Using interviews and group discussions, researchers and students from the Free University of Berlin and psychological practitioners work together in a project called 'The Analysis of Psychological Practice', theoretically based on 'Critical Psychology'. The aim is to find out whether and how practitioners deal with the contradictions between experimental-statistical orientation of traditional academic psychology and the single-case-orientation of psychological practice. Can practitioners relate to 'scientific' psychology at all? How do they deal with the contradiction that psychological (...) practitioners are expected to cure psychological problems without having the possibility to change objective conditions with reference to which alone psychological problems are understandable? How are 'official' academic or clinical theories and individual or team-related experiences combined? What can we learn from the explication and development of a 'social-subjective knowledge of the context and contradictions' of professional practitioners of psychology? We discuss theoretical foundations and problems in the empirical development of the project, and resent - from our workshop - three examples or dimensions of our work: life problems, problems of and alternatives to traditional diagnostics, and common sense normative ideas in the guise of psychological theories. (shrink)

Most psychotherapeutic approaches are, to a greater or lesser extent, rooted in the theories and principles of scientific psychology. Nevertheless, in-session psychotherapeutic interaction between a therapist and a client is, at its core, a folk-psychological practice. As such, it is based on folk-psychological skills and competencies. But which ones exactly? This chapter argues that, while we may initially be inclined to perceive the practice of psychotherapy as primarily involving sophisticated mindreading on the part of both the therapist and (...) the client/patient, a complete characterization of psychotherapy must give at least the same amount of attention to different forms of therapeutic mindshaping. Using examples drawn from multiple therapeutic traditions, I illustrate how therapeutic mindreading and mindshaping interact. I conclude by highlighting some of the consequences of this perspective for the ethics and politics of psychotherapy. (shrink)

There is a growing body of global research demonstrating the significance of mental health to individuals’ overall happiness and productivity. The research evidence has encouraged governmental agencies in the United Arab Emirates (UAE) to divert more attention toward the provision and development of mental health services. As the sector grows, one of the first issues of concern is the adherence to a unified set of ethics of practice. The purpose of this paper is to present and discuss the existing ethical (...) codes of conduct relevant to the mental health profession in the unique context of the UAE. Specifically, this discussion will focus on the interaction of cultural factors with the ethical standards of confidentiality, informed consent, and multiple relationships. This paper provides an initial reference for researchers and practitioners to explore regional issues of ethical standards in mental health services. (shrink)

The work of Gregory Bateson offers a metaphysical basis for a “process psychology,” that is, a view of psychological practice and research guided by an ontology of becoming—identifying change, difference, and relationship as the basic elements of a foundational metaphysics. This article explores the relevance of Bateson's recursive epistemology, his re-conception of the Great Chain of Being, a first-principles approach to defining the nature of mind, and understandings of interaction and difference, pattern and symmetry, interpretation and context. Bateson's philosophical (...) contributions will be drawn into relationship with Wittgenstein's philosophy of language as use, Melnyk's theory of causal levels of explanation, Korzybski's account of map and territory, the rejection of the heuristic rigidity of substantialist ontologies, and a cybernetics communication science-informed approach to contextual bi-directionality of causality. We thereby arrive at an understanding of Bateson's process psychology that, given its ecological-systemic nature, is explanatorily applicable across the mind sciences. This process psychology equips us to answer the question: What is mind? Not by explanatory appeal to substantial entities contained within mind, but instead by recourse to the contextually relevant patterns for understanding mind to a particular purpose. We have thereby attended to the gulf between heuristics and fundamentals, between psychological models and an onto-epistemic account of reality. Insufficient attention has been given to characterising the vital nature of Bateson's philosophical oeuvre to psychological practice. This article draws out Bateson's relevance to establishing foundational principles for a process psychology capable of reinvigorating psychological thought. (shrink)

Abstract:Psychological forces in play across individual, group, and organizational levels of analysis increase the likelihood that people in business organizations will engage in misconduct. Therefore, it is argued, we must turn our attention from dominant normative and empirical trends in business ethics, which revolve around boundaries and constraints, and instead concentrate on methods for promoting ethical behavior in practice, exploiting psychological forces conducive to ethical conduct. This calls for a better understanding of how organizations and their inhabitants function, (...) and, in turn, it points to pragmatic solutions. Ethical conduct can be promoted by (1) normatively justifying vivid aims worthy of pursuit alongside economic objectives, and (2) empirically identifying the conditions and practices that advance those aims in firms. This approach challenges us to bring empirical and normative inquiry together—in ways unsettling to both. It pushes us to move beyond an empirical preoccupation with decision making and judgment, and it requires us to cope with political liberalism’s legitimate qualms about discussions of the good. (shrink)

The Psychology of Meditation: Research and Practice explores the practice of meditation and mindfulness and presents accounts of the cognitive and emotional processes elicited during meditation practice. Written by researchers and practitioners with considerable experience in meditation practice and from different religious or philosophical perspectives, he book examines the evidence for the effects of meditation on emotional and physical well-being in therapeutic contexts and in applied settings. The areas covered include addictions, pain management, psychotherapy, physical health, neuroscience and the application (...) of meditation in school and workplace settings. Uniquely, the contributors also present accounts of their own personal experience of meditation practice including their history of practice, phenomenology, and the impact it has had on their lives. (shrink)

This book presents recent advancements in positive psychology, specifically its application across broad areas of current interest. Chapters include submissions from various international authors in the field and cover discussion and presentation of relevant research, theories, and applications. The volume covers topics such as CBT, Student Resilience, Active Aging, Humour, Mindfulness, Character Strengths, Education, Health, Relationships, Workplaces, Performance, Technology, Design, and Communities. With the growing interest in the applications of positive psychology across diverse fields within psychology and beyond, this book (...) will make a worthwhile contribution to the field. It will also fill the current need for a volume that highlights specifically the various recent advancements in positive psychology into diverse fields and as such will be of benefit to a wide range of professionals, including psychologists, educators, clinicians, therapists, and many others. (shrink)

Twenty psychologists were interviewed about an ethical dilemma that they had found to be particularly difficult to resolve. In just under half of the cases the dilemma involved a perceived conflict of ethical principles (e.g., the welfare of the consumer vs. the right to privacy). In the other cases, the psychologists were prevented from following an ethically prescribed course of action by some nonethical consideration such as contractural obligation, legal requirement, or the demands of an employer. We discuss the implications (...) of these two sorts of dilemmas for psychological practice and make some suggestions for proactive approaches to ethical problem solving. (shrink)

Does the practice of psychology make a significant and positive contribution to human welfare and the struggle for a good society? This book presents a reinvigorating look at psychology and its societal purpose, offering a bold new philosophical foundation from which professionals in the field can deeply examine their work.

A growing interest in and concern about the adequacy and fairness of modern peer-review practices in publication and funding are apparent across a wide range of scientific disciplines. Although questions about reliability, accountability, reviewer bias, and competence have been raised, there has been very little direct research on these variables.The present investigation was an attempt to study the peer-review process directly, in the natural setting of actual journal referee evaluations of submitted manuscripts. As test materials we selected 12 already (...) published research articles by investigators from prestigious and highly productive American psychology departments, one article from each of 12 highly regarded and widely read American psychology journals with high rejection rates (80%) and nonblind refereeing practices.With fictitious names and institutions substituted for the original ones (e.g., Tri-Valley Center for Human Potential), the altered manuscripts were formally resubmitted to the journals that had originally refereed and published them 18 to 32 months earlier. Of the sample of 38 editors and reviewers, only three (8%) detected the resubmissions. This result allowed nine of the 12 articles to continue through the review process to receive an actual evaluation: eight of the nine were rejected. Sixteen of the 18 referees (89%) recommended against publication and the editors concurred. The grounds for rejection were in many cases described as “serious methodological flaws.” A number of possible interpretations of these data are reviewed and evaluated. (shrink)

In this original study, Jonathan Jacobs provides a new account of ethical realism that combines both abstract meta-ethical issues defining the debate on realism and concrete topics in moral psychology. Jacobs argues that practical reasoners can both understand the ethical significance of facts and be motivated to act by that understanding. In that sense, objective considerations are prescriptive. In his discussion of the theory of practical realism, he extends themes and claims originating in Aristotelian ethics while engaging with the most (...) important contemporary literature. Arguing that desire and reason can agree on what is good, Jacobs explains how good action is naturally pleasing to the agent. In acting well, the agent affirms certain values and enjoys doing so. Jacobs grounds his explanation of ethical value in detailed explorations of the moral psychology of self-love, friendship, and respect. Students and scholars of philosophy will be intrigued by this integrated account of meta-ethics, practical reason, and moral psychology. (shrink)

The use of technology and teaching techniques derived from technology is currently a bourgeoning topic in higher education. Teachers at all levels and types of institutions want to know how these new technologies will affect what happens in and outside of the classroom. Many teachers have already embraced some of these technologies but remain uncertain about their educational efficacy. Other teachers have waited because they are reluctant to try tools or techniques that remain unproven or, as is often the case, (...) lack institutional support. This book is designed to help both groups, so that those with technological expertise can extend their knowledge, while technological novices can "ramp up" at their own pace and for their own purposes. Best Practices for Technology-Enhanced Teaching and Learning brings together expert teacher-scholars who apply and assess technology's impact on traditional, hybrid or blended, or completely on-line courses, relying on technology as a teaching tool for classroom management and interaction, as well as student-based uses of technology largely independent of instructors. Each chapter will address how technological improvements can be connected to assessment initiatives, as is now routinely advocated in psychology and social science education. The book features current scholarship and pedagogy involving innovative technology that impacts on student learning in psychology and related disciplines, focusing also on student reactions to these novel technologies, and proper assessments of how well they promote learning. This text will serve as the standard reference on emerging technologies for undergraduate instructors. (shrink)

An increasing number of scholars, students and practitioners of psychology are becoming intrigued by the ideas of Gilles Deleuze and of Felix Guattari. This book aims to be a critical introduction to these ideas, which have so much to offer psychology in terms of new directions as well as critique. Deleuze was one of the most prominent philosophers of the 20 th century and a figure whose ideas are increasingly influential throughout the humanities and social sciences. His work, particularly his (...) collaborations with psychoanalyst Guattari, focused on the articulation of a philosophy of difference. Rejecting mainstream continental philosophy just as much as the orthodox analytical metaphysics of the English-speaking world, Deleuze proposed a positive and passionate alternative, bursting at the seams with new concepts and new transformations. This book overviews the philosophical contribution of Deleuze including the project he developed with Guattari. It goes on to explore the application of these ideas in three major dimensions of psychology: its unit of analysis, its method and its applications to the clinic. Deleuze and Psychology will be of interest to students and scholars of psychology and those interested in continental philosophy, as well as psychological practitioners and therapists. (shrink)

The philosophy of Wittgenstein is an unrivalled guide to the labyrinth of misleading pictures and intellectual illusions to which we are all prone, particularly when we try to think clearly about the topics that comprise the field of psychology. Wittgenstein and Psychology: A Practical Guide is a textbook exposition of Wittgenstein's insights to a scientific psychology. This book both introduces psychology students to the role and value of philosophical studies and enables philosophy students to see how Wittgenstein's insights reach out (...) beyond the domain of philosophy to reinvigorate a science. (shrink)

Professionals often believe that they must “exercise judgment” in making decisions critical to other people’s lives. The relative superiority of statistical prediction rules to intuitive judgment for combining incomparable sources of information to predict important human outcomes leads us to question this personal input belief. Some professionals hence use SPR’s to “educate” intuitive judgment, rather than replace it. In psychology in particular, such amalgamation is not justified. If a well‐validated SPR that is superior to professional judgment exists in a relevant (...) decision making context, professionals should use it, totally absenting themselves from the prediction. (shrink)

The importance of consulting with other professionals to maintain acceptable standards of care is well documented in many health care professions. However, evidence indicates that many psychologists fail to utilize consultation when needed, and that consultation use varies along dimensions such as the education and training of the consultee, the type of setting, number of years in practice, and proximity to available consultants. In this article, we review the research on the use of consultation by psychologists as well as other (...) health care professionals. We discuss the clinical, ethical, and legal implications of seeking consultation as a professional psychologist. Finally, a detailed and practical model for the regular use of consultation is given to improve the routine use of consultation in clinical practice. (shrink)

Close-up insights on how experts in the field are re-interpreting ethical principles to create workable policies for today and tomorrow, from the creators of ...

Good Science is an account of psychological research emphasizing the moral foundations of inquiry. This volume brings together existing disciplinary critiques of scientism, objectivism, and instrumentalism, and then discusses how these contribute to institutionalized privilege and to less morally responsive research practices. The author draws on historical, critical, feminist, and science studies traditions to provide an alternative account of psychological science and to highlight the irreducibly moral foundations of everyday scientific practice. This work outlines a theoretical framework (...) for thinking about and practicing psychology in ways that center moral responsibility, collective commitment, and justice. The book then applies this framework, describing psychological research practices in terms of the their moral dilemmas. Also included are materials meant to aid in methods instruction and mentoring. (shrink)

Aristotle’s analysis of emotion and his moral psychology are discussed, as are the relation of virtue to emotion, the status of animals, human friendship and the subordinate role of slaves and women. Persuasion through words and character also receive attention.

Jung's Psychology as a Spiritual Practice and Way of Life considers the pioneering depth-psychologist Carl Gustav Jung, primarily as a sage of world-class stature. The authors focus on Jung as an archetypal wisdom teacher, in three important respects: (1) in the post-modern West, primarily in interaction with Friedrich Nietzsche and his Thus Spake Zarathustra and also with theologian Paul Tillich and Zen master Karlfried Graf Durckheim; (2) in his deep spiritual kinship with the timeless universality of Lao-tze and his classic (...) The Tao Te Ching; and (3) in consideration of the future prospects of Jung's psychology in mind/body medicine, especially neuroscience, and in dialogue with quantum speculation. This book contends that Jung's psychology is not primarily a form of psychotherapy in the conventional sense but essentially a dynamic "religious philosophical system" constituting a spiritual practice and way of life. The dialogue format suggests not only Jung's own dialogue or "confrontation" with the Unconscious but also his generally unacknowledged spiritual affinity with the central Western philosophical tradition, a tradition stemming from Socrates and Plato and their devotion to the task of "living the questions.". (shrink)

In “Flourish,” Martin Seligman maintained that the elements of well-being consist of “PERMA: positive emotion, engagement, relationships, meaning, and accomplishment.” Although the question of what constitutes human flourishing or psychological well-being has remained a topic of continued debate among scholars, it has recently been argued in the literature that a paradigmatic or prototypical case of human psychological well-being would largely manifest most or all of the aforementioned PERMA factors. Further, in “A Neuroscientific Perspective on Music Therapy,” Stefan Koelsch (...) also suggested that “Music therapy can have effects that improve the psychological and physiological health of individuals,” so it seems plausible that engaging in practices of music can positively contribute to one living a more optimally flourishing life with greater psychological well-being. However, recent studies on music practice and participation have not yet been reviewed and integrated under the PERMA framework from positive psychology to further explore and explicate this possibility. This article therefore contributes to extant work by reviewing recent research on psychological well-being and music to offer support for the claim that music practice and participation can positively contribute to one living a flourishing life by positively influencing their emotions, engagement, relationships, meaning, and accomplishment. (shrink)

We represent the world in a variety of ways: through percepts, concepts, propositional attitudes, words, numerals, recordings, musical scores, photographs, diagrams, mimetic paintings, etc. Some of these representations are mental. It is customary for philosophers to distinguish two main kinds of mental representations: perceptual representation (e.g., vision, auditory, tactile) and conceptual representation. This essay presupposes a version of this dichotomy and explores the way in which a further kind of representation – procedural representation – represents. It is argued that, in (...) some important respects, procedural representations represent differently from both purely conceptual representations and purely perceptual representations. Although procedural representations, just like conceptual and perceptual representations, involve modes of presentation, their modes of presentation are distinctively practical, in a sense which I will clarify. It is argued that an understanding of this sort of practical representation has important consequences for the debate on the nature of know-how. (shrink)

There has been a long-standing interest in the putative roles that various so-called ‘theory of mind’ abilities might play in enabling us to understand and enjoy narratives. Of late, as our understanding of the complexity and diversity of everyday psychological capacities has become more nuanced and variegated, new possibilities have been articulated: (i) that our capacity for a sophisticated, everyday understanding of actions in terms of reason (our folk psychology) may itself be best characterized as a kind of narrative (...) practice and (ii) that acquiring the capacity for supplying and digesting reasons explana- tions might (at least normally) depend upon having a special training with narratives. This introductory paper to the volume situates the claims of those who support the narrative approach to folk psychology against the backdrop of some traditional and new thinking about intersubjectivity, social cognition and ‘theory of mind’ abilities. Special emphasis is laid on the different reasons for being interested in these claims about narrative practice and folk psychology in light of various empirical and philosophical agendas. (shrink)

Herein developmental psychological research complementary to Hutto's narrative practices hypothesis is considered. Specifically, I discuss experiential development from the perspective of first, second and third person in the acquisition of knowledge and the con-struction and comprehension of narratives, with relevance for theo-ries of 'theory of mind' and in particular tests of the child's understanding of false belief. I propose that the development of distinct third person belief states requires significant developmental work, which is advanced through social sharing of (...) memory and knowledge, by means of linguistic representations especially through narrative practices of different kinds, personal narratives and story telling. The final sections summarize the view that these developments are part of a broader expansion of consciousness that is evident in many aspects of cognitive change during the later preschool years. (shrink)

In “Flourish,” the psychologist Martin Seligman proposed that psychological well-being consists of “PERMA: positive emotion, engagement, relationships, meaning, and accomplishment.” Although the question of what constitutes flourishing or psychological well-being has been long debated among scholars, the recent literature has suggested that a paradigmatic or prototypical case of psychological well-being would manifest most or all of the aforementioned PERMA factors. The recent literature on poetry therapy has also suggested that poetry practice may be utilized as “an effective (...) therapeutic tool” for patients suffering from a variety of ailments so it seems plausible that practicing poetry can positively contribute to one flourishing with greater psychological well-being. However, recent studies on poetry therapy have not yet been reviewed and integrated under the PERMA framework from positive psychology to further explore and explicate this possibility. This article therefore contributes to extant work by reviewing recent research on poetry therapy and psychological well-being and offering support for the claim that practicing poetry can positively contribute to one flourishing with greater psychological well-being by positively influencing their emotions, engagement or “flow” experiences, social relationships, sense of meaning or purpose in life, and personal accomplishments. (shrink)

The practice of psychology in rural areas offers unique challenges for psychologists as they try to provide optimal care, often with a minimum of resources. Psychologists are frequently required to be creative and flexible in order to provide effective services to a wide range of clients. However, these unique challenges often confront psychologists with ethical dilemmas and problems for which their urban-based training has not prepared them. The author examines how certain characteristics of rural communities may lead to specific ethical (...) dilemmas. By being a part of a small community, psychologists will inevitably face multiple relationship dilemmas. Confidentiality is harder to maintain in a small town, particularly with its informal information-sharing network. To provide services to meet community needs, with a limited number of referral options, psychologists typically need to be generalists. This may lead to concerns about scope of practice, training, and experience with diverse populations. Psychologists also face other competency issues, such as a lack of supervision and consultation resources. Other concerns addressed include the psychologist's visibility in the community, having clients know about the psychologist's personal life, and the blurring of professional and personal roles. Suggestions are made for coping with each of these ethical issues, although more quantitative research and discussion are needed on the practice of psychology in rural areas. (shrink)

Teaching research methods is especially challenging because we not only wish to convey formal knowledge and encourage critical thinking, as with any course, but also to enable our students dream up meaningful research projects, translate them into logical steps, conduct the research in a professional manner, analyze the data, and write up the project in APA style. We also wish to spark interest in the topics of research papers, and in the intellectual challenge of creating a research report, but we (...) have learned just how difficult these goals can be from teaching undergraduates and from serving as journal reviewers: many submissions contain flaws such as elementary errors of logic (e.g., using a null control condition instead of a placebo or dummy treatment), tangled statistics, a lack of graphs, and ungrammatical, unclear writing that violates APA rules. Yet these manuscripts are written by university faculty, often with doctorates and years of experience. Even published papers may contain egregious faults (Standing & McKelvie, 1986). And although we have both published widely, we still hone our skills. It requires optimism to expect that a typical undergraduate will do better, on the basis of just a year or two of studies in psychology. In this paper, we describe a systematic set of methodology courses and two specific practices that we think can help. Methodology Courses as the Backbone of our Psychology Program How can methodology courses promote undergraduate involvem... (shrink)

Presents the Presidential Address to the Division of Theoretical and Philosophical Psychology . In this address, the author discusses his current plans to tackle the practical issues of theoretical psychology instead of, as past presidents have done, pushing the already established conceptual envelope of theoretical psychology. 2012 APA, all rights reserved).

Harmful but culturally cherished practices often endure in spite of the damages they cause. Meat consumption is increasingly becoming one of such cases and may provide an opportunity from which to observe these phenomena. Growing evidence indicates that current and projected production and consumption patterns are important contributors to significant environmental problems, public health degradation, and animal suffering. Our aim is to contribute to a further understanding of the psychological factors that may hinder or promote personal disposition to (...) change food habits to benefit each of these domains. Drawing from previous evidence, this study explores the proposition that some consumers are motivated to resort to moral disengagement strategies when called upon to consider the impacts of their food habits. Data were collected from six semi-structured focus groups with a sample of 40 participants. Although affirming personal duties towards preserving the environment, promoting public health, and safeguarding animal welfare, participants did not show personal disposition to change their meat consumption habits. Several patterns of response that resonate with the principles of moral disengagement theory were observed while discussing impacts and the possibility of change. Results seem to support the proposition that the process of moral disengagement may play a role in hindering openness to change food habits for the benefit of the environment, public health, and animals, and point towards the relevance of further exploring this approach. (shrink)

This article theorizes the contemporary government of psychological life as neo-liberal enterprise. By drawing on Foucauldian critical social theory, it argues that the constellations of power identified with the psy-function and neo-liberal governmentality can be read through the problematic of everyday practice. On a theoretical level, this involves a re-examination of the notion of dispositif, to uncover the dynamic, ambivalent and temporal practices by which subjectification takes place. Empirically, this point is illustrated through a reflection of one case (...) of neo-liberal psychological life: life coaching. (shrink)

This text shows how to put discursive theoretical and methodological insights to work in the investigation of concrete problems in psychology. A range of traditional psychological topics are examined, from decision-making, memory and attributions to emotions, learning and the self.

(2009). Practicing Critical Thinking in an Educational Psychology Classroom: Reflections from a Cultural-Historical Perspective. Educational Studies: Vol. 45, No. 4, pp. 377-391.

Buddhist Practice on Western Ground: Reconciling Eastern Ideals And Western Psychology. Harvey B. Aronson. Boston, MA: Shambhala Publications, 2004. xiii, 253 pp. $14.95. ISBN 1590300939.

This anthology offers a unique collection of contributions focusing on the discussion about the so-called dual-process theories within the field of moral psychology. In general, dual-process theories state that in cognitive systems, two sorts of processes can be differentiated: an affective, associative process and an analytical, rule-based process. This distinction recently entered the debate on the relationship between intuitive and rational approaches to explaining the phenomenon of moral judgment. The increasing interest in these theories raises questions concerning their general impact (...) on social contexts. The anthology aims at presenting stepping-stones of an analysis of the merits and drawbacks of this development. For that purpose, the authors discuss general questions concerning the relationship between ethics and empirical sciences, methodological questions, reassessments of established terminology and societal implications of dual-process theories in moral psychology. (shrink)

The Psychology of Screenwriting is more than an interesting book on the theory and practice of screenwriting. It is also a philosophical analysis of predetermination and freewill in the context of writing and human life in our mediated world of technology. Drawing on humanism, existentialism, Buddhism, postmodernism and transhumanism, and diverse thinkers from Meister Eckhart to Friedrich Nietzsche, Theodor Adorno, Jacques Derrida, Jean Baudrillard and Gilles Deleuze, The Psychology of Screenwriting will be of use to screenwriters, film students, philosophers and (...) all those interested in contemporary theory. This book combines in-depth critical and cultural analysis with an elaboration on practice in an innovative fashion. It explores how people, such as those in the Dogme 95 movement, have tried to overcome traditional screenwriting, looking in detail at the psychology of writing and the practicalities of how to write well for the screen. This is the first book to include high-theory with screenwriting practice whilst incorporating the Enneagram for character development. Numerous filmmakers and writers, including David Lynch, Jim Jarmusch, David Cronenberg, Pedro Almodóvar, Darren Aronofsky, Sally Potter and Charlie Kaufman are explored. The Psychology of Screenwriting is invaluable for those who want to delve deeper into writingfor the screen. (shrink)

This study explores the primacy of interrelating and its ecopsychological significance. Grounded in evidence from everyday experience, and in dialogue with the phenomenology of Martin Buber, Emmanuel Levinas, and Maurice Merleau-Ponty, we discover that humans are inherently relational beings, not separate egoic subjects. When experienced intimately , this realization may transform our interrelationship with the beings and presences in the community of nature. Specifically, interrelating is primary in three ways: 1) interrelating is always already here, transpiring from the beginning of (...) the human species and human culture, from the beginning of every infant's life, and from the continuously arising beginning of every presencing moment; 2) the quality of our interrelating is truly what matters most, the most important expression of and facilitator of health, compassion, and justice for humankind and the rest of nature; and 3) interrelating is the ever-present path via which we discover/create and carry on our existence. Interrelating is an existential given—indeed we are our interrelating—yet we are summoned ethically to cultivate our way of interrelating so as to serve others and the non-human natural community. Thus interrelating is our essence, our calling, and our path. (shrink)

ABSTRACTEvidence-based practice in psychology is ordinarily understood to demarcate between legitimate and illegitimate psychotherapy practice, based upon the epistemic demarcation distingui...

In this brief but insightful volume, the author presents and defends a version of ethical realism that he calls practical realism. Asserting that "moral claims are literally true or false and that their truth-values depend upon the facts", Jacobs argues that these facts are prescriptive for practical reasoners through the human capacity of practical reasoning. "My purpose is to explicate and illustrate how reason in its practical employment can understand the ethical significance of facts about human nature and social life.... (...) My main claim is that practical reasoning can achieve a substantive understanding of the ethical significance of facts and that this understanding can be action-guiding". (shrink)