Academic literature on the topic 'Self-actualisation'

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Journal articles on the topic "Self-actualisation"

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Siddiqui, Hureen Wasifa, and G. Mary Sunanda. "SELF-ACTUALISATION AND COMPUTER SELF-EFFICACY AMONG THE PROFESSIONAL COURSES ACADEMICIANS: A CORRELATIONAL STUDY." Indonesian Journal of Educational Development (IJED) 5, no. 1 (May 31, 2024): 35–50. http://dx.doi.org/10.59672/ijed.v5i1.3596.

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The spreading use of technology will have repercussions on individuals’ Self-understanding and their belief in themselves concerning technology. Psychologists have studied these two major phenomena under the title Self-actualisation and Computer Self-efficacy. Multiple papers have been published on Self-actualisation and Computer Self-efficacy but minimum research has been explored concerning the association between Self-actualisation and Computer Self-efficacy. This paper is a maiden effort to study the association of Self-actualisation and Computer Self-efficacy among academicians of professional courses. An online and offline survey was carried out where the Self-actualisation Scale prepared by Kaufman (2018) and the Computer Self Efficacy Questionnaire curated by Teo & Ling Koh (2010) was administered to the participants. The data was analysed using mean, standard deviation, standard error, and Pearson’s Product Moment Correlation. The results supported the preposition of a previous study, which suggested a relationship between technical competency and self-actualisation by placing technical competency under D-needs and Self-actualisation under B-needs of Maslow’s hierarchy of needs. Further exploration of the outcome was done concerning academicians followed by educational implications.
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Shipova, Natalia S. "Self-actualisation of learners with intellectual disabilities in the educational sphere." Perspectives of Science and Education 57, no. 3 (July 1, 2022): 441–55. http://dx.doi.org/10.32744/pse.2022.3.25.

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Problem and purpose. Self-actualisation is a topical and socially significant subject, meeting the demands of the society and the state, oriented towards achieving every citizen’s benefit. The issue of self-actualisation of persons with atypical developmental disabilities is particularly complex and understudied. Learning is a critically important area for young people having disabilities relative to formation of adult identity and gaining basic qualification; therefore, the presented research addresses the problem of specifics of self-actualisation in people with developmental disabilities in the domain of learning. The purpose is identifying the specifics of self-actualisation in individuals with developmental disabilities in learning. Materials and methods. The sample encompasses 204 respondents and comprises two groups with different health status. The study uses the methodological tools covering a number of relevant test methods (S. Maddi’s viability test; the author’s questionnaire based on S.I. Kudinov’s Judgment test of personality self-actualisation; Lyubomirsky’s Subjective happiness scale; G. Perue-Badu’s Subjective well-being scale; K. Neff’s Self-compassion scale; Carver’s express test; Ryan & Frederick’s Subjective vitality scale) as well as interviewing by the author. The research used data processing statistical methods: descriptive statistics, Mann-Whitney’s U-test, correlation and regression analysis. Results. The research revealed the lowest performance rates in self-actualisation of individuals with atypical development in the educational sphere (M=55.11; SD=20.69) relative to other spheres of self-realisation. The learners with impairment had significantly lower self-actualisation scores in learning compared to normatively developing peers (p=0.045). The authors identified certain differences in self-actualisation parameters for individuals with typical and atypical development (activity (p=0.002), internality (p=0.0002), externality (p=0.03), self-orientation (p=0.007), conservatism (p=0.009), productivity (p=0.024), destructivism (p=0.048), general motivation (p=0.017), self value (p=0.005), meaning of self-actualisation (p=0.003)). Based on the interviewing data, barriers and resources of successful self-actualisation were identified. The method of frequency analysis with subsequent ranking revealed that the barriers include own laziness (75%) and other activities, most often – entertainment (54%). The undertaken correlation analysis revealed no links between self-actualisation in learning, on the one part, and resilience and general level of happiness, on the other part. No correlation was as well revealed between academic self-actualisation, on the one part, and subjective well-being and life satisfaction. Certain correlations were found with the parameters of plaintive attitude to one’s self. The specificity of correlations depending on the learners’ health status was noted: in case of impaired development, correlation with the parameter “benevolence to one’s self” (p=0.04) was recorded, while in case of normal development – with the parameter “accord with the humanity” (p=0.04). Predictive specificity depending on the respondents’ health status was revealed. Discussion and conclusion. The research proved certain specificity of self-actualisation of individuals with atypical development in the learning sphere. Some differences in self-actualisation parameters of individuals with typical and atypical development were identified. Predictive specificity of self-actualisation in the learning sphere, depending on respondents’ health status, was revealed.
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Bochenek, Anna. "Actualising the Requirements and Abilities of the Students of Physical Education." Polish Journal of Sport and Tourism 18, no. 2 (June 1, 2011): 134–39. http://dx.doi.org/10.2478/v10197-011-0011-9.

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Actualising the Requirements and Abilities of the Students of Physical EducationIntroduction. One of the elements of a teacher's professional qualifications is the ability of actualisation of one's own requirements and opportunities. The objective of the present research was to study the tendencies behind self-actualisation of the physical education students and the attempt to determine the conditions accompanying the process. Material and methods. 1036 Physical Education students graduating from BA and MA studies, participated in the research. Diagnostic poll method utilising Witkowski AS-3 Self-actualisation Scale survey was conducted for the purpose of the research. Results. The highest results were achieved by the examined in the following scales: realistic approach, ability to experience ecstatic experiences, openness in emotional relationships, exclusion of social stigmas. The lowest self-actualisation was identified in task orientation, the need for seclusion, and inner-containment. Sex, the year of studies and hobbies, in terms of statistics, significantly differentiate the majority of self-actualisation dimensions. Conclusions. The graduating students undertake the effort of self-actualisation. However, many of them are at the beginning of the process. Women demonstrate a higher level of disposition towards self-actualisation than men. The tendency increases as the student progresses in his/her education but also grows in people with various hobbies.
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Tretyakova, V. S., A. A. Sharov, and E. F. Zeer. "Self-actualisation as a predictor of student personality development." Education and science journal 27, no. 5 (April 30, 2025): 142–67. https://doi.org/10.17853/1994-56392025-5-142-167.

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Introduction. The article discusses one of the key components of personification: self-actualisation. This concept refers to an individual’s desire for the complete identification and development of their personal capabilities and potential, as well as a sense of self-worth. It encompasses the processes of self-knowledge and self-acceptance.Aim. The aim of this research is to determine the components of self-actualisation and to identify the degree of influence that the dependent variables – self-worth, self-acceptance, self-blame, and internal honesty – have on the independent variables related to personification: self-attitude, motivation, activity, and self-organisation.Methodology and research methods. The theoretical and methodological foundation of this study is based on the concept of personification as proposed by A. B. Orlov, along with the self-actualisation theories of K. Goldstein, A. Maslow, and K. Rogers. The primary methodological approaches utilised in this research include the acmeological approach developed by B. G. Ananyev and the resource approach introduced by D. A. Leontyev. The research methods employed consist of a theoretical and methodological analysis of scientific literature, as well as empirical methods for data collection, specifically the survey method, and for data processing, the application of mathematical statistics techniques.Results. The content structure of self-actualisation has been established, and a predictive model has been developed to represent the psychological factors that influence students’ self-actualisation. The analytical data from the empirical study of self-actualisation components are presented, revealing the impact of specific personal characteristics on the dependent variable – students’ self-actualisation. Scientific novelty. The scientific novelty lies in defining the structure of self-actualisation and establishing the complex, multidirectional, and often nonlinear influences of personality components on students’ self-actualisation.Practical significance. Analytical data obtained empirically can serve as a foundation for organising the educational process to effectively identify and cultivate students’ personal potential. As students navigate the stage of personal and professional self-realisation, presenting an accurate depiction of their abilities will aid in mobilising resources for their development and enhancement.
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Calmon, Clive. "Self-actualisation in profound handicap." Nursing Standard 3, no. 31 (April 29, 1989): 29–31. http://dx.doi.org/10.7748/ns.3.31.29.s51.

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Fletcher, Sarah. "Attaining Self-actualisation Through Mentoring." European Journal of Teacher Education 21, no. 1 (January 1998): 109–18. http://dx.doi.org/10.1080/0261976980210110.

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Antonovsky, Aleksandr Viktorovich, and Elena Vladimirovna Balakshina. "Teachers professional self-actualization." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2014): 92–98. http://dx.doi.org/10.51314/2073-2635-2014-3-92-98.

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This article is dedicated to the results of empirical research of features of self-actualisation of teachers of secondary schools. The comparative analysis in self-relation level, valuable orientations as important components of professional self-actualisation of teachers at different stages of professional formation is carried out.
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Opekina, Tatyana Petrovna, and Natalya Sergeevna Shipova. "Self-realisation, self-actualisation and self-efficacy concepts theoretical analysis." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 2 (July 30, 2021): 7–15. http://dx.doi.org/10.34216/2073-1426-2021-27-2-7-15.

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This article presents the results of a theoretical study of self-realisation, self-actualisation and self-efficacy phenomena. The main aspects of understanding and correlating these phenomena in classical and modern Russian and foreign psychology are described. The highlighted concepts related to the phenomenon of self-realisation, both in the field of psychology and pedagogy. The similarities and differences of the self-realisation, self-actualisation, self-efficacy phenomena, as well as their correlation and comparison are presented. A comparative analysis of the studied concepts is given. According to the results of the theoretical analysis, the processes of self-realisation and self-actualisation are based on the inner motivation of a person to grow, develop personality, realise its potential. Both of these processes, due to their subjectivity, are difficult to observe and measure from the outside. We have highlighted the main differences, consisting in a greater awareness and orderliness of the process of self-realisation, as well as its predominantly "social" orientation, while self-actualisation is often associated with the struggle with external forces, the desire for self-realisation is rather approved and supported by the society. The concepts of self-realisation and self-efficacy are united by their inherent representation in the external plane of the life of the individual, as well as awareness, activity, goal-setting, and an orientation towards achieving success. In contrast to self-efficacy, self-release is a process rather than a sustainable phenomenon, and can be expressed both externally and internally through a connection with the value-semantic, motivational spheres of the individual.
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Mwaura, Samuel, and Florence K'Okul. "Influence of Individual Counselling on Self-Actualisation Of Students in Public Technical Colleges of Kisumu County, Kenya." International Journal for Innovation Education and Research 8, no. 11 (November 1, 2020): 289–94. http://dx.doi.org/10.31686/ijier.vol8.iss11.2747.

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Individual counselling is slowly gaining popularity as a measure for matching student’s sense of fulfilment with the general goals of technical and vocational education. The purpose of this study was to investigate the influence of individual counselling on self-actualisation of students in public Technical colleges.The study was conducted in public technical colleges in Kisumu county, Kenya. A sample size of 120 students was selected at random. The findings indicated that individual counselling has a significant beneficial influence on student self-actualisation tendencies at the p<.05 level [F(1, 366) = 30.221, p = 0.000]. This indicates that those who had less benefitted from individual counselling had a low self-actualisation tendency while those who had highly benefitted from individual counselling had higher self-actualisation tendency. Implications of this finding are discussed.
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Bakushkin, I. A., and I. M. Ilicheva. "Self-actualisation and life-purpose orientations of students with different hierarchy of values." Vestnik Universiteta, no. 1 (March 20, 2024): 204–10. http://dx.doi.org/10.26425/1816-4277-2024-1-204-210.

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The article presents the results of exploring value and life-purpose orientations along with self-actualisation of studying youth. Two groups of students were identified according to the hierarchical structure of value orientations that have different features of life-purpose orientations and aspects of self-actualisation. The study was conducted on the basis of the State University of Social Sciences and Humanities. A large number of students of the humanities specialties participated in it. The analysis of values was performed with the methodology of value orientations proposed by M. Rokeach, the analysis of self-actualisation aspects – with a self-actualisation test suggested by L.Y. Gozman, M.V. Kroz and M.V. Latiskaya. The examination of life-purpose orientations was based on the test of life-purpose orientations developed by D. A. Leontiev. It was empirically proved that value orientations being a general meaningfulness of life are associated with its perception as a holistic process and with such features of self-actualisation as goals, beliefs, attitudes, and principles. Consequently, in the first group of students, behaviour and values depended on external evaluation and guidance, and due to the fact that attitudes to values are formed at a given time and in certain conditions, students being the subjects cannot control their life. The second group of students realises the phenomenon of self-actualisation as independence, the desire to follow their own values in life and behaviour, which are integrated into the personality structure, and the youth being the subjects can exercise this control.
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Dissertations / Theses on the topic "Self-actualisation"

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Reid, Corinne. "Tending the flame: Personality, self-actualisation and the Olympic journey." Thesis, Reid, Corinne (2005) Tending the flame: Personality, self-actualisation and the Olympic journey. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/29351/.

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Pierre de Coubertin (1863-1937), father of the modem Olympics believed that sport was about 'making men1', a test of 'arete' or virtue, the ability to make the most of your physical gifts through will, wisdom, courage, self-control, and through moral maturity as evidenced in the notion of fair play. He believed that Olympism was primarily a forum to demonstrate characterological excellence rather than physical and that it offered the opportunity for others to observe the qualities that accompanied greatness in men. The aim of this. thesis is to take up this opportunity, to explore the personal characteristics, more specifically, the personalities, that enable those who achieve this highest mantle of sporting excellence and which differentiate them from the many others identified as having the potential to do so. What has emerged through triangulation of data from several studies of Olympians and potential Olympians, using both quantitative and qualitative methodologies, speaks to both personality structure and processes. Firstly, many elite sportsmen and women seem to have a personality structure operating in the sporting domain that is quite different from that operating in their non-sporting life - that is, they have a sporting personality and a non-sporting, or life personality - different 'contextual selves'. Secondly, that success at the highest level seems crucially dependent upon the dispositional propensity to survive chronic stress and its acute corollaries. Thirdly, that there is more than one dispositional pathway with the power to ameliorate the potentially debilitating affects of these stressors - indeed there are even characteristics that seem to enable stress to become a formative experience. Two quite different stress- adaptive forces identified in this series of studies are hardiness (or openness) in one's approach to the sporting endeavour and mental toughness in the face of pressure or adversity. Both hardiness and mental toughness seem to be related to resilience but each relates differentially to traits such as optimism, commitment and need for control, among others. Mental toughness itself seems to take two forms: for some individuals such stress endurance is driven by a high need for achievement (Type I); for others it is more the result of energy associated with the directed, adaptive, expression of psychological vulnerabilities such as high anxiety (Type II). In some cases such expression may involve conscious or unconscious defense mechanisms to protect the individual from a full awareness of the pressures they are confronting. However, such defenses also seem to constitute an Achilles' heel once at the elite sporting level. In the absence of hard-won resilience, such psychological vulnerabilities seem to increasingly compromise further achievement. Finally, personality in this population seems to be an emergenic, dynamic force. A significant challenge in adapting to stress seems to be sustaining a balance adaptive forces identified in this series of studies are hardiness (or openness) in one's approach to the sporting endeavour and mental toughness in the face of pressure or adversity. Both hardiness and mental toughness seem to be related to resilience but each relates differentially to traits such as optimism, commitment and need for control, among others. Mental toughness itself seems to take two forms: for some individuals such stress endurance is driven by a high need for achievement (Type I); for others it is more the result of energy associated with the directed, adaptive, expression of psychological vulnerabilities such as high anxiety (Type II). In some cases such expression may involve conscious or unconscious defense mechanisms to protect the individual from a full awareness of the pressures they are confronting. However, such defenses also seem to constitute an Achilles' heel once at the elite sporting level. In the absence of hard-won resilience, such psychological vulnerabilities seem to increasingly compromise further achievement. Finally, personality in this population seems to be an emergenic, dynamic force. A significant challenge in adapting to stress seems to be sustaining a balance between the tendency toward growth (or self-actualisation) and the need for recovery (or systemic homeostasis through tension reduction). In seeking to understand the role of the Olympian personality as a complex, dynamic entity, a new framework is presented - one which merges two divergent psychological traditions, trait personology and personcentred personality theories - uniquely drawing together the key structural and process elements of elite sporting personality. Evaluation of this framework is begun. Implications for the practice of psychology in sport are discussed as are the implications for the wider study of human exceptionality. between the tendency toward growth (or self-actualisation) and the need for recovery (or systemic homeostasis through tension reduction). In seeking to understand the role of the Olympian personality as a complex, dynamic entity, a new framework is presented - one which merges two divergent psychological traditions, trait personology and personcentred personality theories - uniquely drawing together the key structural and process elements of elite sporting personality. Evaluation of this framework is begun. Implications for the practice of psychology in sport are discussed as are the implications for the wider study of human exceptionality. 1 Coubertin was referring to 'men' in the literal sense however throughout this dissertation, gender terms will be used interchangeably except where clearly stated. It is the observation of the author after more than a decade working with Olympians, that gender is not a particularly salient psychological characteristic in this sphere. This is also an impression offered by elite sporting coaches such as Richard Charlesworth, an Olympian himself and coach of female Olympian hockey players for nearly a decade (Charlesworth, 2001).
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Melrose, Andrew Denis. "The self-actualisation of the black Natal Parks Board employee." Thesis, University of Zululand, 1999. http://hdl.handle.net/10530/1137.

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Submitted to the Faculty of Education in fulfillment of the requirements for the Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 1999.<br>In essence The study revolved around the following: • The level of illiteracy of black Natal Parks Board employees. • . actors which contribute to the level of illiteracy of Natal Parks Board employees. • To determine in the light of the findings obtained, certain guidelines towards the route to be followed by illiterates and semi-illiterates, in attaining a state of literacy. The research was specifically directed at the problems confronting adult illiterates and semi-illiterates in their striving for literacy. Both the factors influencing educational progress and the best route to be taken to attain to literacy were studied. For the purpose of the empirical investigation a self-structured questionnaire was utilised. The respondents were selected at random from rural areas throughout KZN, from the learners from seven classes who have graduated from the basic Zulu, advanced Zulu and basic English classes and from people who are still awaiting incorporation into the adult literacy programme. A summary was presented and based on the findings of this study, the following recommendations were made: • Although there is already an ABET system and a bursary scheme currently operating in the NPB, it is nevertheless recommended that the NPB and other like-organisations should: reprioritise their goals from conservation of species to the development of staff, draw up clear education policies, identify current educational levels, all skills training courses should comply with the National Qualification Framework and that the individual's current knowledge, skills and experience should be recognised and certificated. • In order to fully update staff on educational and training possibilities in the NPB and other similar organisations it is recommended that employees should have a say in educational and skills training and courses should be regularly advertised throughout the organisation and education and training needs should be discussed with individual staff members. In a climate where the employer realises and accepts his obligations, the organisation's budget should reflect that education and skills training have a very high priority rating.
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Harris, Philine S. "Exploring the immediate affective and cognitive consequences of self-affirmation." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/69465/.

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Self-affirmation has been shown to alter individuals' reactions to a wide range of threats, yet comparatively little is known about its cognitive and affective consequences, especially in the immediate aftermath of self-affirmation. This thesis explored these effects and the role of trait self-esteem in moderating them. In relation to cognition, in Study 1 (Chapter 2, N = 83), self-affirmation improved performance on two tasks (testing working memory and inhibition) related to executive function; Effects were not moderated by self-esteem. In Study 2 (Chapter 3, N = 107), self-affirmation decreased performance on a different working memory task among high self-esteem individuals. In relation to affect, a systematic review (Chapter 4) indicated that self-affirmation is not consistently associated with positive affect, despite the fact that positive affect has received much attention as a possible mediator of self-affirmation effects. Study 4 (Chapter 5, N = 161) showed that self-esteem moderated the effects of self-affirmation on positive affect: high self-esteem individuals reported more positive affect after self-affirming. Study 5 (Chapter 6, N = 270) revealed that self-affirmed (vs control) participants used more positive affective language. Participants in Study 6 (Chapter 6, N = 73) were randomised to a positive mood, self-affirmation or control condition, and read about the health consequences of fruit and vegetable consumption. At one-week follow-up, self-affirmed participants reported highest consumption, but positive affect did not mediate this effect. Overall, the findings show some support for an impact of self-affirmation on executive function, providing a useful link between the diverse areas which self-affirmation has been known to affect. They also support the notion that positive affect can be an immediate product of self-affirmation, especially for those high in self-esteem. However, they do not support the view that positive affect is the mechanism underlying the effect of self-affirmation on the processing of self-relevant threatening information.
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Moritz, Heather English Media &amp Performing Arts Faculty of Arts &amp Social Sciences UNSW. ""You are will to power and nothing besides": Nietzsche, Foucault, Yoga, and Feminist s/Self-Actualisation." Awarded by:University of New South Wales. English, Media, & Performing Arts, 2009. http://handle.unsw.edu.au/1959.4/44581.

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This thesis argues that Friedrich Nietzsche???s notion of world and self as ???will to power and nothing besides??? offers a highly productive interpretive lens or ???grid of intelligibility??? for understanding the ethical implications of Michel Foucault???s middle and late works on power and subjectivity. For if the late modern era is marked by a sustained and pervasive incredulity toward metanarrative, it is also the historical site for the reappearance and widespread acceptance of a very ancient metanarrative ??? the Heraclitean view of material reality as continual flux. Inasmuch as Nietzsche???s will to power philosophy is grounded in this Pre-Socratic worldview, his works and those of his devotee Foucault may serve as a productive foundation for a late modern ethics. The scholarly implications of reading Foucault???s middle and late works through the interpretive lens of Nietzschean will to power in its two key manifestations, domination and dynamism, are multiple. In addition to providing new insights into the value of Nietzschean-Foucauldian philosophy for advancing a late modern ethics, such an analysis also illuminates important continuities in Foucault???s theory of power and how his works simultaneously extend and critique Nietzschean views on the role of asceticism in culture. The thesis then turns to a more futuristic exploration of how Foucault???s final texts, feminist critiques and extensions of these texts, and works from the separate discipline of feminist moral theory may advance a feminist form of will to power ethics. Feminist reflection upon the dualistic philosophical basis of modern androcentric power invites further speculation upon the utility of the nondual philosophies of yoga, including those found in Ved??ntic texts like the Bhagavad G??t??, for such an endeavour. Because yoga utilises asceticism-based practices of the self as its primary means for moulding moral subjects, it is comparable to the Greco-Roman will to power ethics described in Foucault???s final works. On the other hand, yoga???s nondual telos may present certain ethical possibilities that dualistic constructs like the Greco-Roman model cannot. Indeed, by practicing nonduality through yoga, contemporary women and others may be engaging in a practice of freedom in the most essential sense.
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Dalgliesh, Bregham. "Enlightenment contra humanism : Michel Foucault's critical history of thought." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/1725.

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In this dissertation I claim that Michel Foucault is a pro-enlightenment philosopher. I argue that his critical history of thought cultivates a state of being autonomous in thought and action which is indicative of a kantian notion of maturity. In addition, I contend that, because he follows a nietzschean path to enlightenment, Foucault’s elaboration of freedom proceeds from his critique of who we are, which includes a rejection of humanism’s experiential limits. At the same time, and perhaps most importantly, I also suggest that Foucault articulates a posthumanist conception of finitude and being. To begin with, I show that on humanism’s path to edghtenment, which is established by Rousseau, Kant and Hegel and currently advocated by Rawls and Taylor, a philosophy of the autonomous subject who desires self-actualisation through recogrution precedes the epistemologcal and political critiques which generate humanism’s objective, normative and subjective axes of experience. On the basis of Foucault’s archzological, genealogical and, when they operate together, critical historical critiques of these conditions of possibility for autonomy and recogrution, I maintain that humanism fails to teach us how to think or act freelythat is, as critical thought that delivers enhghtenment-and that humanism’s knowledge of the world and its justice in politics necessitate the confined exclusion of those who are different and the submission of subjectivity of those who are normal. In response to the immaturity that is at the heart of humanism, I illustrate that Foucault deploys archeology, genealogy and critical history to excavate his posthumanist, enlightenment alternatives of savoir, pouvoir and ethico-morality. After he relocates an explanation of cause and effect in the human sciences from savioir to the relations between savoir and pouvoir, I explicate how Foucault reconceives, firstly, the way pouvoir is exercised by productive mechanisms, which discipline the body and regulate the citizen, and, secondly, the nature of pouvoir, which he characterises as governmentality, or one’s action upon the actions of others. He then retlunks freedom as the vis-a-vis of pouvoir/savoir, and I demonstrate how critical history reveals that, prior to the hermeneutic relation to self wluch is at the centre of humanism’s conception of moral identity, ethical subjectivity in antiquity is formed through an ascetic, agonistic freedom that is based on a practical relation to self. Foucault uses this as a blueprint for the present, in which an ethico-political state of being autonomous in thought and action is constituted over against our limits of pouvoir/savoir. I thus claim that Foucault’s portrayal as an anti-enlightenment philosopher, who proffers nothing but anormative critique and amoral freedom, represents the perspective of those for whom to be anti-humanism is akin to being antienlightenment. These criticisms are exposed as misguided by the thesis that I verify in this dissertation, which is that critical history qua critique, thence an ontology, namely, Foucault’s critical ontology, brings about maturity and endorses an ehghtenment that is both contra- and post-humanism.
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Lange, Deborah, of Western Sydney Hawkesbury University, and of Health Humanities and Social Ecology Faculty. "A sense of being." THESIS_FHHSE_XXX_Lange_D.xml, 2000. http://handle.uws.edu.au:8081/1959.7/372.

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This thesis emerged from the author’s quest to increase her personal and professional effectiveness, to become more congruent, and to be a better person in the world. The thesis discusses how to move from Argyris and Schon’s behavioural model 1 (seeking answers externally, blaming others, avoiding responsibility, controlling behaviour and the belief that there is one right way) to model 2 (seeking answers from within, accepting responsibility, living in a state of flow, surprise and emergent possibilities, looking at the world in multiple ways and collaborating with others). Drawing from her own experiences and interactions with others, the author explores issues such as how people learn the qualities that enable them to be better people; what experiences have enabled people to move toward model 2; what happens when a group, especially within an organisation, moves toward model 2 and how does this happen; and how can conditions be created to enable individuals or groups to move toward model 2.<br>Master of Science (Hons)
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Dennett, Janet Mary. "Dreaming myself : combining dreams, autobiographical writing and psychotherapy in addressing narrative fracture." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51129/.

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This study springs from my experience of what I term ‘narrative fracture', a life-hiatus or crisis that derails one's current life pattern and self-identity. It examines the nature of this phenomenon and its possible roots in early infancy and childhood. Three therapeutic modalities: dreams, psychotherapy and autobiographical writing, which were instrumental towards resolution of that narrative fracture for me, are then explored. The study uses first person heuristic methodology because my own experience, and ongoing process towards resolution, lies at the heart of the research. It also, as part of that methodology, draws on the experience of three ‘textual co-researchers' as recorded in their autobiographical writings. Each of the segments of the study, narrative fracture, roots of narrative fracture, and modalities towards resolution, are interrogated from three directions: my autobiographical narrative relating to that segment, and extracts from the other authors' texts of theirs, then examination of these in light of the relevant theory, and finally a reflexive review made of the findings, following thus a pattern, identified by Michelle Davies, of a narrative ‘voice', an interpretive ‘voice' and an unconscious ‘voice'. Most traumatic for me at narrative fracture was loss of self-identity and erupting internal chaos. Psychoanalyst/interpersonal theorist Karen Horney's theories around the formation of a ‘false self' and the related palliative measures of addiction and controlling are my foremost source of understanding here. To discover how self-identity is formed and can potentially be impeded, the mother-baby relationship, the issue of attachment, and the crucial involvement of the body in the infant developmental matrix are explored, principally through the works of Donald Winnicott and John Bowlby; and the related development of ‘affect-regulation' and ‘mentalization' through Peter Fonagy's breakthrough work. Ulric Neisser and Jerome Bruner's theories bring further understanding of development of the self and the socially constructed elements of self-identity. In the process towards ‘reconstruction' Donald Kalsched's theory of the crucial necessity of ‘re-traumatization' is foregrounded, and the study holds this in mind during exploration of the three therapeutic modalities. Neuroscience and brain research also inform this exploration, and a common denominator is found between the three therapeutic modalities via Ernest Hartmann's notion of a ‘continuum' of modes of mental functioning. It is established that the REM programming and reprogramming state, and input from unconscious mental processing are increasingly at work as we operate at the ‘creative'/'dreaming' end of this continuum, and that here psychotherapy, autobiographical writing and dreaming are all shown to be located. Four key points emerge in understanding the impact of these three modalities on healing narrative fracture: the centrality of the relational; the emotions as ‘linchpin'; the power of pattern, metaphor and image; and the potency of the sleeping brain. With its personal accounts, and the new syntheses made between aspects of the different academic fields it mines, this study offers a new perspective on the nature, and lifelong consequences, of early childhood development. It is envisaged that this will provide valuable insight to the burgeoning numbers of quantitative researchers now recognising the need for first person input to their third person research, and to those who are professionally involved in the care of others, as well as to related policy-makers.
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Bell, Beth Teresa. "Understanding adolescent girls’ vulnerability to the impact of the mass media on body image and restrained eating behaviour : the role of media type, body perfect internalisation and materialism." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39670/.

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There is a strong body of psychological research implicating the mass media in the aetiology of adolescent girls' negative body image and eating behaviours. The present thesis aims to extend this research by examining potential factors – namely, media type, body perfect internalisation and materialism – that make girls more vulnerable to the negative impact of the mass media. An initial meta-analysis (Chapter 3) collated the findings of existing research examining the impact of ‘body perfect' media on adolescents' body image; examining gender, age and media type as moderators of this effect. Chapter 4 examined the relative roles of both media type and media model identification (a key dimension of body perfect internalisation), within the mass media and body image relationship. Using both survey and experimental methods (N = 199), it was found that adolescent girls' habitual tendency to identify with media models, was a more potent vulnerability factor within the mass media and body image relationship, than media type. Due to the limitations associated with existing measures of body perfect internalisation, a new measure of body perfect internalisation was developed in Chapter 5 (N =373), which was subsequently utilised in the final experiments of the thesis. Chapter 6 demonstrated that acute music video exposure had a more potent negative impact on girls' body image than still media images (N = 142); an effect that was fully mediated by wishful character identification and also moderated by body perfect internalisation. Chapter 7 consists of two studies that demonstrate the important role which materialism plays within the mass media, body image and eating behaviour relationship. In Study 1, structural equation modelling identified a direct pathway between materialism and restrained eating that was independent of body image (N = 199). This finding was further replicated in an exposure experiment, which demonstrated that brief exposure to materialistic media causes acute diet-like behaviours in adolescent girls (N = 180).
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Scott, Adam. "How to survive and flourish : a case study and research informed-model of self-care and stress in trainee counselling psychologists." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/how-to-survive-and-flourish-a-case-study-and-research-informedmodel-of-selfcare-and-stress-in-trainee-counselling-psychologists(4cb6a45a-9648-466f-975d-e9526894ea94).html.

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Aims: This study aims to use trainee counselling psychologists' conceptualisations and experiences to create a research-informed model of self-care and stress. In order to do this, the study integrated the basic tenets of humanistic psychology, theory relating to human potentiality and motivation, pluralistic practice and the relevant research literature around self-care and stress in trainee counsellors, psychotherapists and psychologists. Methods: The study was qualitative in nature and utilised a theory-building case study design. The research participants where 12 trainee counselling psychologists enrolled on a Professional Doctorate in Counselling Psychology in the United Kingdom. A research-informed model of self-care and stress was developed from the relevant research and theory literature. The findings from the 12 semi-structured interviews with the trainees were applied to this model in order to contextualise and refine it. Findings: The data from the interviews was analysed using a thematic analysis and the following categories and themes were discovered: category one - conceptualisations of self-care with caring for self, caring for others and self-actualising as its lower order themes; category two - self-care strategies, with keeping work-life in balance, caring for my physical well-being, getting support from other people and realising there is more to life as its lower order themes; category three -conceptualisations of stress with theoretical understandings of stress, physical impact of stress and psychological impact of stress as its lower order themes; the final category - sources of stress with demands and pressures, financial strains, unhealthy relationships and personal and professional development as its lower order themes. Discussion: The revised research-informed model suggests a number of goals, tasks and methods of self-care and a number of practical examples for each of these areas. According to the model, the goals of self-care involve nurturing trainees' potentiality to become fully functioning trainee counselling psychologists through learning to care for self, others and self-actualising. The tasks of self-care are promoting trainees' wellbeing through meeting their training needs (social support, academic, developmental and placement). Finally, the model suggests the methods of self-care should encourage intentional individual and organisational engagement in strategies which enable trainees to meet their training needs. The study recommends the model is applicable to counselling psychology regulatory bodies and training programmes, as well as individual trainee counselling psychologists. It also proposes further development of the model through research and testing.
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Trotta, Patrizia. "The potential contribution of psychosynthesis to education : an interview-based exploration of educators' experiences of working with members of the 'New Generations' who are developing towards self-actualisation and self-transcendence." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/11561.

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The intention behind this research was to reveal through two interpretive, inter-related studies the perceived needs of differently-labelled youth, collectively addressed in this thesis as ‘the New Generations’, exploring potentially viable ways of working with them in education. The first study focused on youth labelled Indigos, and the second study focused on exploring a possible way of working with the New Generations according to experienced teachers. Both studies drew on lived experience and opinions of educators who have acquired extensive experience respectively with the Indigo phenomenon and with the psychosynthetic educational model. The first study’s results revealed not only Indigos’ self-actualising and self-transcending characteristics and needs, but also indicated that holistic approaches to education appeared to have been successful with them. A further analysis of characteristics observed by special education experts indicated that differently-labelled youth also appear to be motivated by self-actualising and self-transcending tendencies, which highlighted the relevance of investigating holistic models for potential integration in mainstream education. Psychosynthesis was chosen for investigation in the second study, in that besides addressing self-actualising/transcending needs, it also integrates them within the psyche. The study explored how recent psychosynthesis-based educational projects might inform, and contribute to, holistic and mainstream education. Some innovative potential contributions to both holistic and mainstream education were found. Recent research on current tendencies, educational futures and global trends affecting a changing world would appear to emphasise the relevance of the contributions offered by the psychosynthesis model, hence to suggest the potential appropriateness of their fuller integration in mainstream education. However, an examination of study results and of the relevant literature on practices seems to indicate a tendency to transmit knowledge from past to future generations, irrespective of possibly changed needs, in both mainstream and holistic education. It is suggested that this potentially biased way of educating youth might need to be addressed on both fronts.
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Books on the topic "Self-actualisation"

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Bamidele, Bolade. Self actualisation quest. [Lipakala, Nigeria ?]: Bamidele, C. O., 2005.

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Siṅgha, Harajodha. Aulakha, ikka bahuparatī sam̆wāda: A study in self-actualisation. Dillī: Waillawisha Pabalisharaza, 2003.

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Reddy, T. Vasudeva. Jane Austen: The dialectics of self actualisation in her novels. London: Oriental University Press, 1987.

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Reddy, T. Vasudeva. Jane Austen: The dialectics of self actualisation in her novels. New York: Envoy Press, 1987.

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Tabish, A. Kamyab zindagi. Lahore: Darul shaoor, 2001.

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Ahmad, A. I. Kamyabi ki lagan. Lahore: Takhleeqat, 2001.

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David, A. Israel. Maslow's self actualisation and Ambedkar's Dalits: Re-imagining pastoral care and counselling. New Delhi: Christian World Imprints, 2019.

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Richardson, Cheryl. Pleins feux sur votre vie. Varennes, Québec: AdA, 2003.

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Michaud, Christine. Le miracle: Que ferait l'amour? Brossard (Québec): Un Monde différent, 2015.

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Bliss, Edwin C. Faites-le tout de suite! Saint-Hubert [Québec]: Éditions Un Monde différent, 1985.

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Book chapters on the topic "Self-actualisation"

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Samuel, Flora. "Self actualisation." In Housing for Hope and Wellbeing, 113–22. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003031888-10.

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Wilson, Ian. "Self-Actualisation: Dental Practitioner Perspective." In Emotional Intelligence in Dentistry, 96–101. Boca Raton: CRC Press, 2024. http://dx.doi.org/10.1201/9781003379829-13.

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Shepherd, Carol A. "Intersectional Identities: Bisexual Christians Discuss Self-Actualisation and Spirituality." In Bisexuality and the Western Christian Church, 117–39. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94679-5_5.

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Gregory, Chris. "Humanism, self-actualisation and holodiction: psychological themes in Star Trek." In Star Trek, 145–59. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230598409_11.

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Dryden, Windy. "Encourage Self-Actualisation When Your Clients Indicate It as a Goal." In Good Practice in Rational Emotive Behaviour Therapy, 247–48. 2nd ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003423348-104.

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Eleonorasdotter, Emma. "Negotiating Addiction." In Women’s Drug Use in Everyday Life, 235–66. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-46057-9_9.

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AbstractThis chapter examines the meanings of addiction from a phenomenological perspective, using Sara Ahmed’s concept of lines in relation to the makings of class. How can the relationship between fear of addiction and the desire to use certain drugs but not others be understood? The women’s experiences of pleasure as crucial to the development of addiction are explored, as well as the relationship between addiction and middle-class ideals of self-actualisation and development.
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Gaines, Stanley O. "Maslow on the “Hierarchy of Needs” and Controversy over Evidence for Fulfilling the Self-Actualisation Motive." In A Critical Approach to Conceptual and Historical Issues in Psychology, 285–94. London: Routledge, 2025. https://doi.org/10.4324/9781003528708-33.

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Rimas, Juozas, and Juozas Rimas Jr. "The Search for Abilities and Characteristics Which Produce Expression of Quality." In Etudes on the Philosophy of Music, 21–81. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-63965-4_4.

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AbstractA series of sub-chapters summarising the subjective abilities necessary for expression in music: 3.1. A Musical Ear. “Inner hearing” vs. acoustic hearing; perfect pitch. Hearing and understanding (G. Colombero, B. Asaf’ev; C.P.E. Bach, R. Schumann). 3.2. Sound Creation. The method developed by C. Martienssen. “Wunderkind complex”. The author’s recording of the Andante from the Cassation in B flat major (KV 63a) by the 13-year-old W. A. Mozart. Six elements of sound creation: pitch volition (Tonwille); timbre volition (Klangwille) (cf. A. Losev: “the otherness of tone“); line volition (Linienwille) (cf. B. Asaf’ev: “melos“); rhythm volition (Rhythmuswille); form volition (Gestaltwille); forming volition (Gestaltungswille). 3.3. The Psychology of Tone. Physical sound vs. musical tone (G. Hegel, E. Kurth; B. Asaf’ev, Y. Nezaykinskiy; G. Scelsi). 3.4. Modulation. Not only as a change of tonality (Aristoxenus, St. Augustine, Heraclitus, the Venerable Bede; A. Šliogeris; B. Asaf’ev). The beauty of music is revealed through the modulations of sound dictated by intonation. 3.5. Intuition. Intuitivist philosophy of art (H. Bergson; A. Andrijauskas). Intuition as cognition which is unconsciously realised (K. Wojtyla). Intuitive vs. mental cognition. Listening to music is important for the development of intuition, like learning a language which requires one to hear it and accumulate (intonational) vocabulary. 3.6. Becoming. The interpreter must release the potential of the being of the work. Becoming is the basis of temporal art, such as music (A. Losev). Transformation of the visual form of the work into its actualisation in sound through intonation (H. Gadamer: Verwandlung; E. Husserl; H. Bergson; Vydūnas, A. Mickevičius, A. Sverdiolas, A. Šliogeris; S. Kowalczyk). 3.7. Imagination. Creative and recreative imagination. Relation of imagination to expression and understanding (L. Wittgenstein, R. Barthes, A. Schopenhauer). Idea and imagination (I. Kant, J. Maritain, F. Schiller; G. Colombero, G. Gachev, V. Nalimov). The goal in musical performance is beauty, while the means is the education of the imagination (V. Daujotytė). 3.8. Intentionality. Intention and intonation (E. Husserl; J. Stolnitz, R. May). Intentionality as a feature of aesthetic experience, with three phases: aesthetic attitude (introductory emotion), aesthetic process and contemplation. 3.9. Emotions. The psychological truth of the fact in artistic consciousness. What you feel is the precursor to understanding it (Aristotle; E. B. de Condillac, R. Wagner). Art as organised emotion attached to experience. Music as a tonal analogue of emotive life (S. Langer). Emotions and feelings. Three kinds of feelings: intellectual, aesthetic and moral (cf. kalokagathia). Music as the art of emotional intelligence (“sensuous showing of the idea”—G. Hegel; art as a central emotion—L. Vygotsky). Action and emotions (K. Wojtyla). Importance of emotions in author’s recordings of the Lithuanian folk song Tu, paukštuke (“You little bird”) and the music for the drama Caligula (J. Andrejevas). Emotions and values. Intuition of duration and vital impetus (élan vital) (H. Bergson; Ž. Jackūnas, A. Andrijauskas). 3.10. Spirituality. One of the qualities which condition the sense of meaning. Cultural activity as the decoding of the spirit (idea) of the work (P. Mantvydas, J. Kubilius, B. Bitinas). Spirituality and technology (G. Steiner: the fatality of technicity lies in the broken links between techne and poiesis). Inner beauty (W. Kandinsky). Expression influenced by the idea: Syrinx by C. Debussy, with the author as oboe soloist. 3.11. Intonation. The understanding of intonation as the grasp of the work’s idea. It is not the tone that makes music, but music that makes the tone. The work has potential intonational meaning. Actualising of the potentiality depends upon the interpreter. Form as a process and as a scheme (B. Asaf’ev). Structure and form (J. Cage). The freedom of interpretation (freedom as the recognition of necessity—G. Hegel; the artist loves their limitations—G. K. Chesterton). Phonetic and syntactical intonation. Intonation vs. form, tone, rhythm, dynamics, tempo, timbre and articulation. 3.12. Values. Value orientation does not exist within the subject in itself (V. Sesemann): a person is “the measure of all things” (Protagoras). The music of every nation does not lose its distinctive characteristics (M. K. Čiurlionis); the author’s recording of a work by R. Šerkšnytė, inspired by The Little Prince of A. de Saint-Exupéry, which is nevertheless imbued with Lithuanian lyricism. Interpretation presupposes a degree of understanding (“thought was supposed to rule over action”—H. Arendt). Discontent with one’s present self is the first step towards values (T. Sodeika, N. Hartmann). Consciousness, by relating to values, becomes cultural (M. Bakhtin). Avoidance of a hedonistic approach to values (“organic mendacity”—M. Scheler; B. de Spinoza; Ž. Jackūnas). The value of the aesthetic (N. Hartmann; Plato, G. Hegel). Values are the basis of meaningful expression.
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Madongo, Caroline Marks. "Beyond Self-Actualisation." In The African Union Ten Years After, 502–16. Africa Institute of South Africa, 2013. http://dx.doi.org/10.2307/jj.22177846.34.

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Singh, Greg. "The Myth of Authentic Self-Actualisation." In The Happiness Illusion, 162–80. Routledge, 2015. http://dx.doi.org/10.4324/9781315740362-13.

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Conference papers on the topic "Self-actualisation"

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Todd, I. "Making a difference - through the self-actualisation of the individual." In IEE Colloquium: 'Activate Human Resources and Transform Your Business'. IEE, 1998. http://dx.doi.org/10.1049/ic:19980604.

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Zvierieva, Kateryna. "METHODOLOGY FOR ASSESSING THE LEVEL OF SELF-ACTUALISATION OF ENTREPRENEURS." In Scientific Area in the Context of Globalisation and Transformation. Publishing House “Baltija Publishing”, 2024. http://dx.doi.org/10.30525/978-9934-26-472-6-16.

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Olennikova, Marina V. "Personal Self-Actualisation And Coping Strategies Of Technical And Humanitarian Students." In PCSF 2019 - 9th PCSF Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.94.

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Kreija-Gaikste, Sandra, and Irena Katane. "Theoretical and legal basis of young people’s military career in the field of national defence." In Research for Rural Development 2020. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/rrd.26.2020.042.

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Research in many countries across the world, including Latvia, shows that youth participation in national defence is a topical issue. So far, scholarly research focusing on the promotion of youth participation in national defence and the provision of career support at school age and after finishing school is scarce. Therefore, the aim of the research was to establish the basis for young people’s military career in national defence. Research results show that there is both theoretical and legal basis for young people to start a military career, already during school years. Based on the broad meaning of the concepts career and career development, young people’s self-development, self-management and self-actualisation in various fields of human activity over one’s lifetime emerge as topical issues. Such activities of various kinds may follow one another in succession or take place simultaneously, in parallel, in accordance with dual career theories. The beginning and development of young people’s military career in Latvia can occur in the context of various activities already present and available in the near future: 1) participation in the Latvian Youth Guard as a type of non-formal education, 2) acquisition of National defence training at school in the context of formal education, 3) upon reaching legal age, voluntarily joining the Latvian National Guard, which is a component of the National Armed Forces of the Republic of Latvia.
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Alexander, Gregory, Sheila Matoti, and Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.

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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.
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Schipor, Ovidiuandrei, and Irina Mocanu. "MAKING E-MOBILITY SUITABLE FOR ELDERLY PEOPLE." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-040.

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Regular physical exercises seem to be one of most important habit for living a healthy and joyful life. No matter what the age is, physical activity offers a general framework for an improved handling of human needs, starting with the basic ones such as physiological and safety and ending with the higher one such as belonging, esteem and self-actualisation. Despite of this, the higher the age is, the lower the availability for physical exercises become. Health issues, general lack of energy or social conformism are some of the most frequent reasons for such behaviour. Moreover, these factors act like a negative feed-back mechanism conducting to chronic inactivity. That is why maintaining a high level of physical activity even at a high age become a priority. In this article we present PAT - Physical Activity Trainer, a module projected to be included in Mobile@Old - an integrated platform for assisting elderly people to maintain a healthy lifestyle in their homes. One of the primary goals is to act as non-intrusively as possible while relying on modern technologies that will insure its effectiveness. Mobile@Old will take an interdisciplinary approach making use of several novel techniques in artificial intelligence, image analysis, facial expression recognition, data fusion, knowledge extraction and agents cooperation. PAT is presented from both psychological and technological point of view. The interface between kineto-therapist and old people is based on Kinect impersonal silhouettes. Real examples of recorded exercises are also presented. Moreover, we explain the interactions amongst PAT and the other components of Mobile@Old platform.
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Reports on the topic "Self-actualisation"

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Swannack, Robyn, Alys Young, and Claudine Storbeck. A scoping review of deaf sign language users’ perceptions and experiences of well-being in South Africa. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0082.

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Background: This scoping review concerns deaf adult sign language users from any country (e.g. users of South African Sign Language (SASL), British Sign Language (BSL), American Sign Language (ASL) and so forth). It concerns well-being understood to include subjective well-being and following the WHO’s (2001) definition of well-being as “mental health as a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully and is able to make a contribution to his or her community.” Well-being has three components (Steptoe, Deaton, and Stone, 2015; Stewart-Brown, Tennant, Tennant, Platt, Parkinson and Weich, 2009): (i) Live evaluation, also referred to life satisfaction, which concerns an individual’s evaluation of their life and their satisfaction with its quality and how good they feel about it; (ii) hedonic well-being which refers to everyday feelings or moods and focuses on affective components (feeling happy); (iii) eudaimonic well-being, which emphasises action, agency and self-actualisation (e.g. sense of control, personal growth, feelings of purpose and belonging) that includes judgments about the meaning of one’s life. Well-being is not defined as the absence of mental illness but rather as a positive state of flourishing that encompasses these three components. The review is not concerned with evidence concerning mental illness or psychiatric conditions amongst deaf signers. A specific concern is deaf sign language users’ perceptions and experiences of well-being.
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