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千代子 向井

Bio: 千代子 向井 is an academic researcher. The author has an hindex of 1, co-authored 1 publications receiving 20 citations.

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01 Sep 1977

20 citations


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01 Jan 1995
TL;DR: The use of contemplative techniques as a way to train teachers in intuition is explored in this paper, where it is argued that psychology has given teachers information about learning styles but little help in developing their own intuition.
Abstract: The use of contemplative techniques as a way to train teachers in intuition is explored. Psychotherapeutic models are compared with Buddhist teachings. It is argued that psychology has given teachers information about learning styles but little help in developing their own intuition. An exploration of water, earth, fire, air and ether as archetypal symbols in cosmology, myth, religion and the medical arts of our ancestors reveals the importance of these five elements as symbols of transformation and points to a more refined mode of perception.

74 citations

Journal ArticleDOI
TL;DR: The use of the phrase "promiscuous feminist" to describe methodology is not merely an attention-seeking oxymoron, though we hope that its irony is not lost.
Abstract: This editor’s introduction narrates how we as researchers trained in qualitative and feminist methodology came to read our own work as promiscuous and interpret the terms “feminist” and “feminism” through both practice and theory. It marks the circulation of the term “promiscuous feminist methodology” and registers its salience for educational researchers who risk blundering feminist theories and methodologies in chaotic and unbridled ways. The use of the phrase “promiscuous feminist” to describe methodology is not merely an attention-seeking oxymoron, though we hope that its irony is not lost. The sexism embedded in language is what makes the notion of “feminists gone wild” tantalizing, though what we put forth is how the messy practice of inquiry transgresses any imposed boundaries or assumptions about what counts as research and feminism. Because the theories we put to work “get dirty” as they are contaminated and re-appropriated by other ways of thinking and doing through (con)texts of messy practices...

45 citations

Journal ArticleDOI
TL;DR: The authors examined aspects of the early career of the English novelist Virginia Woolf, drawing primarily on Howard Gruber's approach to the understanding of creativity that views the individual as a unique "evolving system" engaged in a series of goal-directed activities.
Abstract: The purpose of this article is to examine aspects of the early career of the English novelist Virginia Woolf, drawing primarily on Howard Gruber's (1974, 1989b, 1989c) approach to the understanding of creativity that views the individual as a unique "evolving system" engaged in a series of goal-directed activities. The various enterprises Woolf engaged in preceding the publication of her first experimental novel, Jacob's Room, in 1922 are detailed-including her early literary influences and activities, family background, "organization of affect" (Gruber, 1995, p. 400), development of expertise, and network of writing enterprises. The method utilized here was a blending of the idiographic account of Woolf's resolution of the problem she set for herself of re-forming the English novel (in a departure from the realism of, for example, Hardy, Austen, and Dickens) to capture the stream of human consciousness. This idiographic account and nomothetic findings of germane psychological research (e.g., ex...

17 citations

Journal Article
TL;DR: The three models of information processing advanced in this symposium have been developed by eminent scholars with divergent theoretical perspectives as mentioned in this paper, and each of these formulations calls attention to new and important theoretical issues and suggests new directions for empirical investigation.
Abstract: The three models of information processing advanced in this symposium have been developed by eminent scholars with divergent theoretical perspectives. Although the theorists apply their formulations to a wide range of empirical phenomena, the research they cite in their target articles is largely nonoverlapping. Perhaps this, as much as anything, testifies to the fact that the three formulations may not be incompatible and that, when considered in combination, they have far-reaching implications. It seems unlikely that any single formulation will ever provide a complete account of social information processing. The formulations presented in this issue have limited generality, as the authors themselves are the first to acknowledge. These formulations, like all theories of cognitive functioning, are metaphorical in nature and do not pretend to mirror the physiology of the human processing system. Therefore, they must be evaluated on the basis of their ability to explain known phenomena at the level of abstractness at which the models are defined and not on the basis of their validity. Each of these formulations calls attention to new and important theoretical issues and suggests new directions for empirical investigation. To this extent, they clearly accomplish their primary objective. The purpose of my commentary, therefore, is not to raise questions about the validity of these theories. However, I would like to place them within a more general conceptualization of social information processing that potentially allows their combined implications to be conceptually integrated and facilitates the identification of additional areas in which the theories might be applied. I first describe a general theoretical formulation that allows for multiple processes at several different stages of cognitive functioning en route to a judgment or decision. I then consider each of the three conceptualizations and its position within this broader framework. In doing so, I hope to identify some areas in which further research and theorizing could be fruitful. A General Conceptual Framework

15 citations

Journal ArticleDOI
TL;DR: In this paper, the authors suggest a way of defining emotion on the basis of the work of John Dewey and Nina Bull. Unlike Dewey, Bull did not define emotion in her work.
Abstract: This article suggests a way of defining emotion on the basis of the work of John Dewey and Nina Bull. Oddly, emotions go undefined in most current emotion research, creating chaos. Unlike Dewey, Bu...

13 citations