A d ouble‐edged sword: Positive and negative implications of the dialectical self

2021 ◽  
Author(s):  
Minjoo Joo ◽  
Susan E. Cross
Keyword(s):  
Dialectical Self

Education for Cosmopolis

1998 ◽  
pp. 295-307
Author(s):  
Francisco Sierra-Gutierrez
Keyword(s):  
Human Consciousness ◽  
Human Beings ◽  
Human Spirit ◽  
Cultural Community ◽  
Cosmopolitan Education ◽  
Dialectical Self ◽  
Main Strategy

An education for Cosmopolis is a kind of mediation between a cultural matrix and the meaning and value it confers on personal and communal self-appropriation, as genuine human beings, through history. The main strategy for a cosmopolitan educative integrates, around the notion of Cosmopolis, the tasks of an education conceived as a personal achievement and an education conceived as a legacy one generation shares with another. Cosmopolis, as a higher viewpoint of a culture, is based on the power of detachment and disinterestedness of human spirit; it is not an utopia nor an imaginative synthesis. A cosmopolitan education is radically emancipative. It involves a dialectical self-appropriation of the dynamic unit of human consciousness in the variables of development. Self-appropriation involves a fourfold conversion: psycho-affective, intellectual, moral, and religious. A cosmopolitan education also teaches us to think historically, to reach a world-cultural community, and to withdraw from practicality to save practicality. These thoughts are developed from the work of Bernard J. F. Lonergan.

The Role of Dialectical Self and Bicultural Identity Integration in Psychological Adjustment

2013 ◽  
Vol 81 (1) ◽  
pp. 61-75 ◽  
Author(s):  
Sylvia Xiaohua Chen ◽  
Verónica Benet-Martínez ◽  
Wesley C. H. Wu ◽  
Ben C. P. Lam ◽  
Michael Harris Bond
Keyword(s):  
Psychological Adjustment ◽  
Bicultural Identity ◽  
Identity Integration ◽  
Bicultural Identity Integration ◽  
Dialectical Self

Do dialectical self-beliefs moderate the indirect effect of betrayal traumas on posttraumatic stress through self-compassion?

2019 ◽  
Vol 96 ◽  
pp. 104075 ◽  
Author(s):  
Güler Boyraz ◽  
Alexis N. Ferguson ◽  
Mali D. Zaken ◽  
Breeann L. Baptiste ◽  
Cynthia Kassin
Keyword(s):  
Posttraumatic Stress ◽  
Indirect Effect ◽  
Self Compassion ◽  
Dialectical Self

G.W.F. Hegel on the Beginning of Philosophy

2021 ◽  
pp. 138-148
Author(s):  
Gennady V. Drach ◽  
Keyword(s):  
Historical Development ◽  
Greek Philosophy ◽  
Historical Progress ◽  
European Thought ◽  
Dialectical Self ◽  
The Way

The article grounds today’s significance of Georg Wilhelm Friedrich Hegel’s his­tory of philosophy and describes his understanding of the beginning of philosophy. In the author’s opinion, the way Hegel considers the beginning of philosophy lets one turn to the works of the most famous classical scholars and trace the transformation of views on the genesis of the Greek philosophy and the European thought in general, as well as to consider issues arising in this regard. Among them, the author highlights the Eurocentric interpretation of the formula Vom Mythos zum Logos and the inconsis­tency of Hegel’s understanding of the historical development of philosophy. The au­thor reviews H. Glockner’s views on Phänomenologie des Geistes that turns into Abenteuer des Geistes. The author finds additional arguments in modern interpreta­tions of logos and myth as the path from logos to myth. Hegel’s confidence in the sci­entific progress was based on the idea of dialectical self-movement and was fraught with the retrospection concept. In Hegel’s concept of the substance-subject, human as a creative being was lost. The destruction of confidence in the historical progress ex­posed the irrational foundations of development and places the understanding of the historical and philosophical process in the context of a polycentric dialogue.

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