Jan 262010
 

Source: “Authentic Happiness,” Martin E. P. Seligman, Ph.D., Chapter 3

In 2000, Barbara Fredrickson won the $100,000 Templeton Positive Psychology Prize. Her winning paper, “claims that positive emotions have a grand purpose into evolution. The bride and are abiding intellectual, physical, and social resources, building up reserves we can draw upon when a threat or opportunity presents itself.”

In one experiment, the subject is given gifts, amused, and exposed to positive words. The subject is more likely to respond creatively. In another experiment, the subject is asked to identify related words. The subject is more likely to respond quickly if they have been “jollied up.” In another experiment of four year olds, the happiness environment improved their ability to learn.

Earlier psychological experimenters such as C. S. Pierce, equated cheerfulness with a lack of trouble or lack cognitive capacity to acknowledge and address troubles. In another experiment, depressed people were “sadder but wiser” in their ability to judge their level of control.

Depressed vs. Happy Thinking Skills

There’s also experimental evidence that depressed people are more realistic and accurate judges of their abilities. Less-happy people have more accurate memories of both good and bad events; they are “evenhanded in assessing success and failure.”

All of this evidence might seem to make a case for the benefits of depression. However, Lisa Aspenwell demonstrated situations in which happy people had an edge over more-unhappy individuals in certain types of life situations. An integrated conclusion is: “a positive mood jolts us into an entirely different way of thinking from a negative mood.

Less happy people tend to be more skeptical and able to respond with critical thinking. Their benefit it is the ability to “focus on what is wrong and then eliminate it.”

It seems reasonable to conclude that happy people tend to rely on positive past experiences and maybe better act repeating their previous behavior. Less distracted by a defensive stance, they are better able to be creative, tolerant, constructed, generous, and defensive, and lateral.”

Building Physical Resources

Positive emotions promote play, which is important to creative processes such as the building of physical resources such as increased muscle and cardiovascular capacity. People with predominantly positive emotions can to enjoy better health and greater longevity.

Happiness is associated with increased productivity and worker income. (This may reflect their ability to interact better with others.)(one might ask if a less-happy affect facilitates concentration problem solving.)

In some experiments, happier people are better able to tolerate adversity such as holding their hands in ice water. Also, a happier general disposition makes it easier for people to overcome the effects of temporary fear or sadness.

Building Social Resources

Strong bonds of affection and attachment between people are facilitated by a positive disposition. They are better able to express their positive feelings and others are more likely to respond positively to them. The happiest of the happy are much more likely to have a “rich and fulfilling social life” and spend the least time alone. They are also more likely to display empathy and be altruistic.

The Bottom Line

The bottom line seems obvious: extroverts are more likely to form relationships outside of themselves, attracting friends. A happy disposition is of special benefit in win-win situations where creativity may win the day. It is about growth. The less-happy disposition is of special benefit in win-lose situations where grim determination may win the day. It is about slaying dragons.

Jan 122010
 

Source: “Pursuing Human Strengths,” Martin Bolt, Introduction

“Change” reflects our ability to adjust typical patterns of behavior. The way we think about the ability of ourselves and others to change affects how we think about and judge behavior. Entity theorists believe that our characteristics change very little. They are more willing to make generalized character judgments based on fewer observed behaviors. Incremental theorists believe that we are more able to make desired changes. They are more willing to seek opportunities for and apply themselves toward personal development. An incrementalist would certainly be more likely to make an effort to change.

One’s attitude toward the human potential for change is reflected in the relative importance of ability vs. effort in achieving success or demonstrating intelligence. Albert Einstein sounds like an incrementalist when he is quoted as saying “genius is 1% inspiration and 99% perspiration.” If one believes that their characteristics are fixed, they may interpret poor performance on a task means that they are stupid, worthless, or a complete loser. Others are able to interpret failure as the mark of effort and see the need to intensify or redirect their efforts. One path leads to pessimism, learned helplessness, and self-reinforcing failure. The other path leads to optimism, sustained effort, preparation to seize opportunities, and self-reinforcing experience with success.

While positive attitudes and hard work do not guarantee success, they clearly promote it. Lucky breaks , social support, health, and even genetic gifts are important facilitators for many people who are admired as “successful.” The book “Outliers” by Malcom Gladwell makes a fascinating study of opportunistic success. Nonetheless, cultivated attitudes and habits about the potential for change creates an environment that rewards effort toward desired change.

“Parents and teachers can also teach students to relish a challenge. Doing easy tasks is often a waste of time. The fun comes in confronting something difficult and finding strategies that work. Finally, adults should help children value learning more than grades. Too often kids rely on grades to prove their worth. Sure, grades are important. But they are not as significant as learning.” (p. 10)

Jan 112010
 

Source: “Pursuing Human Strengths,” Martin Bolt, Preface

The weakness of psychology, during its short history as a science, has been its primary focus on human weaknesses rather than on human strengths. That began to change dramatically when Martin Seligman was elected president of the American Psychological Association. Seligman leveraged his research on learned helplessness and hopelessness into a new focus on learned optimism and happiness.

A primary focus of positive psychology is on human strengths, a core set of virtues. The intent is to study, measure, and understand these strengths so that they can be purposefully developed, increasing both subjective and objective psychological well-being.

Responsibility – Both researchers and individuals have a responsibility to understand the factors that influence thinking and behavior, and to use this knowledge to increase the healthful development of individuals and societies. Responsibility is vital for the development of other strengths.

Love – Hereditary nature and environmental nurture both contribute to human development. Attachment styles, developed in early life, have a powerful impact on adult relationships.

Empathy – The ability to recognize and consider the feelings of others is a vital step in psychological development. Empathy is necessary for forgiveness and altruism.

Self-control – the ability to accept delayed gratification, instead of only immediate rewards, is also vital to psychological maturity. Purposeful achievement requires a persistent cycle of goal setting, reflection, and self regulation.

Wisdom – intelligence involves a great deal more than the ability to acquire rote knowledge. Wisdom is associated with reasoning ability and the productive application of knowledge in a complex social environment.

Commitment – our goals must have meaning and reflect a satisfying purpose if we are to pursue them with persistence. But there are important differences between intrinsic and extrinsic motivators.

Happiness – positive emotions such as happiness were required for salutogenesis. It is irresponsible for psychology to focus on pathology.

Self-respect – while self-esteem serves to artificially heighten a sense of entitlement, self-respect involves a realistic valuation of one’s potential within society.

Hope – learned optimism can be an effective therapy for the hopelessness of depression. Hopefulness helps us to sustain effort through difficult times. Community support is vital for individual and collective well-being.

Friendship – individual support is also effective in promoting personal and collective well-being. Shared responsibility also helps to sustain persistent effort to achieve goals.

Dec 272009
 
Lecture 13 – Why Are People Different?: Differences

Why are people different from one another? This lecture addresses this question by reviewing the latest theories and research in psychology on two traits in particular: personality and intelligence.

Students will hear about how these traits are measured, why they may differ across individuals and groups, and whether they are influenced at all by one’s genes, parents or environment.

Watch it on Academic Earth

Dec 252009
 
Lecture 11 – Evolution, Emotion, and Reason: Emotions, Part I

This class is an introduction to the evolutionary analysis of human emotions, how they work, why they exist, and what they communicate.

In particular, this lecture discusses three interesting case studies, that of happiness (e.g., smiling), fear and the emotions we feel towards our relatives.

Finally, this lecture ends with a brief discussion of babies’ emotional responses to their caregivers.

Watch it on Academic Earth

 

Lecture 12 – Evolution, Emotion, and Reason: Emotions, Part II

Professor Bloom continues the discussion of emotions as useful evolutionary adaptations for dealing with our social environment.

In particular, this lecture describes evolutionary explanations for several important emotional responses, such as the love between parents and their offspring, the gratitude we feel towards cooperative behaviors, the spite we feel for cheaters, and the cultural differences in feelings of revenge.

Watch it on Academic Earth

Dec 042009
 

Source: Integral Institute – Scholars

Joel Kreisberg, DC, MA, is the Founder and Executive Director of the Teleosis Institute, an integrally informed institution dedicated to reducing healthcare’s footprint while broadening its ecological vision. Joel is currently an adjunct professor at the School of Holistic Studies at John F. Kennedy University and California Institute of Integral Studies Masters in Integrative Health Studies Dr. Kreisberg completed his Doctor of Chiropratic at New York Chiropractic College and he received a Master of Arts degree in Integral Ecology from Prescott College. Author of several books on Homeopathy and he has been teaching and lecturing worldwide for over 20 years. He maintains a private practice in Berkeley, CA.

Source: Internation Association of Healthcare Practitioners

imageDr. Kreisberg,DC serves as the founder and executive director of the Teleosis Institute (www.teleosis.org), a not-for-profit organization dedicated to educating health professionals and environmentalists on the principles of Ecologically Sustainable Medicine.
Adjunct faculty-John F. Kennedy University- Master’s Program in Holistic Health Education.
Instructor-Acupuncture and Oriental Medical College, Berkeley, CA
Dr. Kreisberg completed and his Doctor of Chiropractic at New York Chiropractic.
He holds a Masters of Arts from Prescott College and a Bachelors of Arts from Wesleyan University
Dr. Kreisberg, DC, MA has been teaching for over twenty years.

See also Teleosis.org

Articles & Books Written
"Ecological Healing and the Web of Life" Explore Vol.1 No.2
"Integrated Environmental Health Clinics: Health Care for People and the Environment" Explore Vol.1 No.5
"Acupuncture as Ecologically Sustainable Medicine" California Journal Of Oriental Medicine Vol.15 No.1

 

   
 

Trends in homeopathic education: A survey of homeopathic schools in North America, 1998 (Unknown Binding)(Out of Print)

Nov 232009
 

imageSource: Integral Institute – Scholars

Sean Esbjörn-Hargens, PhD,  is an Associate Professor and Program Director of both the Integral Psychology and Integral Theory programs at John F. Kennedy University in Pleasant Hill, California. He is Co-Director of the Integral Ecology Center at Integral Institute and the Executive Editor of Journal of Integral Theory and Practice. Sean is a leading scholar-practitioner in Integral Studies.

Source: Integral+Life Contributors

Sean Esbjörn-Hargens Ph.D. is an associate professor and founding Chair of the Integral Theory Program at John F. Kennedy University in Pleasant Hill, California. He is founding Director of the Integral Research Center, which supports graduate and post-graduate mixed methods research. In addition, he is the founding Executive Editor of the Journal of Integral Theory and Practice. Recently, he co-founded and co-organized the biennial Integral Theory Conference.

Sean is a leading scholar-practitioner in integral theory. He has worked cloesly with Ken Wilber for a decade operationalizing the integral (AQAL) model in multiple contexts. He is a founding member of Integral Institute and currently serves as their Vice President of Applications and Research. He is currently the most published author applying the integral model to a variety of topics: education, sustainable development, ecology, research, intersubjectivity, science and religion, consciousness studies, and play. He has just completed writing a 800-page book with environmental philosopher Michael Zimmerman: Integral Ecology: Uniting Multiple Perspectives on the Natural World. Currently, he is co-editing an anthology on integral education and editing an anthology on integral theory.

Sean Esbjörn-Hargens Ph.D. emerged out of the rocky shores of the Pacific Northwest and harbors a deep and committed passion to the articulation of an Integral Ecology. Having grown up in the crossfire of lumber and salmon industries battling environmental regulation, Sean is acquainted with the many nuances that surround controversial environmental issues that involve the clash of divergent worldviews and perspectives. In particular, Sean is concerned with promoting environmental awareness and exploring the intersection of ecological sustainability, cultural preservation, and spiritual transformation. He has spent much of his adult life as a backpack and sea kayaking guide for an outdoor program serving young adults. Having lived and worked overseas in Asia and Africa for many years Sean brings an important global perspective to his Integral work.

Sean is Co-director and a founding member of the Integral Ecology Center at Integral Institute and has been doing research in environmental philosophy and sustainable development for over a decade. He is currently collaborating on a book with Michael Zimmerman about Integral Ecology. In addition, Sean wears a number of other Integral hats at Integral Institute. He is a Lead Seminar Trainer for Nature as Transformative Path, which presents an Integral approach to nature mysticism through a variety of Integrally designed personal practices. He is Executive Editor of the newly established academic journal AQAL: Journal of Integral Theory and Practice, which began Spring 2006 (www.aqaljournal.org). Sean has served as a consultant to I-I helping to establish partnerships with John F. Kennedy University and Fielding Graduate University who offer accredited certificate and MA programs based on the Integral model.

Sean is also an Associate Professor in the Integral Studies Department and Program Director of Integral Psychology at John F. Kennedy University in Pleasant Hill, California. At JFKU, Sean teaches courses in consciousness, culture, and ecology. JFKU is the only place in the world where an individual can get a residential MA degree from an accredited university that is explicitly based on Ken Wilber’s Integral Model.

Sean lives at Sea Frog Haven—five-acres of redwoods just north of San Francisco with his wife Vipassana and their three cats and dog. Both he and his wife are Tibetan Buddhist (Shangpa Kagyu linage) practitioners and work with A. H. Almaas in the Diamond Approach. In addition, Sean engages an Integral Ecological Practice for personal transformation.

Written work:

Sean is a leading scholar-practitioner in Integral Studies. He is currently the most published author applying the Integral model to a variety of topics. He has published integral explorations on the topics of education, sustainable development, ecology, intersubjectivity, science and religion, consciousness studies, and play. His articles have appeared in academic journals such as the Journal of Consciousness Studies, Journal of Bhutan Studies, World Futures, ReVision, Constructivism in the Human Sciences Journal of Humanistic Psychology, and AQAL. He co-edited Ken Wilber’s recent book The Simple Feeling of Being and has just completed writing a 600 page book with environmental philosopher Michael Zimmerman: Integral Ecology: Uniting Multiple Perspectives on the Natural World.

Sean Esbjörn-Hargens Article at Wikipedia

Media Presentations at Integral+Life

Integral Ecology Uniting Multiple Perspectives on the Natural World

Sean Esbjorn-Hargens and Ken Wilber

 John F. Kennedy University Transforming Lives. Changing the World.

Sean Esbjorn-Hargens

 A Comprehensive Approach to Today’s Planetary Issues An Overview of Integral Ecology

 Sean Esbjorn-Hargens and Michael Zimmerman

 An All-Inclusive Framework for the 21st Century An Overview of Integral Theory

Sean Esbjorn-Hargens

  Today there is a bewildering diversity of views on ecology and the natural environment. With more than a hundred ecological schools of thought and methodologies—and scientists, economists, religious leaders, activists, and others often taking completely different stances on the issues—how can we come to agreement to solve our toughest environmental problems? In response to this pressing need, Integral Ecology unites the valuable insights from multiple perspectives into a comprehensive theoretical framework—one that can be put to use right now. Real-life applications of integral ecology are examined, including work with marine fisheries in Hawaii, strategies of eco-activists to protect Canada’s Great Bear Rainforest, and a study of community development in El Salvador.
   

Publications coming:

Esbjörn-Hargens, S. (Ed.) (in press). Integral Theory in Action: Applied, Theoretical, and Critical Perspectives on the AQAL Model. Albany, NY: SUNY.

Esbjörn-Hargens, S. (in process). Living Integral: Cultivating Multi-dimensional Awareness in Daily Life. New York: Random House/Integral Books.

Esbjörn-Hargens, S. (in process). Integral Theory: An Approach to Everything. New York: Random House/Integral Books.

Esbjörn-Hargens, S. (Ed.) (in process). Humanity’s First Planetary Crisis: Why We Need an Integral Approach to Climate Change.

Find more resources at:

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Nov 212009
 

Source: Integral Institute – Scholars

Jack Crittenden, PhD, has for years been interested in what Voltaire called
the two poles of life—government and spirituality. Currently he teaches
political theory at Arizona State University and continues with his own
spiritual practice and investigations. He is a founding member of Integral
Institute.

Amazon’s Jack Crittenden Page

The educator John Dewey wrote that "Democracy has to be born anew
every generation, and education is its midwife." This title examines the
theoretical underpinnings of democratic education with radical solutions
for the overhaul of a system of civic education dating back to the
Founding Fathers.
  In the examination of the conception of human nature, a duality is
commonly perceived–the liberal self as atomistic, self-contained, even
selfish; and the communitarian self as socially situated and defined
through its environment. Crittenden argues that neither view is
acceptable, drawing on recent psychological research to expound on a
theory of "compound individuality." This work includes a discussion of
the compound individual as the self of liberalism, as well as a
discussion of the sort of political organization that can generate
personal identity constituted by liberal autonomy and communitarian
sociality.
  Background report of the Seventy-Seventh Arizona Town Hall, prepared
by Arizona State University.

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