Vrnitev na osnovno stran Arhiv revije Socialna pedagogikaPregled srecanj, ki jih organizira ZZSPO sodelavcih ZSSPProjekti, ki jih organizira ZZSPSodelovanje
prejšnja številka 9

Socialna pedagogika 2003/3

Vol. 7

Kazalo/Contents

: naslednja številka
     
Življenje in delo Carla Gustava Junga Tatjana Verbnik Dobnikar Life and work of Carl Gustav Jung
Paradigma vseživljenjskega razvoja in spoprijemanje s spremembami Zlatka Horvat A paradigm of the life-span personal development and coping with change
Ekološka perspektiva v razvoju Darja Hristovski Ecological perspective and development
Teorija motivacije Abrahama Maslowa v humanistični psihologiji Renata Varga Abraham Maslow's motivational theory and humanist psychology

 

 

 

 

 


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Socialna pedagogika, 2003 vol. 7, št. 3, str. 247-274.

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Življenje in delo Carla Gustava Junga Life and work of Carl Gustav Jung
Tatjana Verbnik Dobnikar, univ. dipl. soc. ped., Osnovna šola narodnega heroja Maksa Pečarja, Črnuška 9, 1231 Črnuče.
Povzetek

Prispevek predstavlja pomembnejša doživetja in prelomne življenjske dogodke v Jungovem življenju, na primer odmik od Freuda zaradi drugačnega razumevanja libida in sporočil nezavednega. Človekovo psiho je razumel kot samoregulacijski sistem, ki ima po naravi religiozen značaj. Zaradi ukvarjanja z religioznim in mejnim so ga nekateri imeli za mistika. Jung je svojo psihologijo ustvarjal z raziskovanjem lastnega nezavednega in iz izkušenj psihoterapevtske prakse ter s študijem filozofskih, alkimističnih in gnostičnih tekstov. Odkril je, da poleg individualno nezavednega obstaja tudi kolektivno nezavedno. Njegov prispevek znanosti je vpeljava koncepta: introvertiranost in ekstravertiranost, psihološki tipi in odkritje arhetipov: sebstvo, animus in anima, senca. V njegovi teoriji razvoja ima osrednje mesto individuacija, ki je zanj naraven proces osebne rasti in posameznikovega razvoja ter smisel in cilj življenja. Razvil je svoje metode in tehnike individuacije. Pomembnejša je aktivna imaginacija, ki jo je mogoče uporabljati za razumevanje sanj. Za svoje življenjsko delo je prejel sedem častnih doktoratov različnih univerz po vsem svetu.

Ključne besede: C. G. Jung, osebno nezavedno, kolektivno nezavedno, senca, anima in animus, arhetipi, psihološki tipi, sebstvo, razvojna obdobja, individuacija.

Abstract

This article presents the basic concepts of Jung's work and the turning points in his life, such as his break with Freud due to his different understanding of libido and messages from the unconscious. According to Jung, the human psyche is a self-regulating system of religious nature. Because of his interest in religious and supernatural matters some people considered him a mystic. He built his line of psychology on the research of his own unconsciousness, his experience in psychotherapy and on his studies of philosophy, alchemy and Gnosticism. He discovered that along with the individual unconscious there is also the collective unconscious. To the human sciences he contributed the concept of introvert and extravert, the psychological types and archetypes: self, animus, anima, shadow. In his theory of development, the central role plays individuation which he sees as the natural stage in the personal growth and individual's development as well as the sense and aim of one's life. He developed his own methods of individuation, notably the active imagination which can be applied in interpretation of dreams.

Key words: C. G. Jung, personal unconscious, collective unconscious, shadow, anima, animus, archetypes, psychological types, self, developmental phases, individuation.


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Socialna pedagogika, 2003 vol. 7, št. 3, str. 275-314.

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Paradigma vseživljenjskega razvoja in spoprijemanje s spremembami A paradigm of the life-span personal development and coping with change
Zlatka Horvat, uni. dipl. soc. ped., Osnovna šola Center, Seidlova c. 7, Novo Mesto.
Povzetek

V današnjem času nenehnih sprememb strokovnjaki številnih področij vedno bolj poudarjajo, da odraslost ni obdobje predvidljivih dogodkov, temveč se posameznik vsakodnevno srečuje s spremembami, ki nepričakovano posegajo v njegov običajni tok življenja. Prispevek predstavlja paradigmo vseživljenjskega razvoja ter kontekstualni model razvoja, ki poleg normativnih dejavnikov poudarja tudi pomen nenormativnih oz. nepredvidljivih sprememb. Kako se bo posameznik soočil s procesom spreminjanja ter kakšen bo končni izid, je odvisno od številnih dejavnikov, predvsem od njegovih virov in načinov spoprijemanja.

Ključne besede: vseživljenjski razvoj, kontekstualizem, spremembe, viri spoprijemanja.

Abstract

Today, in the era of ongoing changes, scientists from many fields believe that adulthood is not a period of predictable events but rather a series of ongoing changes which unexpectedly interrupt the individual's usual flow of life. The article presents a paradigm of the ongoing personal development and a contextual model of development which along the standard factors takes into account also the non-standard and unpredictable changes. How the individual copes with the process of change and the final outcome depend on a range of factors, notably on the individual's resources and his/her individual strategies.

Key words: life-sapn development, contexstualism, change, sources of coping.


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Socialna pedagogika, 2003 vol. 7, št. 3, str. 315-338.

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Ekološka perspektiva v razvoju Ecological perspective and development
Darja Hristovski
Povzetek

Prispevek obravnava razvojne dileme in predpostavke ekološke perspektive, pri čemer se opira predvsem na ekološki pristop Urija Bronfenbrennerja. Ekološka perspektiva preučuje vzajemne procese in prilagajanja med aktivnim rastočim biopsihološkim organizmom z razvijajočimi se, medsebojno povezanimi sposobnostmi mišljenja, občutenja in reagiranja ter razvijajočim se okoljem, v katerem je posameznik v določenem trenutku, pri čemer na ta proces vpliva tudi interakcija med posameznimi sistemi okolja ter širši kontekst, v katerega so vsi ostali sistemi vključeni. V prid opazovanju večsmernosti procesov med posameznikom in okoljem ekološka perspektiva predlaga naturalistično opazovanje, kritična pa je do laboratorijskega raziskovanja. Uporabna vrednost ekološke perspektive se odraža v mnogih kasnejših pristopih in teorijah, od katerih sta v prispevku omenjeni dve - teorija Richarda Lernerja in Johna P. Hilla. Ekološka perspektiva obeta tudi praktično uporabne rezultate na področju socialne politike, pedagoške prakse, vzgoje in terapije otrok, kar vključuje tudi obravnavanje posameznih skupin otrok, kot so na primer otroci, pripadniki druge generacije priseljencev.

Ključne besede: ekološka perspektiva, razvoj, biopsihološki posameznik, ekološki kontekst, vzajemni proces prilagajanja

Abstract

This article discusses certain developmental dilemmas and assumptions in the developmental psychology based on the Uri Bronfenbrenner's ecological approach. The ecological perspective studies the mutual process and accomodation between the growing biopshychological organism while developing the interconnected capacities of thinking, feeling and action, and the changing environment in which the individual finds himself/herself in a given moment. This process is at the same time influenced by the interactions between specific environmental systems and the wider context including all other systems. As a research method of multidirectional processes between the individual and the environment, the ecological perspective suggests naturalistic observation, but remains critical towards lab research. The application value of the ecological perspective can be seen in the subsequent approaches and theories, two of them, Richard Lerner's theory and John P. Hills' theory, are presented in the article. It may also provide useful results in the area of social policy, education, children therapy including research of specific groups of children, such as second generation immigrants.

Key words: ecological perspective, development, biopsychological organism, ecological context, mutual process of accommodation.


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Socialna pedagogika, 2003 vol. 7, št. 3, str. 339-360.

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Teorija motivacije Abrahama Maslowa v humanistični psihologiji Abraham Maslow's motivational theory and humanist psychology
Renata Varga, dipl. prof. nem.
Povzetek

Humanistična psihologija je smer v psihologiji, ki izhaja iz kritike dveh pomembnih psiholoških teoretskih smeri, psihoanalize in behaviorizma.Usmerjena je na novo predstavo o psihičnem in fizičnem zdravju posameznika, podprto s trditvijo, da je človek v svojem notranjem jedru dober. Temelji na teorijah osebnosti Abrahama Maslowa in Carla Rogersa ter obsega razvojno, osebnostno in intervencijsko psihologijo. Maslow je v svoje delo "Motivation and Personality" (1954) vključil poglavitne ideje humanističnega gibanja in z njim postavil enega izmed temeljev humanistične psihologije: s teorijo motivacije je razjasnil pomen človekovih osnovnih potreb, jih razvrstil v piramido, razjasnil pomen motivacije in utemeljil potek človekovega razvoja oz. rasti. Obravnaval je načine zadovoljevanja človekovih temeljnih potreb, ovire pri njihovem zadovoljevanju in možne posledice nezadovoljenih potreb. Opredelil je tudi možne zadovoljevalce potreb, med katerimi je med drugim družba in izpostavil pomembno vprašanje: so zahodne družbe dandanes zmožne zadovoljevati nižje potrebe ljudi (po varnosti, po pripadnosti) in jim na ta način dati možnost za zadovoljno in polno življenje?

Ključne besede: humanistična psihologija, teorija motivacije, potrebe, "dobra družba".

Abstract

Humanist psychology is a discipline in psychology based on the criticism of two important trends in theoretical psychology, namely psychoanalysis and behaviourism. It follows the new idea of mental and physical heath in the human being, based on the claim that the human being is basically good. It is based on the personality theory by Abraham Maslow and Carl Rogers, including developmental, personality and interventional psychology. In his work "Motivation and Personality" (1954), Maslow followed the key ideas of the humanist movement and thus created one of the building stones of the humanist psychology: applying his motivational theory, he was able to explain the importance of the human being's basic needs, he ordered them in a pyramid, explained the importance of motivation and outlined the stages in the human being's development. He looked at the ways the human being satisfied his/her basic needs, identified the obstacles and outlined the possible consequences of the unsatisfied needs. He also defined the potential satisfiers of the human being's needs, notably among them the society, and drew attention to an important question, namely, is the western society capable of satisfying the lower needs of people (for safety, belonging) and thus providing them with an opportunity for a satisfying and meaningful life?

Key words: humanistic psychology, theory of motivation, needs.