DOCSLIB.ORG

PDF-Download

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
PDF-Download Erich Fromm’s Impact 1 on Humanistic Psychology 2 3 Helmut Johach 4 5 6 7 8 9 10 11 12 Abstract: Humanistic Psychology (HP) includes several psychologi- 13 cal movements such as Client-centered therapy, Gestalt therapy, and 14 Theme-centered Interaction. It is based on a “holistic” view of man em- 15 phasizing awareness of bodily expressions, creativity, a self-actualizing 16 tendency and spiritual needs. Abraham Maslow, Carl Rogers, Fritz 17 Perls and others called it a “third branch” in psychology setting it 18 apart from orthodox Freudian theory and behaviorism. Erich Fromm 19 is often considered as a founder of Humanistic Psychology because 20 he was the first one who used the term “humanistic” to make a dis- 21 tinguishing mark from Freudian psychoanalysis. He wrote about a 22 “self-actualizing tendency” in human life and said that therapy should 23 be a “core-to-core-relationship” between two adult persons. Fromm 24 was very influential in HP through his “humanistic” ideas but he re- 25 mained a psychoanalytic therapist who tried to unveil the unconscious. 26 So we can say that he never was in the center of the humanist move- 27 ment, but he held a key position on its periphery. 28 29 30 Introduction 31 32 “Humanistic Psychology” is a generic term used to describe several psy- 33 chological movements such as Client-centered Therapy (Carl R. Rogers), 34 Gestalt Therapy (Fritz and Laura Perls), Existential Therapy (Rollo May), 35 and Theme-centered Interaction (Ruth C. Cohn). These movements agree 36 111 in: R. Funk and N. McLaughlin (Eds.), Towards a Human Science. The Relevance of Erich Fromm for Today, Giessen (Psychosozial-Verlag) 2015. Helmut Johach 1 in a view of man which emphasizes creativity, responsibility, self-actualiza- 2 tion and psychological health. In the 1960s and 1970s, Humanistic Psy- 3 chology was very influential in America and later on in Europe. Abraham 4 Maslow and James F. Bugenthal, two important members of the American 5 Association of Humanistic Psychology, called it a “third force in psychology” 6 distinct from both traditional psychoanalysis and behaviorism (cf. Johach 7 2009, pp. 23–26). 8 Erich Fromm is often considered a founder of humanistic psychology, 9 although he was never a member of the American Association of Humanistic 10 Psychology nor was he ever present at the meetings. In the decade between 11 1955 and 1965 he used the term “humanistic” to delineate the difference 12 between his own thinking and Freud’s orthodox version of psychoanal- 13 ysis. Twenty years earlier, in a paper on “Man’s impulse structure and its 14 relation to culture” (Fromm 1992e) he had made it very clear that he no 15 longer agreed with Freud’s biological libido theory and with his concept 16 of “Todestrieb”. Critical comments on Freud’s “naturalistic” and “pessimis- 17 tic” view of human beings were common to all humanistic psychologists. 18 Fromm was one of the first authors in the United States who brought these 19 views to the public. Nevertheless, he never gave up his fundamental psycho- 20 analytic orientation. 21 Karen Horney, Harry S. Sullivan and Erich Fromm were called 22 “Neo-Freudians” because of their revisionist interpretation of Freudian 23 theory. It was very important that Fromm widened the psychoanalytical 24 theory of character formation by historical, socio-economic and cultural 25 factors. Humanistic psychologists consider human organism to be a “ho- 26 listic” and an active center of biological, intellectual, emotional und social 27 activities which are fostered by the world around us. Freedom to choose 28 makes a difference to conditioned reflexes which are the basic explanation 29 of human behavior according to naturalistic scientists. Man should also be 30 free from social constraints. Fritz Perls and other “humanistic” psycholo- 31 gists transformed Fromm’s critical category of “alienation” into a more re- 32 bellious or even an anarchist practice. Instead of adapting to social rules 33 or roles, everybody should “do his own thing”. This misinterpretation of 34 Fromm’s idea, under the slogan of “self-actualization”, occasionally led to an 35 excessive individualism (cf. Johach 2012). 36 Fromm was not only a psychological theorist, but also a reformer of 112 in: R. Funk and N. McLaughlin (Eds.), Towards a Human Science. The Relevance of Erich Fromm for Today, Giessen (Psychosozial-Verlag) 2015. Erich Fromm’s Impact on Humanistic Psychology practical therapeutic treatment. Following Sándor Ferenczi’s variations in 1 psychoanalytic “techniques,” Fromm no longer made use of the couch but 2 preferred a “face-to-face-relation” with his patients and a more “active” 3 mode of therapy. He was convinced that the therapist should learn about 4 his own feelings as well as of the patient. There should be a “central relat- 5 edness” (cf. Fromm 1992g, p. 104) between two adult persons instead of 6 interpreting transference from the patient’s childhood. Fromm was not the 7 only one who criticized Freud’s rule of “abstinence” in therapeutic treat- 8 ment; most of his practical postulates were shared by humanistic psychol- 9 ogists. 10 It is worth noting that, in later years, Fromm went beyond the traditional 11 frame of therapeutic treatment by proclaiming some way of “trans-thera- 12 peutic” psychoanalysis. Psychoanalysis should not only help people get 13 free from neurosis in everyday-life but also show a way to become richer 14 as a human being and more self-congruent by self-analysis outside of the 15 therapeutic relationship. As Fromm suggested in Psychoanalysis and Zen 16 Buddhism (Fromm 1960a), self-analysis and Buddhist meditation aim to 17 could reach the same spiritual goals by different means. Many protagonists 18 of Humanist Psychology were also convinced that spiritual needs were in- 19 dispensable for human growth. 20 When he wrote the sections of To Have or to Be? (Fromm 1976a) which 21 were published only after his death, Fromm said that he had decided 22 against speaking of “humanistic” psychoanalysis because this attribute 23 was adopted by a group of psychologists with whom he did “not agree” 24 (Fromm 1989a, p. 64). Although there was some convergence, he could 25 not share all assertions and practices of Humanistic Psychology. One key 26 difference is the function ofunconscious thoughts, wishes and emotions 27 which Fromm tried to reveal, according with Freud and other psychoan- 28 alysts. In contrast to Fromm, some protagonists of HP declared that one 29 could neglect the unconscious if awareness was extended beyond daily 30 routine. In the following paper, I first will describe some biographical con- 31 nections between Fromm and other founders of Humanistic Psychology, 32 and then I will deal with what were the similarities and differences in their 33 theories and practices. 34 35 36 113 in: R. Funk and N. McLaughlin (Eds.), Towards a Human Science. The Relevance of Erich Fromm for Today, Giessen (Psychosozial-Verlag) 2015. Helmut Johach 1 Biographical Connections 2 3 Abraham Maslow (1908–1970) was a visionary psychologist and the main 4 protagonist of the Humanistic Psychology Movement. In 1962, he called 5 the American Association of Humanistic Psychology into being, assisted by 6 Carl C. Rogers, Rollo May, Charlotte Buehler, James Bugenthal and others. 7 He also was the editor of the Journal of Humanistic Psychology which has 8 been published to the present day. He famously suggested in Toward a Psy- 9 chology of Being (Maslow 1962), that psychologists and therapists should 10 give more attention to a “health-and-growth-psychology” than to a “defi- 11 ciency psychology” which has its focus on disturbances and faults imped- 12 ing the development of a “fully functioning” person. Maslow was primarily 13 a theorist and researcher, not a practical therapist. The most famous part 14 of his writings is the “hierarchy of needs” which he described in his book 15 on Motivation and Personality (Maslow 1954). It begins by fundamen- 16 tally “physiological” needs like eating, drinking, sleeping, then moves to 17 “higher” and “specifically human” needs like love, self-esteem and support 18 by others, and ends with the “self-actualization” of persons wishing to fully 19 realize their human capacities. 20 Maslow spoke of a “new humanistic world-view” represented by a 21 “Third-Force-Psychology” that should widely differ from behaviorism and 22 orthodox Freudianism. In his last publications, after having studied many 23 accounts of “peak experiences”, he announced the need for a “Fourth Psy- 24 chology” which should extend to spiritual needs. 25 Abraham Maslow was influenced by Erich Fromm and other neo-Freud- 26 ian therapists, but he was not analyzed. Between 1935 and 1940, he came 27 to know and study with Alfred Adler, who at that time lived in New York. 28 He had many conversations with Erich Fromm, Karen Horney and other 29 psychotherapists who promulgated a more “culturalist” interpretation of 30 psychoanalysis, and with the anthropologists at Columbia University, es- 31 pecially Ruth Benedict and Margaret Mead. At the same time, he became 32 acquainted with Kurt Goldstein and Max Wertheimer, which were two 33 representatives of Gestalt psychology. Like Fromm, they were Jews and left 34 Europe because of the persecution by the Nazi regime. Kurt Goldstein was 35 a psychiatrist and pioneer of a “holistic” brain research approach. In his 36 famous book The Organism. A Holistic Approach to Biology derived from 114 in: R. Funk and N. McLaughlin (Eds.), Towards a Human Science. The Relevance of Erich Fromm for Today, Giessen (Psychosozial-Verlag) 2015. Erich Fromm’s Impact on Humanistic Psychology Pathological Data in Man (Goldstein 1939), Goldstein spoke of a “self-ac- 1 tualizing tendency” in the human organism – an expression which was 2 taken over by Fromm, Maslow and Rogers.
Load more

Recommended publications
  • Theme-Centered Interaction. Ruth C. Cohn's Pattern Language For
    Theme-Centered Interaction. Ruth C. Cohn’s pattern language for facilitating groups PHILIPP BACHMANN, iRIX Software Engineering AG 60 years ago German, U.S. American and Swiss psychoanalyst and pedagogue Ruth C. Cohn started to develop Theme-Centered Interaction (TCI) as a framework to humanely facilitate educational groups. Her work is an important and useful toolset aimed at Social Learning of a certain theme. Today it is well-known in Europe and India, but not in the U.S. The author of this paper believes that Ruth C. Cohn actually wrote a pattern language, therefore he reproduces Cohn’s basic ideas in patterns form. The contribution of this paper is fourfold: First and foremost, the basic tools of TCI are rephrased and related to each other to show their pattern language character. TCI is being re-introduced among an international audience. TCI gets put into the context of educational and facilitation frameworks already established in the field of software development, in particular the existing body of pedagogical patterns and Agility. Finally, evidence from diverse fields is being collected that supports the efficacy of TCI. Categories and Subject Descriptors: D.2.9 [Software Engineering]: Management—Programming teams; K.3.2 [Computers and Educa- tion]: Computer and Information Science Education—Computer science education; K.6.1 [Management of Computing and Information Systems]: Project and People Management—Training; K.6.3 [Management of Computing and Information Systems]: Software Manage- ment—Software development; K.7.4 [The Computing Profession]: Professional Ethics—Codes of ethics General Terms: Human Factors Additional Key Words and Phrases: Action Research, Agility, Change, Culture, Education, Facilitation, Humanistic Psychology, Leadership, Open Space, Patterns, Pattern Language, Pedagogy, Project Restrospective, Scrum, Small Group Research, XP ACM Reference Format: Bachmann, Ph.
    [Show full text]
  • Rethinking Science for Sustainable Development: Reflexive Interaction for a Paradigm Transformation
    Post-print of peer-reviewed article published in FUTURES: http://dx.doi.org/10.1016/j.futures.2014.10.012 Rethinking science for sustainable development: Reflexive interaction for a paradigm transformation Andreas Kläy, Anne B. Zimmermann*, and Flurina Schneider Centre for Development and Environment (CDE), University of Bern, Hallerstrasse 10, 3012 Bern, Switzerland. Corresponding author: [email protected] (tel.: +41 31 631 52 73) Accepted article, October 2014 Abstract: If we postulate a need for the transformation of society towards sustainable development, we also need to transform science and overcome the fact/value split that makes it impossible for science to be accountable to society. The orientation of this paradigm transformation in science has been under debate for four decades, generating important theoretical concepts, but they have had limited impact until now. This is due to a contradictory normative science policy framing that science has difficulties dealing with, not least of all because the dominant framing creates a lock-in. We postulate that in addition to introducing transdisciplinarity, science needs to strive for integration of the normative aspect of sustainable development at the meta-level. This requires a strategically managed niche within which scholars and practitioners from many different disciplines can engage in a long-term common learning process, in order to become a "thought collective" (Fleck) capable of initiating the paradigm transformation. Arguing with Piaget that "decentration" is essential to achieve normative orientation and coherence in a learning collective, we introduce a learning approach—Cohn's "Theme-Centred Interaction"—which provides a methodology for explicitly working with the objectivity and subjectivity of statements and positions in a "real-world" context, and for consciously integrating concerns of individuals in their interdependence with the world.
    [Show full text]
  • The Balance of Personality
    The Balance of Personality The Balance of Personality CHRIS ALLEN PORTLAND STATE UNIVERSITY LIBRARY The Balance of Personality by Chris Allen is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. The Balance of Personality Copyright © by Chris Allen is licensed under an Attribution NonCommercial-ShareAlike 4.0 International, except where otherwise noted. Contents Preface ix Acknowledgements x Front Cover Photo: x Special Thanks to: x Open Educational Resources xi Introduction 1 1. Personality Traits 3 Introduction 3 Facets of Traits (Subtraits) 7 Other Traits Beyond the Five-Factor Model 8 The Person-Situation Debate and Alternatives to the Trait Perspective 10 2. Personality Stability 17 Introduction 18 Defining Different Kinds of Personality Stability 19 The How and Why of Personality Stability and Change: Different Kinds of Interplay Between Individuals 22 and Their Environments Conclusion 25 3. Personality Assessment 30 Introduction 30 Objective Tests 31 Basic Types of Objective Tests 32 Other Ways of Classifying Objective Tests 35 Projective and Implicit Tests 36 Behavioral and Performance Measures 38 Conclusion 39 Vocabulary 39 4. Sigmund Freud, Karen Horney, Nancy Chodorow: Viewpoints on Psychodynamic Theory 43 Introduction 43 Core Assumptions of the Psychodynamic Perspective 45 The Evolution of Psychodynamic Theory 46 Nancy Chodorow’s Psychoanalytic Feminism and the Role of Mothering 55 Quiz 60 5. Carl Jung 63 Carl Jung: Analytic Psychology 63 6. Humanistic and Existential Theory: Frankl, Rogers, and Maslow 78 HUMANISTIC AND EXISTENTIAL THEORY: VIKTOR FRANKL, CARL ROGERS, AND ABRAHAM 78 MASLOW Carl Rogers, Humanistic Psychotherapy 85 Vocabulary and Concepts 94 7.
    [Show full text]
  • Hilarion Petzold, Llse Orth
    11 Integrative body and movement therapy: A multimodal approach to the 'body subject' Hilarion Petzold, llse Orth The field of body and movement therapy The area of body and movement therapywith a psychotherapeutic orientation is characterized by a growing number of methods, schools, and approaches. Consequently, the outsider is overwhelmed by the emergence of novel methods. A thorough examination, however, will reveal variations in several basic approaches, of which the following will be discussed: . 1 Reichian and Neo-Reichian approaches, such as Rakne's version of Vegeto-Therapy, Lowen's Bioenergetics and Boysen's Biodynamics, which in terms of metatheory are traceable to the F reudian paradigm of psychotherapy (incorporating such concepts as energy, resistance, repres- sion, and the unconscious), although the treatment techniques are modi- fied in quite a distinct manner (cf. Petzold, 1977). 2 Humanistic-existential approaches drawing on concepts of Moreno (1946), who coined the term 'Body Therapy' in 1937, and on Perls and Rogers. Eugen Gendlin's body-oriented 'focussing' (Gendlin, 1987) and the method of Gestalt-Body Therapy, as it has been developed by Barry Stevens or James Kepner (1988), can be mentioned as well as Albert Pesso's Psychomotortherapy (Pesso, 1969). 3 Oriental approaches emanating from the wisdom of Chinese, Indian, J apanese, Tibetan, or Thai medicine and their Western modifications (Do In, Hakomi, Reiki, Kum Ny, Yoga, Shiatsu, etc.). 4 Movement and breathing therapies originating from the field of func- tional exercises, gymnastics, and physiotherapy. These are associated with several pioneers, such as EIsa Gindier, who treated Wilhelm Reich (ac- cording to Reich' s daughter Eva) and stimulated him to implement direct body contact in psychotherapy.
    [Show full text]
  • Xerox University Microfilms -300 North Zeeb Road Ann Arbor, Michigan 48106 77-2344
    INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation.
    [Show full text]
  • Understanding Psychology, Ninth Edition, by Charles G
    10 Personality OVERVIEW Enduring Issues in • A Psychodynamic View of • Evaluating Humanistic • A Cognitive–Social Learning Personality Jaylene Smith Theories View of Jaylene Smith Studying Personality • Evaluating Psychodynamic Trait Theories • Evaluating Cognitive–Social Theories Learning Theories Psychodynamic Theories • The Big Five • Sigmund Freud Humanistic Personality • A Trait View of Jaylene Smith Personality Assessment • Carl Jung Theories • Evaluating Trait Theories • The Personal Interview • Alfred Adler • Carl Rogers Cognitive–Social Learning • Direct Observation ISBN 1-256-37427-X • Karen Horney • A Humanistic View of Theories • Objective Tests • Erik Erikson Jaylene Smith • Expectancies, Self-Efficacy, • Projective Tests and Locus of Control Understanding Psychology, Ninth Edition, by Charles G. Morris and Albert A. Maisto. Published by Prentice Hall. Copyright © 2010 by Pearson Education, Inc. hirty-year-old Jaylene Smith is a talented physician who temper tantrums when the new infant demanded and received a meets with a psychologist because she is troubled by cer- lot of attention (especially from Mrs. Smith). The temper Ttain aspects of her social life. Acquaintances describe Jay tantrums intensified when Jay’s second brother was born, just 1 in glowing terms, saying she is highly motivated, intelligent, year later. As time passed, the brothers formed an alliance to try attractive, and charming. But Jay feels terribly insecure and to undermine Jay’s supreme position with their father. Jay only anxious. When the psychologist asked her to pick out some self- became closer to her father, and her relationships with her descriptive adjectives, she selected “introverted,” “shy,” “inad- brothers were marked by greater-than-average jealousy and equate,” and “unhappy.” rivalry from early childhood to the present.
    [Show full text]
  • Provided by Michaela and Matthias Scharer (As of May 2021)
    Provided by Michaela and Matthias Scharer (as of May 2021) Abeln, Reinhard u. a. (Hg.) (1994), Aggression in Gruppen. Mainz: Grünewald. Abraham, Thomas (2003), Ten Steps Towards Partnership with the Community. A manual for functionaries and volunteers of National Service Scheme, Kottayam: Ripples. Abraham, Thomas (2006), BITS AND BYTES. On Getting Rid of Disturbances, in: International Journal of Theme-Centred Interaction, Inaugural Issue, 37–43. Abraham, Thomas (2006), TCI in India: An Indian's response to its relevance - an analysis of the concept and its application, in: Themenzentrierte Interaktion. theme-centered interaction, 20 (1), 55–64. Abraham, Thomas (2006), What is TCI?, in: International Journal of Theme-Centred Interaction, Inaugural Issue, 11–14. Abraham, Thomas (2006), Theme-centred Interaction – Ruth’s vision and Indian wisdom, in: Ursula Sauer-Schiffer – Michael Ziemons, In der Balance liegt die Chance: Themenzentrierte Interaktion in Bildung und Beratung. Dokumentation des Internationalen Austauschtreffens 2004 des Ruth Cohn Institute for TCI International in der Landvolkshochschule in Freckenhorst (= Beiträge zur Beratung in der Erwachsenenbildung und außerschulischen Jugendbildung), Münster: Waxmann, 187–194. Abraham, Thomas (2007), What is TCI? and Editorial, in: International Journal of Theme- Centred Interaction (2), 7–11; 16–19. Abraham, Thomas (2007), My most significant learning experiences as Co-leader in the workshop led by Dr. Elisabeth Miescher, in: Indian Journal of Theme-Centred Interaction, (2), 78–82. Abraham, Thomas (2009), From Communication to communion. How does TCI help in this pilgrimage?, in: Indian Journal of Theme-Centred Interaction, (5), 66–69. Abraham, Thomas (2009), Poetric Tributes to Ruth Cohn, in: Indian Journal of Theme- Centred Interaction, (5), 109–115.
    [Show full text]
  • And Others TITLE a Competency Based Counselor Education and Certification Program
    DOCUMENT RESUME ED 119 085 CG 010 394 AUTHOR Peterson, Terrance; And Others TITLE A Competency Based Counselor Education and Certification Program. INSTITUTION Washington State Intermediate School District 101 Consortium, Spokane. SPONS AGENCY Washington Office of the State Superintendent of Public Instruction, Olympia. PUB DATE [74] NOTE 168p. EDRS PRICE MF-$0.83 HC-$8.69 Plus Postage DESCRIPTORS Consortia; *Counselor Certification; *Counselor Functions; *Counselor Training; Educational Planning; Higher Education; *Performance Based Education; Professional Education; *Program Descriptions; Resources ABSTRACT This manual outlines a competency-based preparation program for school counselors. The program is based on a developmental process which includes specific dimensions of knowlege and self-awareness as well as the professional competencies deemed essential to the practice of counseling. The school counselor's role is defined and three levels of competency and certification are described. The assumptions, rationale and evidence of competence are outlined for each of the entry, initial and continuing levels of competency. Procedures for counselor certification and guidelines for assessment are also provided.(SJL) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects
    [Show full text]
  • Abraham Maslow & Humanism
    ABRAHAM MASLOW & HUMANISTIC PSYCHOLOGY DAMON DREW, M.ED, CWC WHAT WE’LL COVER TODAY 1. History of the Third Force in Psychology 2. Abraham Maslow & His Contributions 3. Creation of the Association of Humanistic Psychology 4. Humanistic Psychology 5. Person Centered Therapy THE HISTORY OF HUMANISTIC PSYCHOLOGY • After World War II, a group of psychologists who were dissatisfied with behaviorism and its conception of human nature created humanistic psychology • Two meetings were held in Detroit where psychologists discussed self, self-actualization, health, creativity, intrinsic nature, being, becoming, individuality, and meaning, concepts they believed would be central to this new approach • They referred to Humanistic Psychology as the “Third Force” FOR SOME HISTORICAL CONTEXT • The “First Force” – Behaviorism (Pavlov, Skinner, Watson) • The “Second Force” – Psychoanalysis (Adler, Erikson, Jung, Stack-Sullivan, Horney) HISTORY OF HUMANISTIC PSYCHOLOGY: THE KEY PLAYERS • Rollo May • Henry Murray • Carl Rogers • Sydney Jourard • Clark Moustakas • Anthony Sutich BUT MOSTLY ABRAHAM MASLOW (1908-1970) “I was awfully curious to find out why I didn't go insane” Video: https://www.youtube.com/watch?v=MRd-ajUbN98 MASLOW IN THE 40’S • While working at Brooklyn College, he began research that behaviorists saw as “unorthodox” • A Theory of Human Motivation – Abraham Maslow (1943) • He was shunned by his colleagues and couldn’t publish his research in APA journals • His research attempted to define people in terms of what they could become A THEORY OF HUMAN MOTIVATION (1943) Conclusions • Any behavior must be understood through the lens of what need or needs it satisfies • The integrated wholeness of the individual is the foundation of motivation • Needs are hierarchical • Physiological drives are not central to • Lists of motivations serve no practical nor human motivation theoretical purpose • Motivation is centered on basic and ultimate goals • Universal goals are fundamental to motivations MASLOW’S CONTRIBUTIONS 1.
    [Show full text]
  • Learning Religion in the Presence of the Other: Mission and Dialogue in World Catholicism Matthias Scharer University of Innsbruck, [email protected]
    Journal of Global Catholicism Volume 2 Article 4 Issue 1 African Catholicism: Retrospect and Prospect December 2017 Learning Religion in the Presence of the Other: Mission and Dialogue in World Catholicism Matthias Scharer University of Innsbruck, [email protected] Follow this and additional works at: https://crossworks.holycross.edu/jgc Part of the African Studies Commons, Catholic Studies Commons, Christian Denominations and Sects Commons, Christianity Commons, Comparative Methodologies and Theories Commons, Missions and World Christianity Commons, Practical Theology Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Scharer, Matthias (2017) "Learning Religion in the Presence of the Other: Mission and Dialogue in World Catholicism," Journal of Global Catholicism: Vol. 2: Iss. 1, Article 4. p.52-69. DOI: 10.32436/2475-6423.1021 Available at: https://crossworks.holycross.edu/jgc/vol2/iss1/4 This Article is brought to you for free and open access by CrossWorks. It has been accepted for inclusion in Journal of Global Catholicism by an authorized editor of CrossWorks. 52 MATTHIAS SCHARER WITH BRADFORD HINZE Learning Religion in the Presence of the Other: Mission and Dialogue in World Catholicism Matthias Scharer is professor emeritus of catechetics and religious education at the Theological Faculty of the University of Innsbruck, Austria. From 1989 to 1996, he was professor of education, religious education and catechetics at the Theological Faculty of the Catholic-Theological Private University Linz. Scharer teaches Theme-Centered Interaction after Ruth Cohn as a graduate of the Ruth Cohn Institute. He is married and has three children. JOURNAL OF GLOBAL CATHOLICISM Matthias Scharer | 53 ased on selected texts of the Second Vatican Council and related to the process of the Council and Church experiences thereafter, this article offers a brief insight into the theological method known as communicative theol- Bogy (CT).
    [Show full text]
  • Article Review Interruptive Connections
    ecclesiology 10 (2014) 251-258 ECCLESIOLOGY brill.com/ecso Article Review ∵ Interruptive Connections The Promise of Communicative Theology Dennis M. Doyle Religious Studies, University of Dayton, Dayton, OH 45469-1530, USA [email protected] Matthias Sharer and Bernd Jochen Hilberath, The Practice of Communi­ cative Theology: An Introduction to a New Theological Culture, trans. Cristian Mocanu et. al.; intro. Bradford Hinze (New York: Crossroad Publishing Company, 2008) vii + 194 pp. [Revised from German original, Kommunikative Theologie: Eine Grundlage, vol. 1 of the book series, Kommunikative Theologie: Eine Theologie im Prozess (Ostfildern, Germany: Matthias-Grünewald-Verlag, 2002, updated 2003, newly updated 2012) as vol. 15 with new subtitle: Grundlagen­Erfahrungen­Klärungen]. Bernd Jochen Hilberath, Bradford E. Hinze, and Matthias Sharer (eds), Communicative Theology: Reflections on the Culture of Our Practice of Theology. Vol. 1/1 of Kommunikative Theology: Interdisziplinär (Berlin and Vienna: LIT Verlag, 2007) 148 pp. [This first volume is in both English and German; subse- quent volumes are in German.] This review essay places its main focus on the 2008 English introduction, but also includes discussion of the 2012 updated and expanded German edition as well as the 2007 volume from the interdisciplinary series that has side by side German and English pages. Communicative Theology (hereinafter ct) is some- thing other and more than a traditional ‘theology’. Hilberath and Scharer (hereinafter ‘the authors’) frequently remind the reader that ct cannot be fully expressed in a written text. As the title indicates, it is a practice. As the subtitle © koninklijke brill nv, leiden, 2014 | doi 10.1163/17455316-01002007 <UN> 252 Doyle indicates, it intends to contribute in a significant way towards building a cul- ture.
    [Show full text]
  • The Fully Functioning Person
    Personality and individual accomplishments Alberto Zucconi Istituto dell’Approccio Centrato sulla Persona (IACP) World Academy of Art and Science (WAAS) World University Consortium (WUC) IUC, Dubrovnik, August 27, 2014 ISTITUTO DELL'APPROCCIO CENTRATO SULLA PERSONA Personality: A person’s distinct and relatively enduring pattern of feelings, thoughts, motives, and behaviors Carl Rogers developed his theory of personality on how people can become "Fully Functioning" persons. The "Fully Functioning" person according to Rogers is psychologically healthy, open to new experiences and aware of their own feelings and those of others. Fully functioning persons live in the here and now, are fully immersed in their experience , capable of deep contact with their organism, able to symbolize all their experiences without suppressions and distortions and not restricted by conditions of worth or self-concepts. They are not afraid to make decisions based on their own experiences, they trust their own feelings of doing what is right and are willing to accept the consequences. They accept that life changes and welcome the opportunity to use their creativity in adapting to the changes. When Carl Rogers and other founders of Humanistic Psychology started to advance new holistic/systemic approaches to psychotherapy, the health fields were dominated by the Biomedical Model. The biomedical model is a disease-based paradigm, founded upon a mechanistic, reductionist view People experience anxiety when their self-concepts are threatened. To protect themselves from anxiety, people distort their experiences so that they can hold on to their self-concept. People who have a high degree of incongruence are likely to feel very anxious because reality continually threatens their self- concepts.
    [Show full text]