paper argues that the most powerful, durable and effective agents of educational change are not the policy makers, the curriculum developers or even the education authorities themselves; they are the teachers. It further contends that the quality of the educational changes that teachers have the skills and opportunities to effect will only be as reliable and proficient as the teachers’ individual capacities for reflective practice and the development of self knowledge. These aspects of teacher development have, historically, been largely overlooked in the preparation and promotion of effective teachers. The emphasis has been more explicitly focused on the development and demonstration of teachers’ understanding of content knowledge and the associated pedagogies and in their capacities to understand their students as individual constructors of knowledge in diverse social contexts. Whilst the former teacher characteristics have traditionally been valued as desirable or even mandatory indicators of teacher quality, the latter are heavily impacted upon by the individual pedagogue's values, attitudes and notions of what it is to be a professional practitioner. In order for teachers to be effective in the Information Age, they need to recognize more than just their students’ background and learning preferences. They need to be able to take effective, positive action in the classroom context to improve the educational outcomes for their students. In order to do this they must have the willingness and cognitive capacities to recognize ethical dilemmas and examine their own perspectives on the issues they face critically and analytically. This requires regular, authentic reflection. The reflective process in which one teacher engaged as part of his role in a research study is documented...