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Books on the topic 'Motivation autonomes'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Germany) Bremer Symposion zum Autonomen Fremdsprachenlernen (2nd 2009 Bremen. Autonomie und Motivation: Erträge des 2. Bremer Symposions zum autonomen Fremdsprachenlernen. Bochum: AKS-Verlag, 2011.

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2

Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters, 2011.

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3

Murray, Garold, Xuesong Gao, and Terry Lamb, eds. Identity, Motivation and Autonomy in Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693747.

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4

Richard, Flaste, ed. Why we do what we do: The dynamics of personal autonomy. New York: Putnam's Sons, 1995.

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5

Passe, Jeff. When students choose content: A guide to increasing motivation, autonomy, and achievement. Thousand Oaks, Calif: Corwin Press, 1996.

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6

M, Ryan Richard, ed. Intrinsic motivation and self-determination in human behavior. New York: Plenum, 1985.

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7

Ziviani, Jenny, Anne A. Poulsen, and Monica Cuskelly. The art and science of motivation: A therapist's guide to working with children. London: Jessica Kingsley Publishers, 2012.

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8

Anita, Szabó, ed. Learner autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press, 2000.

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9

Gupta, Vishal. Leadership and creativity in the Indian R&D laboratories: Examining the role of autonomous motivation, psychological capital and justice perceptions. Ahmedabad, India: Indian Institute of Management, 2013.

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10

Vallerand, Robert J. Motivation chez les personnes âgées: Conséquences pour la santé physique et mentale. [Québec]: J. Vallerand, 1990.

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11

Chambel, Maria José. Self-determination theory in new work arrangements. Hauppauge, New York: Nova Science Publishers, Inc., 2015.

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12

1952-, Black Duane, ed. The hands-off manager: How to mentor people and allow them to be successful. Pompton Plains, NJ: Career Press, 2012.

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13

Vassileff, Jean. Histoires de vie et pédagogie du projet. 2nd ed. Lyon [France]: Chronique sociale, 1995.

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14

Histoires de vie et pédagogie du projet. Lyon: Chronique sociale, 1992.

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15

Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian language.8. How to Plan and Use an Environment to Teach Italian to ForeignersThis chapter focuses on learning space to teach Italian to foreigners. The main aim is to provide practical advice and support to the teachers of Italian language schools that are going to explore how to develop and adapt learning spaces to the teaching activities and the students’ needs.

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16

Lowy, Frederick H. Canadian physicians and euthanasia. Ottawa: Canadian Medical Association, 1993.

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17

Sullivan, Mark D. Advancing from Activated Patient to Autonomous Patient. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780195386585.003.0008.

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Patient action in chronic disease care may not be best understood as “behavior.” Healthy patients do not just emit healthy behaviors but act as agents in their own lives. Bandura revolutionized health psychology through his “agentic” approach that emphasized patient confidence or self-efficacy. Now, the personal importance of behavior change is elicited using techniques like motivational interviewing. These and other approaches that include personal goals and identity shift our focus from behavior to action. Health action includes not just management of a disease separate from the self, but self-transformation. Achieving lasting change in health actions requires attention to the autonomous quality of patient motivation. Self-determination theory offers a useful theory of intrinsic motivation and an understanding of the process of internalization of motivation. This helps us understand the promise of shared decision-making and its difference from informed consent. Ultimately, patient empowerment must be understood as fostering patient autonomy.

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18

Hagger, Martin S., and Cleo Protogerou. Affect in the Context of Self-Determination Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190499037.003.0007.

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Self-determination theory has been applied to understand the role of affect in motivation and behavior in health contexts. According to self-determination theory, autonomous forms of motivation, reflecting self-endorsed reasons for acting and the satisfaction of psychological needs, are related to participation and persistence in health behavior. Research examining the role of affect in determining health behavior from the perspective of the theory is relatively sparse. Affect has served as both an outcome and process in applications of the theory to health behavior. Positive affect and psychological well-being have been identified as important outcomes of participating in behaviors for autonomous reasons. Affect is inextricably linked to motivational processes through eudaimonic and hedonic well-being, the passionate pursuit of activities, and the regulation of behavior through active management of aversive emotional responses. The chapter outlines how support for autonomous motivation by significant others may lead to adaptive behavioral engagement and affective responses in health behavior.

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19

Gagne, Marylene. Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory. Oxford University Press, Incorporated, 2015.

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20

Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory. Oxford University Press, Incorporated, 2014.

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21

Teacher Autonomy and Motivation in Thai Classrooms:: A Self-Determination Theory Perspective. Sintok, Kedah Darul Aman, Malaysia: Penerbit Universiti Utara Malaysia, 2016.

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22

Kaur, Amrita, and Rosna Awang Hashim. Teacher autonomy and motivation in Thai classroom: A self-determination theory perspective. UUM Press, 2016. http://dx.doi.org/10.32890/9789670876382.

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This monograph investigates the construct of autonomy in eastern settings by reviewing the evidence from debates that originate from both the cultures. Through empirical findings, it helps to look beyond the theories and principles of cross cultural differences. It describes autonomy by focusing on human needs that are innate, universal and essential to all humans, irrespective of their cultural or other differences. We hope that the information provided in this monograph will be insightful for the readers who are interested in the concept of autonomy use in classrooms for better results.

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23

Radoilska, Lubomira. Depression, Decisional Capacity, and Personal Autonomy. Edited by K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, George Graham, John Z. Sadler, Giovanni Stanghellini, and Tim Thornton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0067.

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This chapter aims to address two related challenges the phenomenon of depression raises for theories which present autonomy as an agency concept and an independent source of justification. The first challenge is directed at an intuitive conception of intentional agency as implying a robust though not always direct link between evaluation and motivation, for in depression what appears to be choice-worthy does not get chosen. The second challenge targets the feasibility of a reliable distinction between autonomous and non-autonomous choices, for both value-neutral and value-laden accounts of depressive agency seem open to decisive objections. Drawing on Freud's interpretation of melancholia and Korsgaard's notion of practical identity, the chapter develops a conception of paradoxical identification which helps address the two challenges described and supports a revised value-neutral account of depressive agency as being non-autonomous.

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24

L, Deci Edward, and Ryan Richard M, eds. Handbook of self-determination research. Rochester, NY: University of Rochester Press, 2004.

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25

Carson, Russell L. Physical education teacher motivation: An examination of self-determination theory. 2001.

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26

Self-Determination Theory: A Family Perspective. Nova Science Publishers, Incorporated, 2016.

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27

Williams, Geoffrey, Kennon M. Sheldon, and Thomas Joiner. Self-Determination Theory in the Clinic: Motivating Physical and Mental Health. Yale University Press, 2010.

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28

Self-Determination Theory in the Clinic: Motivating Physical and Mental Health. Yale University Press, 2003.

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29

Joiner, Thomas E., Geoffrey Williams, and Kennon M. Sheldon. Self-Determination Theory in the Clinic: Motivating Physical and Mental Health. Yale University Press, 2008.

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30

Gelfand, Michele J., Chi-yue Chiu, and Ying-yi Hong, eds. Handbook of Advances in Culture and Psychology, Volume 7. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190879228.001.0001.

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Volume 7 of the Advances in Culture and Psychology series showcases cutting-edge contributions from internationally renowned culture scholars who span the discipline of culture and psychology and represent diversity in the theory and study of culture within psychology. In the first chapter, Ronald F. Inglehart presents data from countries containing over 90% of the world’s population, demonstrating that in recent decades, rising levels of economic and physical security have been reshaping human values and motivations and thereby transforming societies. In the next chapter, Zoltán Kövecses illustrates how conceptual metaphor theory (CMT) functions as a link between culture and cognition. In her chapter on cultural-developmental approaches to moral psychology, Lene Arnett Jenssen lays out life course “templates” for the three Ethics of Autonomy, Community, and Divinity. Thomas S. Weisner next illustrates how ecological theory links structural and environmental conditions to the cultural learning environments of children and the everyday routines and activities that shape the behavior and minds of children. Miriam Erez then describes research on cross-cultural similarities and differences in the area of work motivation and multicultural teams. Finally, Pawel Boski advances the concept of the cultural experiment and how it can illuminate how individuals react with resistance or tolerance when faced with cultural change.

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31

Self-Determination Theory in the Clinic - Motivating Physical and Mental Health. Yale University Press, 2013.

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32

Chandler, Steve. Hands off Manager: How to Mentor People and Allow Them to Be Successful. Red Wheel/Weiser, 2007.

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33

Lisi, Leonardo F. Nihilism and Boredom in Hedda Gabler. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190467876.003.0002.

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This chapter focuses on Hedda’s experience of boredom and its relation to the modern condition of nihilism. While Hedda’s character has traditionally been seen as mysterious and erratic in her motivations, she in fact consistently pursues a project of existential and aesthetic autonomy as a way to overcome the alienation of modern life. In Ibsen’s play, however, her project ultimately founders through the disclosure of an ontological condition that undermines all attempts at establishing human values and meanings, whether relative or absolute.

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34

Wehmeyer, Michael, and Karrie A. Shogren. Self-Determination and Hope. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.5.

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This chapter introduces the self-determination construct and examines relationships between self-determination and hope, with an emphasis on issues pertaining to the development of self-determination. Self-determination is a construct situated in theories of human agentic behavior and autonomous motivation. People who are self-determined self-regulate action to satisfy basic psychological needs and to act as causal agents in their lives. The self-determination and hope constructs share common theoretical foundations in goal-oriented action, and understanding research in self-determination will assist in understanding pathways thinking, particularly in hope theory. The chapter ends with a summary and a list of questions for readers to consider.

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35

Beer, Daniel. Morality and Subjectivity, 1860s–1920s. Edited by Simon Dixon. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199236701.013.018.

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This chapter examines not the changing moral and sexual codes of Russian society in the decades of reform and revolution, but rather the notions of moral agency and subjectivity that contemporaries believed found expression in the observance, subversion and violation of these codes. Competing understandings of human motivation and behaviour informed the public representation of acts of infidelity, sexual corruption, rape, petty crime, suicide and murder. Drawing on a wide range of literary, journalistic, political and medico-legal texts, the chapter explores both the rise and the fall of the autonomous moral agent in Russian culture between the Great Reforms and the New Economic Policy.

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36

Rollins, Pamela Rosenthal. Developmental Pragmatics. Edited by Yan Huang. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199697960.013.6.

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This chapter traces the development of communicative intention, conversation, and narrative in early interaction from infancy to early childhood. True communicative intention commences once the infant acquires the social cognitive ability to share attention and intention with another. The developing child’s pragmatic understanding is reflective of his/her underlying motivations for cooperation and shared intentionality. As children begin to understand others’ mental states, they can take others’ perspectives and understand what knowledge is shared and with whom, moving from joint perceptual focus to more decontextualized communicative intentions. With adult assistance, the young child is able to engage in increasingly more sophisticated conversational exchanges and co-constructed narratives which influence the child’s autonomous capabilities.

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37

Siegel, Harvey. Neither Humean nor (Fully) Kantian Be. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190682675.003.0003.

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This chapter offers a reply to Stefaan Cuypers’ explication and critique of the views of rationality and critical thinking laid out in the previous chapters and in earlier work (see his “Critical Thinking, Autonomy and Practical Reason,” 2004). While Cuypers’ discussion is praiseworthy in several respects, it (1) mistakenly attributes to those views a Humean conception of (practical) reason, and (2) unsuccessfully argues that the positions articulated and defended in those earlier chapters lack the resources required to defend the basic claim that critical thinking is a fundamental educational ideal. Cuypers’ analysis also raises deep issues about the motivational character of reasons; I briefly address this matter as well.

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38

The Hands-off Manager: How to Mentor People and Allow Them to Be Successful. Career Press, 2007.

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39

Sotnyk, M. Power supply for educational institutions: efficiency and alternatives. Accent Graphics Communications & Publishing, 2020. http://dx.doi.org/10.29013/msotnyk.pseiea.2020.146.

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Proposed methodological approaches to modeling short-term forecasting and long-term planning of electrical consumption in educational institutions based on retrospective data. A logic-structural model and software of the circuit “object of monitoring of electric consumption — factors of influence — regulatory tools” of an automated system for controlling the efficiency of energy consumption in educational institutions have been developed. There are given practical recommendations of feasibility study of introduction of alternative power supply sources in educational institutions, in particular: solar generation, heat pumps, autonomous energy sources, etc. Proposed scientific and methodological approaches to the introduction of an organizational and economic mechanism for managing the development of renewable energy in educational institutions and a motivation system for employees of the energy management service. The monograph is a generalization of scientific research conducted by employees of Sumy State University during the state budget research work “Model of an efficiency management and forecasting system for the consumption of electric energy” (State Registration No. 0118U003583). The monograph is intended for researchers and specialists in the implementation of energy management systems

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40

Kroeker, Esther Engels. A Common Sense Response to Hume’s Moral Atheism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198783909.003.0006.

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This chapter presents Reid’s answers to three non-theistic implications of Hume’s moral philosophy. One non-theistic implication of Hume’s view is the claim that morality is tied to human nature, and is hence secular because it is autonomous from religious doctrines, beliefs, or motivations. Another implication is that the standard of morality is determined by human mental states and psychological processes, and hence renders all reference to an objective, mind-independent standard, unnecessary. A final implication, according to Hume, is that our human passions are not directed toward God, and hence that God is not the object of any human moral discourse. In response, Reid argues that the truth of moral principles is not relative to human nature and to natural human passions. It follows, Reid holds, that talk of a benevolent God is intelligible. Reid’s explicit objective is to criticize not only Hume’s moral philosophy, but also his moral atheism.

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41

Koreh, Michal. Pathways to Neoliberalism. Edited by Michael Shalev. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198793021.003.0006.

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Babb and Fourcade used the term “pragmatic” to refer to the adoption of neoliberal policy tools as practical solutions to economic problems. This chapter shows that the pragmatic path to neoliberalism can have a tactical dimension. Neoliberal rhetoric and practices may be applied by specific state agencies as a means to gain institutional power and autonomy over other state agencies. The study is based on detailed process-tracing of a social insurance financing reform initiated by Israel’s Ministry of Finance which virtually eliminated employer contributions to social insurance. This chapter shows how intrastate conflicts of interest were central in motivating a neoliberal reform, as well as in driving changes in the institutional architecture which later played an indispensable role in paving the way to the neoliberal welfare state.

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42

Inglehart, Ronald F. Modernization, Existential Security, and Cultural Change. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190879228.003.0001.

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Survey data from countries containing over 90% of the world’s population demonstrate that in recent decades, rising levels of economic and physical security have been reshaping human values and motivations, thereby transforming societies. Economic and physical insecurity are conducive to xenophobia, strong in-group solidarity, authoritarian politics, and rigid adherence to traditional cultural norms; conversely, secure conditions lead to greater tolerance of outgroups, openness to new ideas, and more egalitarian social norms. Existential security shapes societies and cultures in two ways. Modernization increases prevailing security levels, producing pervasive cultural changes in developed countries. But long before, substantial cross-sectional cultural difference existed, reflecting historical differences in vulnerability to disease and other factors. Analysts from different perspectives have described these cultural differences as Collectivism versus Individualism, Materialism versus Postmaterialism, Survival versus Self-expression values, or Autonomy versus Embeddedness, but all tap a common dimension of cross-cultural variation that reflects different levels of existential security.

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43

Kindt, Sara, Liesbet Goubert, Maarten Vansteenkiste, and Tine Vervoort. Chronic Pain and Interpersonal Processes. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0007.

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This chapter argues that one particular type of a caregiver’s behavioral response to pain cannot, in and of itself, be considered adaptive or maladaptive. It contends that to understand the complexity of the interaction between caregivers and pain sufferers, a goal or need-based framework may be useful. Self-Determination theory (SDT) is presented as a heuristic framework that identifies three basic psychological needs as essential for successful adaption. Whether behavioral responses are supportive and helpful depends upon the extent to which these responses support the need for autonomy, competence, and relatedness of the sufferer. Drawing on an affective-motivational account on interpersonal dynamics in the context of pain, the chapter highlights how observer attunement toward sufferers’ needs may depend upon the regulation of various goals for caregiving, including self-oriented versus other-oriented goals and associated emotions.

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44

Veldhuijzen, Dieuwke S., Henriët van Middendorp, and Andrea W. M. Evers. Stress and Sensitization in Chronic Pain. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0005.

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Stress and sensitization are central concepts in chronic pain. Both can be a consequence and a contributor to the pain experience. This chapter describes the psychobiology of stress and sensitization within a multilevel perspective, indicating the impact of various forms of stress and sensitization on multiple psychoneurobiological processes (i.e., autonomic, endocrine, immune, and central processes) related to chronic pain. As a result of disordered stress regulation, sensitization may occur as a mechanism that explains how acute pain problems can become chronic and how acute pain problems can extend or generalize to other body parts or modalities. The evidence for stress and sensitization as consequences of or as contributors to chronic pain is reviewed, and possible underlying mechanisms are discussed. Next, strategies to reduce stress and sensitization and foster desensitization processes are described. The chapter concludes by introducing a motivational account of chronic pain informed by the stress and sensitization literature.

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45

Appelbaum, Kenneth L. Self-injurious behaviors. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0049.

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One of the most challenging management challenges in correctional settings is self-injurious behavior (SIB). Often, the motivations, demographics, and characteristics are distinct from SIB found in the community. In community samples, about 4% of adults report a history of SIB with no significant gender differences in rate. Despite its serious consequences in jails and prisons, reliable data on self-injury in those settings remains sparse. A survey of the 51 state and federal directors of correctional mental health services in the United States found that less than 2% of inmates per year self-injure. Although relatively few inmates engage in this behavior, they do so often enough that almost all systems that responded to the survey reported at least weekly incidents and over 70% of systems had episodes occurring several times per week to more than once per day. The most common psychiatric conditions associated with SIB include psychotic, personality, cognitive, and mood disorders. Environmental factors, which include behavioral triggers and responses, often play a key role in SIB, especially in jails and prisons. Self-injury can return a degree of control and autonomy to inmates who otherwise have limited means to affect their environment, cope with stress, or get what they want. Effective management of self-injurious behaviors in correctional settings almost always requires partnership and cooperation between health care and custody staff. This chapter reviews context and nosology, epidemiology and best practices for assessment, diagnosis, and intervention in jail and prison settings.

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46

Nguyen, C. Thi. Games: Agency As Art. Oxford University Press, Incorporated, 2020.

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47

Proust, Joëlle, and Martin Fortier, eds. Metacognitive Diversity. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.001.0001.

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This book focuses on the variability of metacognitive skills across cultures. Metacognition refers to the processes that enable agents to contextually control their first-order cognitive activity (e.g. perceiving, remembering, learning, or problem-solving) by monitoring them, i.e. assessing their likely success. It is involved in our daily observations, such as “I don’t remember where my keys are,” or “I understand your point.” These assessments may rely either on specialized feelings (e.g. the felt fluency involved in distinguishing familiar from new environments, informative from repetitive messages, difficult from easy cognitive tasks) or on folk theories about one’s own mental abilities. Variable and universal features associated with these dimensions are documented, using anthropological, linguistic, neuroscientific, and psychological evidence. Among the universal cross-cultural aspects of metacognition, children are found to be more sensitive to their own ignorance than to that of others, adults have an intuitive understanding of what counts as knowledge, and speakers are sensitive to the reliability of informational sources (independently of the way the information is linguistically expressed). On the other hand, an agent’s decisions to allocate effort, motivation to learn, and sense of being right or wrong in perceptions and memories (and other cognitive tasks) are shown to depend on specific transmitted goals, norms, and values. Metacognitive variability is seen to be modulated (among other factors) by variation in attention patterns (analytic or holistic), self-concepts (independent or interdependent), agentive properties (autonomous or heteronomous), childrearing style (individual or collective), and modes of learning (observational or pedagogical). New domains of metacognitive variability are studied, such as those generated by metacognition-oriented embodied practices (present in rituals and religious worship) and by culture-specific lay theories about subjective uncertainty and knowledge regarding natural or supernatural entities.

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48

Nguyen, C. Thi. Games. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190052089.001.0001.

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Games are a unique art form. Game designers don’t just create a world; they create who you will be in that world. They tell you what abilities to use and what goals to take on. In other words, games work in the medium of agency. This book explores what games have to teach us about our own rationality and agency. We have the capacity for a peculiar sort of motivational inversion. For some of us, winning is not the point. We take on an interest in winning temporarily, so that we can play the game. Thus, we are capable of taking on temporary and disposable ends. At the center of this book is a view about games as communicative artifacts. Games are a way of recording forms of agency; they are a library of agencies. And exploring that library can help us develop our own agency and autonomy. But this technology can also be used for art. Games can sculpt our practical activity, for the sake of the beauty of our own actions. Our struggles, in games, can be designed to fit our capacities. Games can present a harmonious world, where our abilities fit the task. Games are a kind of existential balm against the difficult and exhausting value clarity of the world. But this presents a special danger. Games can be a fantasy of value clarity, which can encourage us to oversimplify our enduring values.

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49

Jimenez, Marta. Aristotle on Shame and Learning to Be Good. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198829683.001.0001.

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This book presents a novel interpretation of Aristotle’s account of how shame instils virtue, and defends its philosophical import. Despite shame’s bad reputation as a potential obstacle to the development of moral autonomy, shame is for Aristotle the proto-virtue of those learning to be good, since it is the emotion that equips them with the seeds of virtue. Other emotions such as friendliness, righteous indignation, emulation, hope, and even spiritedness may play important roles on the road to virtue. However, shame is the only one that Aristotle repeatedly associates with moral progress. The reason is that shame can move young agents to perform good actions and avoid bad ones in ways that appropriately resemble not only the external behavior but also the orientation and receptivity to moral value characteristic of virtuous people. By turning their attention to considerations about the perceived nobility and praiseworthiness of their own actions and character, shame places young people in the path to becoming good. Although they are not yet virtuous, learners with a sense of shame can appreciate the value of the noble and guide their actions by a true interest in doing the right thing. Shame, thus, enables learners to perform virtuous actions in the right way before they have practical wisdom or stable dispositions of character. This proposal solves a long-debated problem concerning Aristotle’s notion of habituation by showing that shame provides motivational continuity between the actions of the learners and the virtuous dispositions that they will eventually acquire.

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Canadian Physicians and Euthanasia. Canadian Medical Assn, 1998.

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