Psychology of religion

Xem 1-10 trên 10 kết quả Psychology of religion
  • In my professional life I have been asked many times the simple question: What is transpersonal psychology, counselling or psychotherapy? The answer is straightforward: it is a broad transcultural theory of human nature that posits that human beings are more than physical and psychological beings, with some form of spirituality being a reasonable bet. Oh, and by the way, it is also a discrete field of study that could be conceived as having had about 40 years of academic recognition.

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  • One highly conspicuous crop of examples of mental phenomena related to the non-existent is of course yielded by our experience of works of art. It is therefore somewhat surprising that Meinong himself does not apply his theory of non-existent objects to the working out of a detailed theory of the ontology and psychology of aesthetic phenomena. This task was however carried out by one of his most prominent disciples, Stephan Witasek, in his masterly Grundzüge der allgemeinen A " sthetik of 1904.

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  • The fifth section of the article turns away from religion itself to the psychology of individual people to see whether this area of social science offers a better explanation for the fanaticism of the ‘holy warriors’ than some presumed religious causes or inspirations. This discussion focuses on the issue of how identity affects their views of the link between god and war. It pays special attention to the work of Erik Erikson. The final section of the article returns us to the first main point.

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  • In Search of Consistency: Ethics and AnimalsBrill Academic, 2006At the intersection of animal rights, environmental ethics, and religious studies, In Search of Consistency systematically examines the work of influential scholars Tom Regan (animal rights), Peter Singer (utilitarian ethics), Andrew Linzey (theologian), and Paul Taylor (environmental ethics), then explores ethics and animals across six world religions (Indigenous faiths, Hinduism, Buddhism, Christianity, Judaism, and Islam).

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  • This book examines different conceptions of death and their impact on Â�children’s cognitive and emotional development. It not only addresses Â�practical and clinical issues related to children’s developing understanding of death, but also focuses on theoretical and philosophical aspects Â�linking children’s concept of death to religion, morality, politics, and law. The Â�material is drawn from a wide range of disciplines including psychology, anthropology, philosophy, medicine, education, and the law.

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  • The book I have had the privilege of translating is, undoubtedly, one of the most remarkable studies of the social and psychological condition of the modern world which has appeared in Europe for many years, and its influence is sure to be lasting and far reaching. Tolstoi's genius is beyond dispute. The verdict of the civilized world has pronounced him as perhaps the greatest novelist of our generation. But the philosophical and religious works of his later years have met with a somewhat indifferent reception. They have been much talked about, simply because they were his work, but, as...

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  • The financial assets or financial liabilities arising from the deposit component are accounted for under IAS 39. The classification of the deposit component depends on the intention of the insurer or reinsurer, the definitions of the various IAS 39 categories and the underlying contractual requirements of the insurance contract. (Refer to chapter 14 for further discussion of the accounting treatment in terms of IAS 39.

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  • Reflective practice can be an important tool in practice-based professional learning settings where individuals learning from their own professional experiences, rather than from formal teaching or knowledge transfer, may be the most important source of personal professional development and improvement. As such the notion has achieved wide take-up, particularly in professional development for practitioners in the areas of education and healthcare. The question of how best to learn from experience has wider relevance however, to any organizational learning environment.

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  • Zip Zip My Brain Harts is the result of collaboration between Buckland (a photographer) and HSRC researchers concerned with disability issues. Angie Buckland’s remarkable photographs, interspersed with challenging text, are a unique expression of the fullness of human experience, with all its joy, pain and confusion.

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  • Contemporary perspectives in psychology and education characterize ideal students as rational and in control of their thinking and actions. The good student is often described as intentional, cognitive, metacognitive, critical, and reflective. I begin with a brief history of control and ratio- nality to establish how “The Tradition” is deeply rooted in philosophy, religion, and, in gen- eral, the story of Western civilization.

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