Originally published more than fifty years ago, The Courage to Be has become a classic of twentieth-century religious and philosophical thought. The great Christian existentialist thinker Paul Tillich describes the dilemma of modern man and points a way to the conquest of the problem of anxiety. This edition includes a new introduction by Harvey Cox that situates the book within the theological conversation into which it first appeared and conveys its continued relevance in the current century. "The brilliance, the wealth of illustration, and the aptness of personal application ...make the reading of these chapters an exciting experience."--W. Norman Pittenger, New York Times Book Review "A lucid and arresting book."--Frances Witherspoon, New York Herald Tribune "Clear, uncluttered thinking and lucid writing mark Mr. Tillich's study as a distinguished and readable one."--American Scholar Selected as one of the Books of the Century by the New York Public Library

存在的勇气 = The courage to be

Romeo and Juliet is the most frequently performed Shakespearean tragedy and probably second only to A Midsummer’s Night Dream in popularity among all the plays in the canon. It has inspired over two dozen operas and ballets, a half-dozen movies and even a Broadway musical (West Side Story). The appeal of the play is found in the universality of its subject matter and in the effectiveness of its structure.

Romeo and Juliet 에 나타난 사랑

In this editorial I introduce the possible as an emerging field of inquiry in psychology and related disciplines Over the past decades, significant advances have been made in connected areas – counterfactual thinking, anticipation, prospection, imagination and creativity, etc – and several calls have been formulated in the social sciences to study human beings and societies as systems that are open to possibility and to the future However, engaging with the possible, in the sense of both becoming aware of it and actively exploring it, represents a subject in need of further theoretical elaboration In this paper, I review several existing approaches to the possible before briefly outlining a new, sociocultural account While the former are focused on cognitive processes and uphold the old dichotomy between the possible and the actual or real, the latter grows out of a social ontology grounded in notions of difference, positions, perspectives, reflexivity, and dialogue In the end, I argue that a better understanding of the possible can help us cultivate it in both mind and society

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The Possible as a Field of Inquiry.

The Constructive Mind is an integrative study of the psychologist Frederic Bartlett's (1886–1969) life, work and legacy. Bartlett is most famous for the idea that remembering is constructive and for the concept of schema; for him, 'constructive' meant that human beings are future-oriented and flexibly adaptive to new circumstances. This book shows how his notion of construction is also central to understanding social psychology and cultural dynamics, as well as other psychological processes such as perceiving, imagining and thinking. Wagoner contextualises the development of Bartlett's key ideas in relation to his predecessors and contemporaries. Furthermore, he applies Bartlett's constructive analysis of cultural transmission in order to chart how his ideas were appropriated and transformed by others that followed. As such this book can also be read as a case study in the continuous reconstruction of ideas in science.

The Constructive Mind: Bartlett's Psychology in Reconstruction

Culture and Psychology has by now been around for two decades. As its Editor, I like to look forward, rather than backward, to consider what might be necessary for further advancement of the area. While the discourses in the different subdomains of cultural psychologies1 have stabilized over the two decades, elaborations of relevant cultural phenomena have been well established, and the field continues in its deeply international and transdisciplinary ways—there are still serious obstacles on its way of further advancement. I would outline two—the need of theory construction, and development of new methodology that honors the qualitative, dynamic, and holistic nature of cultural phenomena.

What cultural psychologies need: Generalizing theories!

Annals of theoretical psychology: A reintroduction

Constraints of Agency

The nature of individualistic and collectivistic societies has been talked about in a variety of settings. This article addresses the points raised by Omi (2012) in his ethnographic examination of American schools from the cultural perspective of a Japanese family experience. From personal observations to establishment of collectivist and positivist approaches, the issues which arise are those of a deeper cultural understanding and appreciation of not only the differences between cultures, but the reasons for those differences. Rather than focusing on the promotive or repressive nature of collectivism, geographical and courage-based approaches are raised as alternatives for behavior and cultural expectations. In much the same way that Omi raises concerns about the differences between cultural expectations and actions in American schools from the perspective of a Japanese family, many of the same surprises would await an American family in Japan.

Culture, courage and collectivism: An insider’s guide to culture in American schools

Leader Development Deconstructed

This chapter examines leadership as courage, and places them both in the context of dialogue. By making the discussion surrounding leader behavior one which relies on courage and making courage-based decisions, I argue that leadership in dialogue makes for more effective leadership. It can also be inferred that the most effective and flexible leadership paradigm is one that engages leaders, those operationalizing the vision of the leader, and the others who operate in the local environment. Through an examination of the writings of Rollo May as well as Albert Bandura the exploration of courage is demonstrated to be a crucial component for developing leaders and leadership. Specifically, courage is an essential factor in leadership in dialogue and it adds to the role played by cognition, behavior, and the environment. Courage is the key element needed to create the opportunity to grow. Through examples from everyday leadership and from media, dialogue is shown to be an essential component of effective and collaborative leader behavior. Dialogue is how the personal trait of courage can be made visible to leaders and followers alike. Developing courage in dialogue is critical for leader development.

Craig Gruber

Papers

Annals of theoretical psychology: A reintroduction

Constraints of Agency

Culture, courage and collectivism: An insider’s guide to culture in American schools

Leader Development Deconstructed

Leadership in Dialogue: How Courage Informs