The Contribution of Synchronicity Towards Personal Leadership
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Sacred Psychoanalysis” – an Interpretation Of
“SACRED PSYCHOANALYSIS” – AN INTERPRETATION OF THE EMERGENCE AND ENGAGEMENT OF RELIGION AND SPIRITUALITY IN CONTEMPORARY PSYCHOANALYSIS by JAMES ALISTAIR ROSS A thesis submitted to The University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Philosophy, Theology and Religion College of Arts and Law The University of Birmingham July 2010 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT From the 1970s the emergence of religion and spirituality in psychoanalysis is a unique development, given its traditional pathologizing stance. This research examines how and why ‘sacred psychoanalysis’ came about and whether this represents a new analytic movement with definable features or a diffuse phenomena within psychoanalysis that parallels developments elsewhere. After identifying the research context, a discussion of definitions and qualitative reflexive methodology follows. An account of religious and spiritual engagement in psychoanalysis in the UK and the USA provides a narrative of key people and texts, with a focus on the theoretical foundations established by Winnicott and Bion. This leads to a detailed examination of the literary narratives of religious and spiritual engagement understood from: Christian; Natural; Maternal; Jewish; Buddhist; Hindu; Muslim; Mystical; and Intersubjective perspectives, synthesized into an interpretative framework of sacred psychoanalysis. -
Descriptive AI Ethics: Collecting and Understanding the Public Opinion
Descriptive AI Ethics: Collecting and Understanding the Public Opinion GABRIEL LIMA, School of Computing, KAIST and Data Science Group, IBS, Republic of Korea MEEYOUNG CHA, Data Science Group, IBS and School of Computing, KAIST, Republic of Korea There is a growing need for data-driven research efforts on how the public perceives the ethical, moral, and legal issues of autonomous AI systems. The current debate on the responsibility gap posed by these systems is one such example. This work proposes a mixed AI ethics model that allows normative and descriptive research to complement each other, by aiding scholarly discussion with data gathered from the public. We discuss its implications on bridging the gap between optimistic and pessimistic views towards AI systems’ deployment. 1 INTRODUCTION In light of the significant changes artificial intelligence (AI) systems bring to society, many scholars discuss whether and how their influence can be positive and negative [21]. As we start to encounter AI systems in various morally and legally salient environments, some have begun to explore how the current responsibility ascription practices might be adapted to meet such new technologies [19, 33]. A critical viewpoint today is that autonomous and self-learning AI systems pose a so-called responsibility gap [27]. These systems’ autonomy challenges human control over them [13], while their adaptability leads to unpredictability. Hence, it might infeasible to trace back responsibility to a specific entity if these systems cause any harm. Considering responsibility practices as the adoption of certain attitudes towards an agent [40], scholarly work has also posed the question of whether AI systems are appropriate subjects of such practices [15, 29, 37] — e.g., they might “have a body to kick,” yet they “have no soul to damn” [4]. -
Individuation As Spiritual Process: Jung’S Archetypal Psychology and the Development of Teachers
Individuation as Spiritual Process: Jung’s Archetypal Psychology and the Development of Teachers Kathleen Kesson See the published version in the journal: ENCOUNTER: EDUCATION FOR MEANING AND SOCIAL JUSTICE Winter 2003, 16 (4). “…The spirit has its homeland, which is the realm of the meaning of things… -Saint Exupéry The Wisdom of the Sands In the mid-1970s, curriculum theorist James Macdonald, in his discussion of various ideologies of education, proposed a category that he called the “transcendental developmental ideology.” This perspective would correct what he thought was the limiting, materialist focus of the radical or political view of education, which he considered a “hierarchical historical view that has outlived its usefulness both in terms of the emerging structure of the environment and of the psyches of people today” (Macdonald 1995, 73). The transcendental developmental ideology would embrace progressive and radical social values, according to Macdonald, but would be rooted in a deep spiritual awareness. Drawing upon the work of M.C. Richards (1989), he used the term “centering” to signify this form of consciousness. Macdonald termed his methodology of development a “dual dialectic,” a praxis involving reflective transaction between the individual ego and the inward subjective depths of the self, as well as between the ego and the outer objective structures of the environment. This method grew out of his critique of existing developmental theories (see Kohlberg and Mayer, 1972), which he thought neglected one or another aspect of this praxis, thus failing to take into account the full dimension of human “being.” Macdonald was influenced by the work of C.G. -
An Invitation to Qualitative Research
CHAPTER 1 An Invitation to Qualitative Research n recent years, binge drinking has caused considerable concern among admin - istrators at colleges and universities, compelled by statistics that show marked Iincreases in such behavior. A qualitative researcher studying this topic would seek to go behind the statistics to understand the issue. Recently, we attended a fac - ulty meeting that addressed the problem of binge drinking and heard concerned faculty and administrators suggest some of the following solutions: • stricter campus policies with enforced consequences • more faculty-student socials with alcohol for those over 21 years old • more bus trips into the city to local sites such as major museums to get students interested in other pastimes Although well-intentioned, these folks were grasping at straws. This is because although they were armed with statistics indicating binge drinking was prevalent and thus could identify a problem, they had no information about why this trend was occurring. Without understanding this issue on a meaningful level, it is diffi - cult to remedy. At this point, we invite you to spend 5 to 10 minutes jotting down a list of questions you think are important to investigate as we try to better under - stand the phenomenon of binge drinking at college. What Is Qualitative Research? The qualitative approach to research is a unique grounding—the position from which to conduct research—that fosters particular ways of asking questions and particular ways of thinking through problems. As noted in the opening dis - cussion of binge drinking in college, the questions asked in this type of research usually begin with words like how, why, or what. -
Carl Gustav Jung (1875-1961) and Analytical Psychology (Søren Kierkegaard 1813-1855; Viktor Frankl 1905-1997)
Carl Gustav Jung (1875-1961) and Analytical Psychology (Søren Kierkegaard 1813-1855; Viktor Frankl 1905-1997) Reading: Robert Aziz, C. G. Jung’s Psychology of Religion and Synchronicity (Course Reader 8). Psychological Culture: Examples of ideas that have entered into our everyday vocabulary 1. Ego 2. Complex 3. Psychological Types: Introvert and Extrovert 4. Unconscious Influences on the Psychological Theories of C. G. Jung 1. Philosophical: Existentialism and Asian Philosophy (Buddhism, Hinduism, Daoism) 2. Religious: Christianity, but Jung rejects much of institutionalized religion 3. Scientific: Description of the inner life of human beings expressed scientifically Jung's Definition of the Dark Side: The Shadow 1. Jung's view of the mind or psyche: ego consciousness, personal unconscious, and collective unconcious 2. The "Shadow" overlaps the personal unconscious and collective unconscious 3. Personal unconscious: Contents of the mind/psyche that have been Repressed from Consciousness 4. Collective unconscious: Collective or universal contents that are always there, inherent to the psyche 5. The Dark Shadow side can well up from what is inherent to the psyche as well as from what is repressed. Jung's Theory of the Mind/Psyche 1. Depth psychology: Three layer view of mind: ego consciousness, personal unconscious, and collective unconscious 2. Themes, motifs, or ARCHETYPES that exist in the inherent, collective, or universal unconscious 1. Shadow, 2. Male (Animus), Female (Anima), 3. Self (comprehensive motif or archetype, representing the whole psyche/mind) 3. For Jung, the ego is the center of waking consciousness, and the Self, the center and circumference of the Unconscious 4. Process: Goal is to achieve wholeness through individuation: Become a true individual, a whole person who is indivisible 5. -
Jung's Archetypes of Persona and Shadow in Wilde's the Picture Of
TELL Journal, Volume 3, Number 1, April 2015 ISSN : 2338-8927 JUNG’S ARCHETYPES OF PERSONA AND SHADOW IN WILDE’S THE PICTURE OF DORIAN GRAY AND STEVENSON’S DR. JEKYLL AND MR. HYDE Dyah Kurniawati [email protected] Universitas PGRI RonggolaweTuban Abstract As a mirror of real life, literature contains things happening in the life of human beings and their surroundings. A careful study of literary works represents a way to add experience about life and also to gain knowledge about human life with all of their problems. The two novels being discusses in this article are Oscar Wilde‟s The Picture of Dorian Grayand Robert Louis Stevenson‟s Dr. Jekyll and Mr.Hyde.This article will be analyzed by using Carl Gustav Jung‟s archetypes theory in order to make a comparative study through both of those novels. Thus, this study concerns to Jung‟s archetypes of persona and shadow. The method of the research is descriptive text analysis. At the same time, the article writer also used comparative study. It was due to the aims of this study, which was to compare two literary works of the same country.The results of this study show the different achievements of persona and shadow through the representation of the characters of Dorian Gray in The Picture of Dorian Gray and Dr. Henry Jekyll in Dr. Jekyll and Mr. Hyde. The similarity of the two novels lies on the theme namely ways on fulfilling one‟s desire toward physical condition, while the differences are lie in the ways to achieve the goals of the main characters. -
CH 01 Study Guide
Okami Study Guide: Chapter 1 1 Chapter in Review 1. Psychology is the scientific study of mental processes and events (mind) and any potentially observable or measureable activity of a living organism (behavior). Psychological science uses methods grounded in modern scientific knowledge to conduct research in order to advance psychological knowledge. Variable topics and points of view characterize psychology. 2. Although people have always been interested in questions of mental life and the connection between mind and behavior, psychology as a concept did not exist in the ancient world. Early attempts to treat psychological questions include the teachings of Buddha, Aristotle, Chinese philosophers such as Confucius and Lao- tze, and Renaissance philosophers such as René Decartes (dualism) and John Locke (British empiricism). 3. Scientific psychology was born during the late 19th century as a union between philosophy and biology. Some important early schools of scientific psychology include structuralism (Titchener), functionalism (James), psychoanalysis (Freud), behaviorism (Watson, Skinner), and humanism (Rogers, Maslow). 4. Psychology today is distinguished by employment setting (university, hospital, business, clinic) and focus (research or application of research to solving real- world problems); by the psychologist’s field of study (e.g., developmental psychology, clinical psychology, cognitive psychology, etc.); and by the psychologist’s perspective, or point of view. Contemporary perspectives include cognitive, biobehavioral, psychodynamic, evolutionary, sociocultural, and positive psychology. 5. Science is an empirical method of gaining knowledge of the natural world. It is not the only empirical method of gaining this knowledge, but it is the best one. This is because science is less prone to bias than other methods, has built-in methods to change errors in thinking, and constantly refines knowledge gained in the past. -
Phenomenology: a Philosophy and Method of Inquiry
Journal of Education and Educational Developement Discussion Phenomenology: A Philosophy and Method of Inquiry Sadruddin Bahadur Qutoshi Karakorum International University, Pakistan [email protected] Abstract Phenomenology as a philosophy and a method of inquiry is not limited to an approach to knowing, it is rather an intellectual engagement in interpretations and meaning making that is used to understand the lived world of human beings at a conscious level. Historically, Husserl’ (1913/1962) perspective of phenomenology is a science of understanding human beings at a deeper level by gazing at the phenomenon. However, Heideggerian view of interpretive-hermeneutic phenomenology gives wider meaning to the lived experiences under study. Using this approach, a researcher uses bracketing as a taken for granted assumption in describing the natural way of appearance of phenomena to gain insights into lived experiences and interpret for meaning making. The data collection and analysis takes place side by side to illumine the specific experience to identify the phenomena that is perceived by the actors in a particular situation. The outcomes of a phenomenological study broadens the mind, improves the ways of thinking to see a phenomenon, and it enables to see ahead and define researchers’ posture through intentional study of lived experiences. However, the subjectivity and personal knowledge in perceiving and interpreting it from the research participant’s point of view has been central in phenomenological studies. To achieve such an objective, phenomenology could be used extensively in social sciences. Keywords: descriptive nature, interpretative nature, method of inquiry, phenomenology, philosophy Introduction Phenomenology as a philosophy provides a theoretical guideline to researchers to understand phenomena at the level of subjective reality. -
Mary C. Miller PSYC 2315.02 Research Paper Individuation in Carl G
Mary C. Miller PSYC 2315.02 Research Paper Individuation in Carl G. Jung's Theory of Analytical Psychology I. Origins of Analytical Psychology A. Break with Freud B. Differing theories II. Psyche (Mind) A. Conscious (Ego) B. Unconscious 1. Personal Unconscious 2. Collective Unconscious C. Archetypes 1. Persona 2. Anima and Animus 3. Shadow 4. Self III. Personality A. Personality Types 1. Extroversion 2. Introversion B. Psychological Functions 1. Thinking 2. Feeling 3. Sensation 4. Intuition IV. Summary Origins of Analytical Psychology The Swiss-born psychologist, Carl Gustav Jung received an M.D. from the University of Basle in 1902, then studied under Pierre Janet in Paris. Jung served as physician to the psychiatric clinic at the University of Zurich from 1900 to 1909, where he became a follower of Freud. Carl Jung and Alfred Adler were among Sigmund Freud's inner circle of students until around 1912 when they came into disagreement with Freud's emphasis on sex motivation as the central theme of human behavior. Jung's theory, which came to be known as Analytical Psychology, describes the libido as a generalized life energy rather than a sexual energy. He saw the libido as a type of psychic energy that expresses itself through universal symbols. Jung also disagreed with Freud's view that personality is determined by childhood experiences. Jung believed that personality is shaped by one's goals and aspirations, and can change throughout life. Jung's theory of individuation depicts man striving toward integrity of the innermost self. To understand this process requires an understanding of Jung's theories concerning the psyche and personality. -
A Brief Comparison of the Unconscious As Seen by Jung and LéVi‐Strauss
A Brief Comparison of the Unconscious as Seen by Jung and Levi-Strauss giuseppe iurato University of Palermo, [email protected] abstract Retracing the primary common aspects between anthropological and psychoanalytic thought, in this article, we will further discuss the main common points between the notions of the unconscious according to Carl Gustav Jung and Claude Levi-Strauss, taking into account the thought of Erich Neumann. On the basis of very simple elementary logic considerations centered around the basic notion of the separation of opposites, our observations might be useful for speculations on the possible origins of rational thought and hence on the origins of consciousness. keywords: analytical psychology, structural anthropology, unconscious, archetype, classical logic In the beginning, all the things were together; then, it came the mind (o υοὓf) and set them in order —Anaxagoras of Clazomenæ (Diogenes Lærtius, Lives and Opinions of Eminent Philosophers, Book 2, Chap. III) Carl Gustav Jung (1875–1961) and Claude Levi-Strauss (1908–2009) were two of the greatest thinkers and scholars of the last century. The former was an eminent psychiatrist and psychoanalyst, the first pupil of Sigmund Freud and then the founder of a new school of psychoanalytic thought called analytical psychology. The latter was an eminent anthropologist and ethnologist, as well Anthropology of Consciousness, Vol. 26, Issue 1, pp. 60–107, ISSN 1053-4202, © 2015 by the American Anthropological Association. All rights reserved. DOI: 10.1111/anoc.12032 60 on jungian and levi-straussian unconscious 61 as one of the primary leaders of French structuralism; he also made funda- mental contributions to philosophy and psychology. -
Personality Notes
Personality HW pg 613-622 The Nature of Personality Defining Personality • _______________________ – Your personality hold constant over a wide variety of situations • _________________________– Why we act differently in the same situation ________________________ - A durable disposition to behave in a particular way in a variety of situations • Adjectives such as honest, dependable, moody, impulsive, suspicious, anxious, friendly describe dispositions that represent personality traits • Most approaches to personality assume that some traits are more basic than others • For example using ____________________________, by making correlations among variables into closely related clusters of variables, Raymond Cattell was able to reduce ______________________ 171 personality traits into just 16 basic dimensions. • _____________________________ – The few central roots of personality • _____________________________ – secondary traits observed by others that might not be true ________________________ (Robert McCrae and Paul Costa) • Also known as the ________________________ 1. _________________________ – outgoing, sociable, upbeat, friendly, and assertive. Extraverts tend to be happier than others 2. ___________________________– anxious, hostile, self-conscious, insecure, and vulnerable. Tend to overreact more than others in response to stress 3. _______________________________ – curiosity, flexibility, vivid fantasy, imaginativeness, artistic sensitivity. Evidence suggests that openness fosters liberalism, so this trait is the key determinant -
“Gypsy” Fate: Carriers of Our Collective Shadow
Journal of Jungian Scholarly Studies Vol. 4, No. 1, 2008 “Gypsy” Fate: Carriers of our collective shadow Alexandra Fidyk, Ph.D. National-Louis University, Chicago If only it were all so simple! If only there were evil people somewhere insidiously committing evil deeds, and it were necessary only to separate them from the rest of us and destroy them. But the line dividing good and evil cuts through the heart of every human being. And who is willing to destroy a piece of his own heart? (Alexander Solzhenitsyn, The Gulag Archipelago) Story of the Stranger “Strangers, gods and monsters,” writes Richard Kearney (2003) “represent experiences of extremity which bring us to the edge. They subvert our established categories and challenge us to think again” (p. 3). Through this interpretation of “stranger” and “scapegoat,” I consider the European Roma1 as a group that challenges our way of thinking. The Roma as named are those who “threaten the known with the unknown” and so are “exiled to hell or heaven; or simply ostracized from the human community into a land of aliens” (Kearney, 2003, p. 3). Through a Romani narrative, woven of fact and fiction2, I consider how a group, which has been deeply identified with the role of the scapegoat, suffers negative inflation, exile and splitting. By fact and fiction I point to the inseparability of living and recounting stories, of Romani biography and cultural myth, and of stories told among the Roma and those told to non-Roma when creating any narrative. This identification of scapegoat by both themselves and others speaks to us of our split between the conscious and unconscious, familiar and unfamiliar, same and other.