...Abstract Searching for purpose and meaning in life is a trend among the human race in today’s world. This has been brought by human beings changing their way of thinking and focusing their thinking to what they think matters most in their lives. This mode of thinking is known as logotherapy. It was first coined Dr. Victor Emil Frankl. Frankl is mostly known for his book, Mans search for Meaning where he uses his life as an example to show that even after losing everything dear to them, human beings can still find meaning in his life. Frankl went through four concentration camps where he lost his wife, father and mother. Even after all this suffering Frankl still managed to find meaning in his life. Frankl’s suffering can be said to be the main motivation towards the development of Logotherapy. Key terms are Logotheraphy, Viktor Frankl, psychoanalysis. Development of Logotherapy. Viktor Frankl became interested in medicine while still an adolescent. He became interested in psychology while in High School (Life and Work, n.d). Frankl attended the same school as Sigmund Freud. Frankl became interested in Freud’s thinking and philosophies. Frankl started correspondence with Freud but soon differed with Freud’s thinking that sexual impulses explain a majority of human behavior Frankl claimed that Freud’s thinking to be too dogmatic to explain human being behavior. After leaving Freud, Frankl became interested in Alfred Alder’s philosophy on individual psychology. Individual psychology...
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...Hume’s Ethics Contents 1. Introduction 2. Hume’s ethics as an emotive theory of ethics 3. Conclusion 4. Bibliography David Hume is an outstanding Scottish philosopher of the 18th century whose views has a significant impact on the following generations of thinkers throughout the world. His sceptical arguments concerning induction, causation and especially religion, including his famous thesis that human knowledge arises only from sense experience and not from rational judgments, shaped the 19th and 20th century empiricist philosophy. His famous saying that ‘reason is the slave of the passions’ is a cornerstone of his ethical views largely explains the emotive character of his ethics. Hume’s ethics as an emotive theory of ethics In his works David Hume paid a lot of attention to ethical and moral problems he wanted to discuss these issues and presented his own particular views. At this respect it is worth to mention his moral theory basically depicted in Book 3 of the Treatise, titled “Of Morals”. The author basically discusses the principle issue of his ethics whether moral distinctions are derived from reason. To put it more precisely David Hume discusses the question concerning whether human moral approval is a rational judgment about conceptual relations and facts or an emotional response. On analysing such a dilemma, Hume arrives to the conclusion that it is rather an emotional response that has little, if has any at all, in common with reason. Moreover, it is necessary...
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...Point Of View The Nazis viewed killing the Jews as “justice”. They though that the Jews existing was a mistake and that they must carry on what Christ could not. They assumed that in order to give Christ proper justice, they must kill the ones who persecuted him in the first place and those are the Jews. A quote from Joseph Goebells on November 16, 1941 explained their intentions and why they were doing what they were doing. “ By reason of their birth and race, all Jews are part of a conspiracy against National Socialist Germany[…] The treatment we give them does them no wrong. They have more than deserved it.” One reason the Jews continued to be slaughtered like animals is because the Nazi dictator Adolf Hitler loved the publicity he was getting from his peers whether they were for or against him. “It is good that we are preceded by an aura of terror to exterminate the Jewry.” - Adolf Hitler October 15, 1941 The Jewish people saw their harassment as harassment. They didn’t view it as punishment of God. During this time they lived in fear. The Jews in Germany couldn’t even trust their neighbors; afraid of them ratting to the Germans. “A house like millions of other, somewhere in Germany. Simple People, like you and me, live in this house. Don’t ask what they fear; they fear the Gestapo, of course. They fear the rampant secret denunciations. Friends see someone ringing the doorbell at an unusual hour. The fear is there; doors open furtively and the idated residents...
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...behavior. Unlike many other theories, Existentialism explains human behavior through a person’s response to existence. “Existential psychotherapy is a dynamic approach to therapy which focuses on concerns that are rooted in the individual’s existence (Yalom, 1980, p. 5). Existentialism seeks to give meaning to questions humans ask such as: What does it all mean? Why am I here? What should I do with my life? Existential theorists believe in the uniqueness of human beings, and that each is responsible for choosing his or her own fate. This paper will summarize the structure of personality and function of personality as they apply to Existential Theory. Further discussion of the factors of environment, healthy functions, and unhealthy functions as they relate to client problem sources will be addressed. Existentialism does not have one father, or school of thought, per se. There are several philosophers who have contributed to the Existential Theory. Those philosophers include Friedrich Nietzsche, Jean-Paul Sartre, Gabriel Marcel, Victor Frankl, and Irvin Yalom. While these are not the only contributors to Existentialism as a therapy, these philosophers are central to the meaning of Existentialism. Structure of Personality Existentialists believe humans are born with free will (choice of lifestyle), responsibility for our own destinies, uniqueness, creativity (creating our world), and have drive (goals). According to Sartre (1946) “man is condemned to be free…and from...
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...Basic Human Rights Taken Lisa Davis HUM499 – Responsibility for the Future June 1, 2015 Samuel O’Donnell Southwestern College Professional Studies Basic Human Rights Taken In the concentration camps prisoners had everything and every right taken away. First when they arrived they were stripped of their personal belongings. No one should have their personal stuff taken from them and be humiliated and stripped down naked in front of everyone. The prisoners were then treated as if they were a piece of garbage that could be disposed of as if they meant nothing. The prisoner destiny was in the hand of someone who had no right to choose if the prisoner lived or died, but somehow managed to get the privilege of making this choice as if they were God. The prisoners were not feed properly at all. They were rationed out bread and soup. They were never given enough so they were slowly dwindling away of starvation. The prisoners poor nutrition left them open to many diseases their bodies were not able to fight off in its unhealthy state. Food is a right everyone has should have food to eat! Especially these prisoners they worked hard day in and out. It is one thing if someone sits around does not work or try to provide for themselves and has no food. They then have no one but themselves to blame. That wasn’t the case with these prisoners if any one deserved to eat it was them! The prisoners were stripped of any dignity they may have had. They were beating and talked down to. They...
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...AU/SCHOOL/059/2001-04 AIR COMMAND AND STAFF COLLEGE AIR UNIVERSITY SQUADRON COMMAND: THE FIRST 90 DAYS by Eric N. Hummer, Major, USAF A Research Report Submitted to the Faculty In Partial Fulfillment of the Graduation Requirements Advisor: LTC Phil Chansler Maxwell Air Force Base, Alabama April 2001 Distribution A: Approved for public release; distribution is unlimited Report Documentation Page Report Date 01APR2001 Report Type N/A Dates Covered (from... to) Contract Number Grant Number Program Element Number Author(s) Hummer, Eric N. Project Number Task Number Work Unit Number Performing Organization Name(s) and Address(es) Air Command and Staff College Air University Maxwell AFB, AL Sponsoring/Monitoring Agency Name(s) and Address(es) Distribution/Availability Statement Approved for public release, distribution unlimited Supplementary Notes Abstract Subject Terms Report Classification unclassified Classification of Abstract unclassified Number of Pages 53 Classification of this page unclassified Limitation of Abstract UU Performing Organization Report Number Title and Subtitle Squadron Command: The First 90 Days Sponsor/Monitor’s Acronym(s) Sponsor/Monitor’s Report Number(s) Disclaimer The views expressed in this academic research paper are those of the author and do not reflect the official policy or position of the US government or the Department of Defense. In accordance with Air Force Instruction 51-303, it is not copyrighted...
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...Psychodynamics is the systematic study and theory of the psychological forces that underline human behavior, emphasizing the interplay between unconscious and conscious motivation.[1] The original concept of "psychodynamics" was developed by Sigmund Freud.[2] Freud suggested that psychological processes are flows of psychological energy in a complex brain, establishing "psychodynamics" on the basis of psychological energy, which he referred to as libido. The psychodynamic psychotherapy is a less intensive form compared to classical psychoanalysis practiced by strict Freudians, demanding sessions only once weekly instead of 3-5 times weekly which was typical for traditional psychoanalysts. Psychodynamic therapies depend on a theory of inner conflicts which surface in behaviour or emotions. Generally, one conflict is subconscious. ------------------------------------------------- Overview In general, psychodynamics, also known as dynamic psychology, is the study of the interrelationship of various parts of the mind, personality, or psyche as they relate to mental, emotional, or motivational forces especially at the unconscious level.[4][5][6] The mental forces involved in psychodynamics are often divided into two parts:[7] (a) interaction of emotional forces: the interaction of the emotional and motivational forces that affect behavior and mental states, especially on a subconscious level; (b) inner forces affecting behavior: the study of the emotional and motivational forces...
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...Beyond Feelings A Guide to Critical Thinking NINTH EDITION Vincent Ryan Ruggiero Professor Emeritus of Humanities State University of New York, Delhi BEYOND FEELINGS: A GUIDE TO CRITICAL THINKING, NINTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2009, 2007 and 2004. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 1 0 9 8 7 6 5 4 3 2 1 ISBN: MHID: 978-0-07-803818-1 0-07-803818-9 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Editorial Director: Beth Mejia Senior Managing Editor: Meghan Campbell Executive Marketing Manager: Pamela S. Cooper Senior Project Manager: Joyce Watters Buyer: Nicole Baumgartner Design Coordinator: Margarite Reynolds Media Project Manager: Sridevi Palani Compositor: Glyph International Typeface: 10/13 Palatino Printer: R...
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...16. Learn to Be Silent 17. Think About Your Ideal Neighborhood 18. Get Up Early 19. See Your Troubles as Blessings 20. Laugh More 21. Spend a Day Without Your Watch 22. Take More Risks 23. Live a Life 24. Learn from a Good Movie 25. Bless Your Money 26. Focus on the Worthy 27. Write Thank – You Notes 28. Always Carry a Book with You 29. Create a Love Account 30. Get Behind People’s Eyeballs 31. List Your Problems 32. Practice the Action Habit 33. See Your Children as Gifts 34. Enjoy the Path, Not Just the Reward 35. Remember That Awareness Precedes Change 36. Read Tuesday’s With Morrie 37. Master Your Time 38. Keep Your Cool 39. Recruit a Board of Directors 40. Cure Your Monkey Mind 41. Get Good at Asking 42. Looking for the Higher Meaning of Your Work 43. Build a Library of Heroic Books 44. Develop Your Talents 45. Connect with Nature 46. Use Your Commute Time 47. Go on a News Fast 48. Get Serious About Setting Goals 49. Remember the Rule of 21 50. Practice Forgiveness 51. Drink Fresh Fruit Juice 52. Create a Pure Environment 53. Walk in the Woods 54. Get a Coach 55. Take a Mini – Vacation 56. Become a Volunteer 57. Find Your Six Degrees of Separation 58. Listen to Music Daily 59. Write a Legacy Statement 60. Find Three Great Friends 61. Read The Artist’s Way 62. Learn to Meditate 63. Have a Living Funeral...
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...Hypnosis Is Useful for Retrieving Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to Their Learning Styles 5 ALTERED STATES Myth #19 Hypnosis Is a Unique “Trance” State that Differs in Kind from Wakefulness Myth #20 Researchers Have Demonstrated that Dreams Possess Symbolic Meaning Myth #21 People Can Learn Information, like New Languages, while Asleep Myth #22 During “Out-of-Body” Experiences, People’s Consciousness Leaves Their Bodies 6 I’VE GOT A FEELING Myth #23 The...
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.............................................79 Chapter Six. Government, Politics and Power ............................93 Chapter Seven. The Foundationsof the American Dream .........116 Chapter Eight. Working For a Living .......................................126 Chapter Nine. Law, Order and Crime ......................................138 Chapter Ten. Welfare,Entitlements and Society ........................148 Chapter Eleven. A Time for Truth ............................................160 Chapter Twelve. America and the World ..................................186 Summary – The Road Ahead ....................................................206 Author’s Biography ...................................................................208 Other e-books by Brian Tracy...
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...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
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