Horkheimer and Adorno make claims that imply a complete rejection of the idea of a universal history developed in classical German philosophy. Using Kant’s account of universal history, I argue that some features of the idea of a universal history can nevertheless be detected in the Dialectic of Enlightenment and some of Adorno’s remarks on freedom and history. This is done in connection with the kind of rational self-mastery that they associate with the story of Odysseus. Some claims (...) made by Adorno in particular will be shown to imply that this self-mastery is a necessary condition of a better, freer society, especially in relation to this society’s material conditions. On the other hand, certain essential features of the idea of a universal history are clearly absent in virtue of the ultimate contingency of events and states of affairs that Adorno seeks to preserve. I show that the absence of these features and the preservation of contingency are, in fact, the means of saving the notion of the possibility of progress which informs the idea of a universal history. (shrink)

As analysis of Kant’s account of virtue in the Lectures on Ethics shows that Kant thinks of virtue as a form of moral self-mastery or self-command that represents a model of self-governance he compares to an autocracy. In light of the fact that the very concept of virtue presupposes struggle and conflict, Kant insists that virtue is distinct from holiness and that any ideal of moral perfection that overlooks the fact that morality is always difficult for (...) us fails to provide an appropriate model of human virtue. No matter how morally good we are or become, virtue remains a disposition to do one’s duty from duty, out of necessitation by practical reason. Yet, even though finite rational beings require a power of self-constraint in accordance with the commands of duty to comply with the law (which we obey reluctantly), the virtuous agent displays a unified soul that is at peace. This picture of virtue uncovered from the Lectures on Ethics thus reveals the way in which Kant’s conception of virtue accords with his foundational commitments in his moral theory, while at the same time representing a more complex theory of moral character and a life lived in accordance with practical reason. (shrink)

The aim of this paper is to show that Shaftesbury’s thinking about liberty is best understood in terms of self-mastery. To examine his understanding of liberty, I turn to a painting that he commissioned on the ancient theme of the choice of Hercules and the notes that he prepared for the artist. Questions of human choice are also present in the so-called story of an amour, which addresses the difficulties of controlling human passions. Jaffro distinguishes three notions of (...) self-control that are present in the story of an amour. Although I agree with many aspects of Jaffro’s interpretation, I question his conclusion that self- control in the Stoic sense is best reserved for ‘moral heroes.’ I propose an alternative developmental interpretation, according to which all human beings are on an intellectual journey aimed at personal and moral improvement. My interpretation takes seriously that for Shaftesbury philosophy is meant to be practical and help improve our lives. I end by arguing that rather than trying to situate Shaftesbury’s concept of liberty within debates among compatibilists and incompatibilists it is more promising to understand it in terms of self- mastery and thus regard it as a version of positive liberty. (shrink)

The acceleration of technological change due to Industry 4.0 causes a need for new features of old virtues. Recent discoveries in neuroscience and in cognitive behavioral therapy complement classical virtue theory, especially that of Aristotle and Aquinas, to offer new scientific appreciation for classical virtues and more effective strategies for their acquisition. Self-mastery requires the ability to maintain focus on the task at hand in accord with one’s commitments by avoiding rumination, intrusive thoughts, and distractions. Mindfulness, positive psychology, (...) and neuroscience complement the recent philosophical study of the virtues of acknowledged dependence (MacIntyre) and offer strategies for embracing stress for personal and community growth through work within teams shaped by shared goals. The freedom to focus in accord with personal commitments can both contribute to and benefit from the shared goals of a team that is shaped by a common hope. (shrink)

Some of the authors who adopt the value-based approach to measuring freedom think of freedom as the absence not only of constraints that are external to the agent but also of constraints that are internal to the agent. Most prominent among these authors is Charles Taylor. On Taylor’s view, freedom coincides with self-mastery or self-determination or “positive freedom”. As well as leading to illiberal judgements of degrees of freedom, the tendency to roll together internal and external freedom (...) into a single quantitative attribute can be shown to be logically inseparable from the value-based approach to measuring freedom. Given the arguments of chapter 5, this rules out internal constraints as a kind of constraint that can be relevant in measuring degrees of overall freedom. (shrink)

For the Stoic hero, the man or woman of virtue, the conduct of life presents no serious problems. The life of the sage comprises a consistent and effortless flow of actions, all conforming to virtue and all undertaken for the sake of their place in a virtuous life. The Stoic sage has advanced to a point where a life of courage and wisdom, justice and temperance comes easily and naturally, without struggle and without repinings.

Many legal theorists see legal judgment as a largely professional or technical task. This is not how law sees itself. When looked at from the perspective of the engaged judge, law requires from us that we arrive at a certain internal governance of our thoughts and emotions. Legal scholarship and legal procedure tell us that law creates true reasons that override other, personal, reasons, even those of the utmost importance to us. A philosophical understanding of law requires a distinct argument (...) that explains how such overriding reasons can be associated with the law and how there can be a personal duty to adapt our reasoning when we make authoritative legal judgments in order to change the lives of others. The philosophy of law needs to explain how legal judgment can be a form of self-mastery. (shrink)

The paper discusses the conception of philosophy and ethics in Seneca’s Letters, as well as in his other writings, which it sets in the broader context of ancient and modern thought. The introduction outlines the Socratic and Stoic foundations of Seneca’s ethics. The next section focuses on the interpretation of passages from the Letters that remind us that the task of philosophy is to teach human to live an active life. The paper points out that, according to Seneca, philosophy resembles (...) art more than knowledge, and Seneca adapts his language and the examples he uses to this effect. In the next section, the paper returns to delineating the relationship between theoretical and practical thought. The specificity of Seneca’s position becomes visible in the background of Aristotle’s problematization of this relationship. The last section asks how we should approach Seneca’s conception of ethics and philosophy. The analyses outlined above show that Seneca’s Letters fully express an approach to philosophy as an art of living, an approach that modern authors such as Nietzsche and Foucault consider determinative for the whole of ancient philosophy. (shrink)

A book of beauty and simple wisdom that all can relate to, The Three Supreme Gifts provides a clear path and an in depth understanding of the three supreme truths introduced in its companion book, Love is the Seed: Teachings from the Spirit World. Lisa Hromada eloquently illustrates that you have all you need to attain self-mastery and create a life of your choosing-one of much greater joy, ease and inner peace-and improve any aspect of your life moving (...) forward. The three supreme gifts help you to more consciously grow beyond negative karmic and thought patterns, which in turn not only changes the course of your life at the very moment you begin to apply these supreme gifts, but forevermore. In Lisa's words, "You are about to delve into a subject of love, thought and free will from a different perspective than you may have previously considered." If you have ever wanted to know the meaning or purpose of your life, how to master or navigate your life, and really any question you may have about your life, it all comes down to what you have at this very moment. What you have is love, thought and free will. (shrink)

LiTToL(R) is a mindset philosophy based on psychology and universal principles & is an acronym for Living The Tree of Life which has ten (10) tenets focused on self-mastery. Through LiTToL(R), The Meditative Coach views life through the lens of transcendent universal principles for the purpose of receiving their stated, undeniable benefit. It is the knowledge base for fulfilling the mission of The Meditative Coach of helping clients identify & attain results in their passion and purpose so that (...) they may manifest the life they've always desired. LiTToL(R) Mindset Philosophy was created to give the common person a proper map for gaining self-mastery and serve as a framework for goal achievement. In a world filled with constant change and sudden trials, LiTToL(R) provides the ability to identify with our true selves and power through life with joy, peace, and success. (shrink)

This chapter examines Plato's moral psychology in the Phaedrus. It argues against interpreters such as Burnyeat and Nussbaum that Plato's treatment of the soul is increasingly pessimistic: reason's desire to contemplate is at odds with its obligation to rule the soul, and psychic harmony can only be secured by violently suppressing the lower parts of the soul.

Nietzsche’s views regarding suicide are usually interpreted as a response to Christian, Kantian, and Schopenhauerian ethics. Here, they are defended on the basis of his notion of life as an aesthetic phenomenon in order to provide extramoral responses to such challenges as the following: a) whether the self can deliver the right kind of judgment regarding her life, b) how suicide can be considered an empowerment of the will, and c) whether suicide can be considered an exercise of freedom (...) by the subject who thereby cancels the very grounds and means for will and action. Reconstructed as a response to Hegel’s argument against suicide on the grounds that one is not the master of oneself and that one therefore lacks the proper means to judge one’s life, Nietzsche’s position provides the epistemic footing to ground an alternate notion of self-mastery as well as the necessary insight regarding one’s life. It is shown that this reading of Nietzsche’s argument is in alignment with his non-dualism and expressivist views regarding agency. Finally, a response is formulated to the socially-grounded arguments prohibiting suicide on the basis of this reading of Nietzsche’s position. (shrink)

Self-discovery leads to the development of the ethics of self-mastery. Many ethical systems prescribe how the individual could attain self-mastery by means of critical self-examination or self-analysis. Once such critical self-examination or self-analysis is successfully carried out, the individual begins to use himself, his personal preferences, as the standard of what is right or wrong. This is the background to the Confucian, Kantian and Existentialist ethics of categorical imperatives. Even in religious (...) ethical systems that attribute the source of the moral law to divine authority, the individual still has to take a leap of faith to discover God's purpose for his existence, which he then internalizes. In the final analysis, any ethics that truly works must issue forth from the self. Hence self-mastery is the absolutely fundamental premise upon which to erect a sound moral character. (shrink)

This paper examines the concept of liberty at the heart of Sarah Chapone’s 1735 work, The Hardships of the English Laws in Relation to Wives. In this work, Chapone (1699-1764) advocates an ideal of freedom from domination that closely resembles the republican ideal in seventeenth and eighteenth- century England. This is the idea that an agent is free provided that no-one else has the power to dispose of that agent’s property—her “life, liberty, and limb” and her material possessions—according to his (...) arbitrary will and pleasure, without being accountable to the law. This paper shows how Chapone uses this ideal to ground her arguments against those laws that put married women in a worse condition than slavery, and to call for the establishment of reasonable and just safeguards for a woman’s personal property and property in her children. More than this, it is argued, in this text Chapone articulates a feminist ideal that is both negative freedom from domination and positive freedom to be one’s own master or arbiter. Her work thus occupies a unique—and hitherto unrecognized—place in the history of feminist philosophy. (shrink)

To date, game-based learning programs that include comprehensive creativity skills and disposition training are still very limited. The present researchers developed a comprehensive game-based creativity learning program for fifth and sixth grade pupils. Further analysis presented relationship trends between mindful learning experience, flow experience, self-efficacy, and mastery experience. Eighty-three 5th and 6th grade participants undertook the six-week game-based creativity learning program. Upon the completion of experimental instruction, those who scored higher on the concerned variables improved more in (...) class='Hi'>self-evaluation of both creativity ability and confidence, than their counterparts. Additionally, path model analysis revealed that mindful learning experience was a powerful predictor of both mastery experience and flow experience; it also influenced mastery experience through flow experience and self-efficacy during game-based creativity learning. The findings support the effectiveness of the game-based learning program developed in this study. Moreover, this study contributes to the theoretical construction of how game-based learning can be designed to facilitate mindful learning experience, flow experience, self-efficacy, and mastery experience during creativity training among pupils. Effective mechanisms include providing rewards for high-quality performance, challenging tasks, free choices of design components, immediate feedback, and idea sharing. The profound theoretical framework proposed in this study provides a valuable approach for creativity instruction through game-based learning or classroom instruction. (shrink)

Introduction -- In the beginning : it's all in the program -- Symbols and agreements : the art of humans -- The story of you : the first agreement : be impeccable with your word -- Every mind is a world : the second agreement : don't take anything personally -- Truth or fiction : the third agreement : don't make assumptions -- The power of belief : the symbol of Santa Claus -- Practice makes the master : the fourth (...) agreement : always do your best -- The power of doubt : the fifth agreement : be skeptical, but learn to listen -- The dream of the first attention : the victims -- The dream of the second attention : the warriors -- The dream of the third attention : the masters -- Becoming a seer : a new point of view -- The three languages : what kind of messenger are you? -- Epilogue: Help me to change the world. (shrink)

Julietta Singh challenges the drive toward the mastery over self and others by showing how the forms of self-mastery advocated by anticolonial thinkers like Fanon and Gandhi unintentionally reproduced colonial logic, thereby leading her to argue for a more productive human subjectivity that is not centered on concepts of mastery.

The concept of self-efficacy has been widely studied and shown to contribute to individuals’ job satisfaction. For counselors, the concept measures their belief in their ability to conduct counseling sessions. However, it is an understudied area. As Bandura states, self-efficacy and its sources should be investigated and measured within its domain, which in this case is school counseling. This study examined the impact on school counselors’ self-efficacy and job satisfaction of the personal and environmental factors: mastery (...) experience, social persuasion, vicarious learning, physiological and affective state, the access to training, and perceived supervisor support of training. The cross-sectional study involved 541 Malaysian secondary school counselors nationwide via a random sampling-distributed questionnaire. Results which were analyzed using PLS-SEM, with importance-performance functionality embedded in it, indicated that mastery experience, access to training, and perceived supervisor support of training explained 45.6% variance in counseling self-efficacy and together with counseling self-efficacy, contributed 13.2% variance in job satisfaction among the school counselors. The importance-performance map analysis revealed supervisor support of training as of greatest importance in shaping counseling self-efficacy. Counseling self-efficacy partially mediated the relationship between mastery experience, access to training, supervisor support toward training, and job satisfaction Arising from this finding is a proposed theoretical framework in which efficacy information, environmental determinants and cognitive determinant corresponded together congruently and lead to higher job satisfaction. Suggestions are also made for training providers, content developers, and policymakers to include these factors in professional development training and continuous education, to sustain the wellbeing of school counselors. (shrink)

What are the central features of mastery of an art or discipline? Is there a distinction between just being a master and high-level mastery? Does the concept of a master imply something more than mastery of techniques and skills? This paper investigates the conceptual topography of these concepts, attempts to answer these questions and others. It also sets forth general criteria for master-level Tuastery of any art or discipline. In addition, it explores some of the normative questions (...) related to the responsibilities of being a master. A master exemplifies the values of the art or discipline. Do these values stop at the edge of the subject or do they extend beyond it? In this direction two paradigms of masters are discussed. The broader of the two expands the conceptof a master to include self-mastery, mastery and proper relationships with others, and mastery of nocture as a non-coercive relationship. (shrink)

Mastery imagery (i.e., images of being in control and coping in difficult situations) is used to regulate anxiety. The ability to image this content is associated with trait confidence and anxiety, but research examining mastery imagery ability's association with confidence and anxiety in response to a stressful event is scant. The present study examined whether trait mastery imagery ability mediated the relationship between confidence and anxiety, and the subsequent associations on performance in response to an acute psychological (...) stress. Participants (N= 130; 55% male;Mage= 19.94 years;SD= 1.07 years) completed assessments of mastery imagery ability and engaged in a standardized acute psychological stress task. Immediately prior to the task, confidence, cognitive and somatic anxiety intensity, and interpretation of anxiety symptoms regarding the task were assessed. Path analyses supported a model whereby mastery imagery ability mediated the relationship between confidence and cognitive and somatic anxiety interpretation. Greater mastery imagery ability and confidence were both directly associated with better performance on the stress task. Mastery imagery ability may help individuals experience more facilitative anxiety and perform better during stressful tasks. Improving mastery imagery ability by enhancing self-confidence may help individuals successfully cope with anxiety elicited during stressful situations. (shrink)

In his later writings, Kant distinguishes between autonomy and self-mastery or self-command. My article explains the relation between these two ideas, both of which are integral to his understanding of moral agency and the pursuit of virtue. I point to problems with other interpretations of this relation and offer an alternative. On my view, self-command is a condition or state achieved by those agents who become proficient at solving problems presented by the passions. Such agents are (...) able to stick to the results of self-legislation over time and thereby achieve a form of temporally extended freedom. (shrink)

In the New Testament the concept of self-control or voluntary restraint of one’s desires is highlighted as a “fruit of the Spirit,” a trait of the spiritually mature, and a hallmark of Christian leadership. But as a Christian virtue, self-control is a product of spiritual discipline, a trait for which the Christian must engage in “strict training.” This biblical theme has inspired a long history of Christian moral-spiritual practices aimed at cultivating self-mastery or strength of will. (...) Here I discuss several of these as found in the writings of the Desert Fathers, Augustine of Hippo, Julian of Norwich, Thomas Aquinas, John Calvin, Thomas à Kempis, and John Wesley. Despite their theological diversity, these Christian thinkers are united in the belief that self-control can and ought to be intentionally nurtured via the systematic practice of self-denial. (shrink)

Confucius reinvented the concept of Junzi （君子）, an idea of personhood which invites continual assessment whether the concerns people were once devoted to are worthy of ongoing devotion, and how they make a place in the world—a place where they hope they can exercise some governance in their lives. Junzi （君子）is a agent, and has the properties and powers to monitor their lives, and to contribute to societal transformation. Cultivating a person is centrally involved in the politics of subjectivity, in (...) forming and constituting the self because self always reflects the bounds and conventions of its history. The term Junzi （君子）is harnessed to make the individual a significant element for the state through the exercise of a form of power. So this kind of self-mastery incorporates notions of governmentality, freedom and the historical–social context to understandings of the self. So if we understand that the essence of civil society consists in agency-building self-transformation, there is ample evidence that Confucius was committed to reconstructing moral agency and civil society in a way that would be characteristically Confucian. Junzi (君子) is the case in point. (shrink)

Kant’s practical philosophy revolves around the concepts of pure reason, autonomy, law and obligation. But for them, terms such as humanity and self-mastery (Selbstherrschaft) are also of great importance. According to Kant, these terms concretize the reason and goal of our ethical and legal-political actions. In a first step, the meaning of these terms at the end of the four Kantian questions (What can I know? What should I do? What can I hope? What is man?) is explained. (...) In a second step, Martin Heidegger’s criticism of humanism (and thus also of Kant) is presented and in a third step the consequences that his view of thinking has for law and politics are discussed: Heidegger’s thinking stands with his negation of philosophy, ethics and science in the service of a politics of immaturity. (shrink)

The present study is the first to empirically test a hierarchical, positive-oriented model of self and its relationship to the second language (L2) achievement motivation, and compare it in three different cultural contexts of Japan, U.S. and Taiwan. Based on the L2 self model (Lake, 2016), three levels of constructs were developed: Global Self (i.e., Flourishing, Curiosity, and Hope); Positive L2 domain self (i.e., interested-in-L2 self, harmonious passion for L2 learning, and mastery L2 goal (...) orientation); and L2 Motivational Variables (i.e., reading, speaking and listening self-efficacy). A total of 667 students participated in this study, including 181 first-year college students in Japan, 159 high school students in Taiwan, and 327 college students in the U.S. All the participants were learning a L2 in school. Results showed that the measures of positive global self, L2 domain self, and L2 motivational self all had a stronger relationship within their respective levels, and progressively weaker relationships as level of generality/specificity became more distal. Furthermore, the relationships among measures varied in the differing cultural contexts with the Japan-based student participants relatively lower on all measures. (shrink)

The duality of attention is explored by turning our focus to the political and cultural conceptions of automatic attention and deliberate attention, with the former being associated with animality and “uncivilized” behavior and the latter with intelligence and self-mastery. In this article, I trace this ongoing dualism of the mind from early race psychology in the late nineteenth century to twentieth century psychological models including those found in psychoanalysis, behaviorism, neo-behaviorism, and behavioral economics. These earlier studies explicitly or (...) implicitly maintained a deficiency model of controlled attention and other mental processes that were thought to differ between racial groups. Such early models of attention included assumptions that Black and Indigenous peoples were less in control of their attention compared to whites. This racialized model of attention, as seen in the law of economy in the nineteenth century, with similar manifestations in psychoanalysis and neo-behaviorism in the twentieth century, can now be seen in present-day dual-process models as used in current psychological research and behavioral policy. These historical connections show that attention is not a value-neutral term and that attention studies do not stand outside of race and structural racism. (shrink)

This paper considers the foundation of self-realization and the sense of morality that could justify Arne Naess’s claim ‘Self-realization is morally neutral,’ by focusing on the recent debate among deep ecologists. Self-realization, the ultimate norm of Naess’s ecosophy T, is the realization of the maxim ‘everything is interrelated.’ This norm seems to be based on two basic principles: the diminishing of narrow ego, and the integrity between the human and non-human worlds. The paper argues that the former (...) is an extension of Plato’s idea of self-development or self-mastery while the latter is implicit in Aristotle’s holism. It defends that Self-realization is morally neutral only if the term ‘moral’ is considered in the Kantian sense. However, Naess reluctantly distinguishes between ethics and morality, which makes his approach less credible. The paper concludes that Aristotle’s notion of eudaimonia supports Self-realization to qualify as a virtue. (shrink)

The goal of the modern scientific project, as defined by such thinkers as Descartes and Bacon, is "mastery of nature." Martin Heidegger, in an interpretation of mastery of nature that has left its imprint on post-modern critique of science, maintains that the essence of modern science lies in a projection of "technological being" upon nature. This projective "assault" has its origin in the "self-grounding" project of modern metaphysics, in which the human subject attempts to secure a (...) class='Hi'>self-sufficient position over against all possible objects. ;The dissertation examines Heidegger's "technological thesis" from the vantage point of the history and philosophy of science. Adopting the vis viva debate between Leibniz and the Cartesians as a point of departure, it identifies and develops, historically and systematically, two themes upon which hinges the question of the technological essence of modern science and its relationship to the "self-grounding" project: the "rationalism" of modern science, and modern science's view of natural teleology. The main argument of the dissertation is that examination of the relationship between these two themes reveals the "teleology of reason" in modern science. ;Chapter's One and Two focus on Leibniz' disagreement with Descartes over the ontology of corporeal substance. From that discussion emerge our two metaphysical themes, which are addressed in Chapter's Three and Four respectively. On the basis of the results of those chapters it is argued that the problem of "mastery of nature" resides in a clash, indigenous to reason, between the intrinsic teleology of nature, through which nature is rendered intelligible to reason, and the teleology of reason itself, which is freedom. ;The conclusion shows that Heidegger ignores tendencies within science, and within the very self-grounding project itself, which run counter to his pessimistic portrayal of science as an "assault" upon nature. Finally, the prospect for a non-coercive resolution to the clash of teleologies in modern science through the "ravishing of nature" is considered. (shrink)

This article examines Hegel's treatment of self-consciousness in light of the contemporary problem of the other. It argues that Hegel tries to subvert the Kantian opposition between theoretical and practical reason and tries to establish a form of idealism that can avoid solipsism. All of this requires that Hegel get beyond the Kantian concept of the object - or the other. Hegel attempts to establish an other that is not marginalized, dominated, or negated. What he gives us is a (...) valuable alternative to post modernism, which attempts instead to deconstruct or dissolve the other. Key Words: mastery • objectification • recognition • self-consciousness • solipsism. (shrink)

Racial environmental inequities, documented in research over the past ten years, have deep cultural sources in the connections between the concept of social pollution as it has operated in U.S. race relations and the pollution of minority communities, both of which are, in part, the expression of our dominant cultural ethic and project of mastering nature. The project of mastering nature requires thedisciplining of “human nature” in a context of social power in order to dominate “outward” or “external” nature for (...) the purposes of production and consumption. In disciplining human nature, our ethics and practices of work and gender have fostered the repression and projection of sensuality, widely construed, onto African-Americans in particular. This racial “other” has been historically segregated in our society through social pollution taboos. Social pollution practices, in turn, facilitate the disproportionate environmental pollution of minority communities by rendering such pollution, like the communities themselves, less visible and therefore less of a threat to white centers of power. This fit between social and environmental pollution is expressed in the notion of “appropriately polluted space.” Attempts to understand and correct racial environmental inequities will founder unless these deeper cultural connections are recognized and challenged. Moreover, attempts to redefine an environmentally benign “self” in the Americancontext require that the historical “other” of race be confronted and transcended. (shrink)

The digital shift leads to increasing changes. Employees can deal with changes through informal learning that enables needs-based development. For successful informal learning, self-regulated learning is crucial, i.e., to set goals, plan, apply strategies, monitor, and regulate learning for example by applying resource strategies. However, existing SRL models all refer to formal learning settings. Because informal learning differs from formal learning, this study investigates whether SRL models can be transferred from formal learning environments into informal work settings. More precisely, (...) are all facets relevant, and what are the relational patterns? Because informal workplace learning occurs through interaction with the context, this study investigates the influence of context, i.e., organizational learning culture and job characteristics on SRL. Structural equation modeling of N = 170 employees in various industries showed the relevance of the self-reported metacognitive strategies planning, monitoring, and regulation; the resource strategies help-seeking and effort regulation; and deep processing strategy elaboration. However, there was no evidence for organization strategies. The learning strategies were associated with self-efficacy and mastery-approach goal orientation. Regarding context, results supported indirect effects over self-motivational beliefs of learning strategies. Organizational learning culture was connected with mastery-approach goal orientation, whereas job characteristics autonomy and feedback were related to self-efficacy, which were again related to SRL strategies. Therefore, context can empower employees not only to accomplish their tasks but to develop themselves by applying SRL strategies. The results are discussed, and practical implications are outlined. (shrink)

In this paper, I argue that Friedrich Nietzsche’s concept of self-overcoming has been largely misinterpreted in the philosophy of education journals. The misinterpretation partially stems from a misconstruction of Nietzsche’s perspectivism, and leads to a conception of self-overcoming that is inconsistent with Nietzsche’s educational ideals. To show this, I examine some of the prominent features of the so-called “debate” of the 1980s surrounding Nietzsche’s conception of self-overcoming. I then offer an alternative conception that is more consistent with (...) Nietzsche’s thought, and provides a more nuanced understanding of Nietzsche’s “anti-democratic” pedagogy. Ultimately, I argue that while Nietzsche’s educational philosophy is not egalitarian, it can be effectively utilized in “democratic” classrooms, assuming his concept of self-overcoming is properly construed. (shrink)

Observing that René Descartes's dualistic philosophy haunts our conceptualization of matter, this essay argues that Thomas Hobbes develops a non-Cartesian materialism, which is to say that he articulates a materialism in which matter is not construed as essentially unthinking. Tracing his accounts of sense, perception, and thinking, this essay reconstructs Hobbes's account of self-consciousness and proposes that in a subject conceived as wholly embodied, self-knowledge or self-awareness takes the form of memory. The essay elaborates how Hobbes 's (...) account of self-consciousness as memory transforms our understanding both of the form taken by the subject's self-mastery and of the relationship between the individual and the collective. It concludes by speculating about the implications of this account for our understanding of Hobbes's theories of ethics and politics. (shrink)

Grounded in nearly a century of scientific research, Mastering Self Control is an academic 'how to' in the mastery of self control. Though most of us have an acute awareness of the goals we want to achieve, we have little insight into how we respond to questions central to successful goal attainment. What is a realistic goal? Can we turn intentions to actions? Why do we need a support system? It is within this context that this volume (...) identifies a series of actionable strategies to push readers to master self-control and consequently optimize goal progress. (shrink)

SOCRATES’ CLAIM THAT VIRTUE IS KNOWLEDGE implies that if we behave in an unvirtuous way we must be ignorant of what goodness really is. No allowance is made for the possibility that we may know what is good but act otherwise because we are too weak to resist temptation or fear—in other words that we may lack self-mastery. In a famous passage Aristotle rejects the Socratic model.

"The book presents in accessible fashion recent important work on the self and self-consciousness and also moves the issues forward with interesting new ideas. It provides a notably crisp and clear treatment of some extremely intriguing topics." -- Jane Heal, Department of Philosophy, University of Cambridge In this book, José Luis Bermú dez addesses two fundamental problems in the philosophy and psychology of self-consciousness: (1) Can we provide a noncircular account of fully fledged self-conscious thought and (...) language in terms of more fundamental capacities? (2) Can we explain how fully fledged self-conscious thought and language can arise in the normal course of human development? Bermú dez argues that a paradox (the paradox of self-consciousness) arises from the apparent strict interdependence between self-conscious thought and linguistic self-reference. The paradox renders circular all theories that define self-consciousness in terms of linguistic mastery of the first-person pronoun. It seems to follow from the paradox of self-consciousness that no such account or explanation can be given. Drawing on recent work in empirical psychology and philosophy, the author argues that any explanation of fully fledged self-consciousness that answers these two questions requires attention to primitive forms of self-consciousness that are prelinguistic and preconceptual. Such primitive forms of self-consciousness are to be found in somatic proprioception, the structure of exteroceptive perception, and prelinguistic forms of social interaction. The author uses these primitive forms of self-consciousness to dissolve the paradox ofself-consciousness and to show how the two questions can be given an affirmative answer. (shrink)

In a series of studies children show increasing mastery of irregular plural forms (such as mice) simply by producing erroneous over‐regularized versions of them (such as mouses). We explain this phenomenon in terms of successive approximation in imitation: Children over‐regularize early in acquisition because the representations of frequent, regular plural forms develop more quickly, such that at the earliest stages of production they interfere with children's attempts to imitatively reproduce irregular forms they have heard in the input. As the (...) strength of the representations that determine children's productions settle asymptotically, the early advantage for the frequent regular forms is negated, and children's attempts to imitate the irregular forms they have observed become more likely to succeed (a process that produces the classic U‐shape in children's acquisition of plural inflection). These data show that children can acquire correct linguistic behavior without feedback in a situation where, as a result of philosophical and linguistic analyses, it has often been argued that it is logically impossible for them to do so. (shrink)

All football teams that compete within the F. A. Premier League possess an academy, whose objective is to produce more and better home-grown players that are capable of playing professionally. These young players spend a large amount of time with their coach, but little is known about player’s perception of the coach-athlete relationship within F.A. Premier League Academies. The objectives of this study were to examine whether perceptions of the coach-athlete relationship changed over six months and if the coach-athlete relationship (...) predicted self-reported goal achievement among F. A. Premier League academy players. This study included cross-sectional (n = 104) and longitudinal (n = 52) assessments, in which academy soccer players completed a measure of the coach-athlete relationship and goal achievement across either one or two time periods. The cross-sectional data were subjected to bivariate correlations, whereas the longitudinal data were analyzed using multiple regressions. Perceptions of the coach-athlete relationship remained stable over time. The coach-athlete relationship predicted the achievement of mastery goals six months later. Enhancing the quality of the coach-athlete relationship among elite adolescent athletes appears to be a suitable way of maximizing mastery achievement goals, particularly among developmental athletes who participate in team sports. (shrink)

Scholars have pointed out that the arguments for not-self recurring in the Buddhist texts are meant to refute the “self” in the Upani?ads. The Buddha’s denial of the self, however, was not only pointed at Brahmanism, but also confronted various?rama?ic trends of thought against Brahmanism. This paper investigates the extant three versions of a Buddhist text which records a debate between the Buddha and Saccaka, an adherent of a certain?rama?ic sect, over the relationship of the self (...) and the five aggregates. There exist divergences among the three versions in regard to the account of this debate. The account in sutta 35 of the Majjhima Nik?ya is generally consistent with that in s?tra 110 of the Sa?yukta?gama in Chinese translation, whereas s?tra 10 of Chapter 37 of the Ekottarika?gama in Chinese translation tells a very different story. Judging from Saccaka’s title, Niga??haputta, and his background as given in the Pali commentary, he was an adherent of Jainism. This paper demonstrates that Saccaka’s view, which was refuted by the Buddha, as stated in the two similar versions has nothing to do with Jainism, but rather it is an “invention” created by distorting Brahmanical thought. This “invention” has led the Pali commentaries and contemporary scholars to interpret the ‘self’ denied by the Buddha as what comes under one’s mastery or control, and to understand the statement “Each of the five aggregates is not self” in the Buddhist texts as denying the idea that each of the five aggregates can be seen as what comes under control. This, however, misses the point. The mainstream thought in India at that time conceived the ‘self’ or the essence of the individual or of the universe as a ‘controller’, and it is this concept that the Buddha exerted all his energy to overturn. Therefore, the account in those two versions of the text apparently has some mistake. As to the Ekottarika?gama version of the text, Saccaka’s view as stated therein is very different from what is found in the above two versions. An examination of this version shows that the views rebutted by the Buddha are very similar to those of the?j?vikas. Since the Buddhist texts frequently confuse the?j?vikas with the Jains, it is very likely that Saccaka was actually an adherent of the?j?vika faith and that this discourse is meant to criticize the?j?vika doctrines. Since the Ekottarika?gama version seems to make better sense, this version may be fairly close to the original account, while the other two versions have considerably deviated from the original. By comparing these three versions of the text, I also attempt to explore some important issues regarding the sectarian development of Buddhism, and to shed some light on the unique values of the Chinese Ekottarika?gama, which is, in terms of sectarian affiliation, significantly distant from the Pali Majjhima Nik?ya and the Chinese Sa?yukta?gama that belong to two closely related schools. (shrink)

The author of the paper believes that the unfinished character of Descartes’ philosophical doctrine makes possible underestimation and distorted reception of the basic intention of his meditation concentrated on the problem of human being. This results in spreading the position of technomorphism regarding the doctrine in general and, particularly, the reduction of Des-cartes’ anthropological project to physiology and medicine. Today’s research literature de-monstrates significant shifts in the methodology of the history of philosophy. This makes possible deeper understanding of Descartes’ purpose (...) concerning the creation of a holistic phi-losophical system, which had to be crowned by anthropology, concentrated on the Self-Mastery of human being as a spiritual entity. (shrink)