Synthesis:Psychology - Revision history

OlivierSandilands: /* Developmentally generative or disruptive dispositions */

2025-09-04T23:54:00Z

Developmentally generative or disruptive dispositions

← Older revision		Revision as of 18:54, 4 September 2025
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	This is an important topic for us, since it underscores how long-term cultivation or training, such as meditative practices, contemplation, or prayer, which are practiced regularly over a long time in various practice schools and paths, holds higher developmental possibilities and perhaps involves different causalities compared with singular episodes or transient experiences—as was already noted by William James in ''Varieties of Religious Experiences''.<ref>James, W. (2005). ''The Varieties Of Religious Experience: A Study In Human Nature : Being The Gifford Lectures On Natural Religion Delievered At Edinburgh In 1901-1902''. Adamant media corporation.</ref>		This is an important topic for us, since it underscores how long-term cultivation or training, such as meditative practices, contemplation, or prayer, which are practiced regularly over a long time in various practice schools and paths, holds higher developmental possibilities and perhaps involves different causalities compared with singular episodes or transient experiences—as was already noted by William James in ''Varieties of Religious Experiences''.<ref>James, W. (2005). ''The Varieties Of Religious Experience: A Study In Human Nature : Being The Gifford Lectures On Natural Religion Delievered At Edinburgh In 1901-1902''. Adamant media corporation.</ref>

	~~According to Bronfenbrenner and Morris (2007), certain~~ "predispositions [to action]" are "shapers of development", while others disrupt potential for development.<ref name=":0" /> General predispositions considered as generative of development, because they lead one to engage in activities that lead to repeated and learning include (1) curiosity, (2) a tendency to initiate and engage in activity alone or with others, and (3) readiness to defer immediate gratification to pursue long term goals.<ref name=":0" />		Certain "predispositions [to action]" are "shapers of development", while others disrupt potential for development.<ref name=":0" /> General predispositions considered as generative of development, because they lead one to engage in activities that lead to repeated and learning include (1) curiosity, (2) a tendency to initiate and engage in activity alone or with others, and (3) readiness to defer immediate gratification to pursue long term goals.<ref name=":0" />

	By contrast, generally disruptive predispositions include traits that lead to (1) ''difficulty controlling emotions and behaviors'', like impulsiveness, explosiveness, distractibility, inability to defer gratification, and ready resort to aggression and violence, and (2) ''a tendency to withdraw or avoid activity'', like apathy, inattentiveness, unresponsiveness, lack of interest in surroundings, or feeling insecure.<ref name=":0" /> Although there is an innate component, and individuals will be more or less fortunate with what make up they start with, these qualities can certainly also be cultivated or managed through various approaches and practices.		By contrast, generally disruptive predispositions include traits that lead to (1) ''difficulty controlling emotions and behaviors'', like impulsiveness, explosiveness, distractibility, inability to defer gratification, and ready resort to aggression and violence, and (2) ''a tendency to withdraw or avoid activity'', like apathy, inattentiveness, unresponsiveness, lack of interest in surroundings, or feeling insecure.<ref name=":0" /> Although there is an innate component, and individuals will be more or less fortunate with what make up they start with, these qualities can certainly also be cultivated or managed through various approaches and practices.

OlivierSandilands: /* Developmentally generative or disruptive dispositions */

2025-09-04T23:53:25Z

Developmentally generative or disruptive dispositions

← Older revision		Revision as of 18:53, 4 September 2025
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	According to Bronfenbrenner and Morris (2007), certain "predispositions [to action]" are "shapers of development", while others disrupt potential for development.<ref name=":0" /> General predispositions considered as generative of development, because they lead one to engage in activities that lead to repeated and learning include (1) curiosity, (2) a tendency to initiate and engage in activity alone or with others, and (3) readiness to defer immediate gratification to pursue long term goals.<ref name=":0" />		According to Bronfenbrenner and Morris (2007), certain "predispositions [to action]" are "shapers of development", while others disrupt potential for development.<ref name=":0" /> General predispositions considered as generative of development, because they lead one to engage in activities that lead to repeated and learning include (1) curiosity, (2) a tendency to initiate and engage in activity alone or with others, and (3) readiness to defer immediate gratification to pursue long term goals.<ref name=":0" />

	By contrast, generally disruptive predispositions include traits that lead to (1) ''difficulty controlling emotions and behaviors'', like impulsiveness, explosiveness, distractibility, inability to defer gratification, and ready resort to aggression and violence ~~(pole 1)~~, and (2) ''a tendency to withdraw or avoid activity'', ~~like characters~~ like apathy, inattentiveness, unresponsiveness, lack of interest in surroundings, feeling insecure ~~(pole 2)~~.<ref name=":0" /> Although there is an innate component, and individuals will be more or less fortunate with what make up they start with, these qualities can certainly also be cultivated or managed through various approaches and practices.		By contrast, generally disruptive predispositions include traits that lead to (1) ''difficulty controlling emotions and behaviors'', like impulsiveness, explosiveness, distractibility, inability to defer gratification, and ready resort to aggression and violence, and (2) ''a tendency to withdraw or avoid activity'', like apathy, inattentiveness, unresponsiveness, lack of interest in surroundings, or feeling insecure.<ref name=":0" /> Although there is an innate component, and individuals will be more or less fortunate with what make up they start with, these qualities can certainly also be cultivated or managed through various approaches and practices.

	It should be noted that whether a disposition is considered disruptive or generative in part depends on what is being developed (i.e., a given disposition may hinder the development of some skills seen as desirable, but may be helpful to develop other capacities also seen as desirable).		It should be noted that whether a disposition is considered disruptive or generative in part depends on what is being developed (i.e., a given disposition may hinder the development of some skills seen as desirable, but may be helpful to develop other capacities also seen as desirable).

OlivierSandilands: /* Personality traits */

2025-03-24T17:19:14Z

Personality traits

← Older revision		Revision as of 12:19, 24 March 2025
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	Divergent VS Convergent "Cognitive style" have been linked with proneness to Esthetic Experiences (Schaeffer, 2016)		Divergent VS Convergent "Cognitive style" have been linked with proneness to Esthetic Experiences (Schaeffer, 2016)

	~~=== Biographical memories ===~~

	=== Beliefs and psychological narratives ===		=== Beliefs and psychological narratives ===

OlivierSandilands at 17:18, 24 March 2025

2025-03-24T17:18:18Z

@@ Line 1: / Line 1: @@
 Human psychology is rich and complex. The present page presents some of its aspects that seem of particular relevance for various purposes of the EmergeWiki.
 == Attachment style ==
@@ Line 50: / Line 28: @@
 === Developmentally generative or disruptive dispositions ===
-According to Bronfenbrenner and Morris (2007), “throughout the life course, human development takes place through processes of progressively more complex reciprocal interaction between an active, evolving biopsychological human organism and the persons, objects, and symbols in its immediate external environment [the authors call this “proximal processes”].<ref name=":0" /> To be effective, the interaction must occur on a fairly regular basis over extended periods of time”.<ref name=":0" /> In other words, development results from the repetition and complexification of a given activity.
+According to Bronfenbrenner and Morris (2007), “throughout the life course, human development takes place through processes of progressively more complex reciprocal interaction between an active, evolving biopsychological human organism and the persons, objects, and symbols in its immediate external environment [the authors call this “proximal processes”].<ref name=":0">Bronfenbrenner, U., & Morris, P. A. (2007). The Bioecological Model of Human Development. In W. Damon & R. M. Lerner (Eds.), ''Handbook of Child Psychology'' (1st ed.). Wiley. https://doi.org/10.1002/9780470147658.chpsy0114</ref> To be effective, the interaction must occur on a fairly regular basis over extended periods of time”.<ref name=":0" /> In other words, development results from the repetition and complexification of a given activity.
 This is an important topic for us, since it underscores how long-term cultivation or training, such as meditative practices, contemplation, or prayer, which are practiced regularly over a long time in various practice schools and paths, holds higher developmental possibilities and perhaps involves different causalities compared with singular episodes or transient experiences—as was already noted by William James in ''Varieties of Religious Experiences''.<ref>James, W. (2005). ''The Varieties Of Religious Experience: A Study In Human Nature : Being The Gifford Lectures On Natural Religion Delievered At Edinburgh In 1901-1902''. Adamant media corporation.</ref>
@@ Line 171: / Line 149: @@
 According to Taves (2020 ), LSD "robustly enhances suggestibility" affecting "those who score high on conscientiousness the most. This may have implications on appraisals of experience, hedonic tone, and subsequent impact.
-Resilience
+=== Resilience ===
 === Schizotypy ===
 Research has explored links between this personality trait and SE(Y), see e.g. Harris, ''et al.'', (2019). This particular article correlates positive schizotypal traits with SE(Y) proneness.
-TLL (Temporal Lobe Lability)
+=== TLL (Temporal Lobe Lability) ===
 This has been correlated with a tendency to have "spontaneous spiritual awakenings", e.g. in Corneille & Luke (2021)
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 Divergent VS Convergent "Cognitive style" have been linked with proneness to Esthetic Experiences (Schaeffer, 2016)
 == Defense mechanisms     ==

OlivierSandilands: /* Schizotypy */

2025-03-14T18:27:42Z

Schizotypy

← Older revision		Revision as of 13:27, 14 March 2025
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	This has been correlated with a tendency to have "spontaneous spiritual awakenings", e.g. in Corneille & Luke (2021)		This has been correlated with a tendency to have "spontaneous spiritual awakenings", e.g. in Corneille & Luke (2021)

			=== Playfulness ===
			(Winnicott, Play and reality; Piaget, Plays, dreams and imitation)

	~~Playfulness[5] (Winnicott, Play and reality)~~		Playing is an important aspect of developing a healthy sense of self and of reality according to Winnicott and Piaget. In fact according to Bailly (2001), "Winnicott considers that what makes a child capable of play amounts to questioning "what makes life worth living" (Winnicott, 1971)" Bailly, R. (2001). Le jeu dans l'œuvre de D.W. Winnicott. Enfances & Psy, 15, 41-45. <nowiki>https://doi.org/10.3917/ep.015.0041</nowiki>. One may wonder about the role of seriousness/rigidity VS playfulness/fluidity in reaction styles to EPEEs and how this could lead to DPDR/Psychosis/Disorders. Considered within a developmental perspective, play is clearly a generator of development. Maintaining a playful attitude may well be a crucial though often overlooked aspect of any training, in particular within the context of "spiritual", contemplative, and related practices.

	Playing is an important aspect of developing a healthy sense of self and of reality according to Winnicott. In fact according to Bailly (2001), "Winnicott considers that what makes a child capable of play amounts to questioning "what makes life worth living" (Winnicott, 1971)" Bailly, R. (2001). Le jeu dans l'œuvre de D.W. Winnicott. Enfances & Psy, 15, 41-45. <nowiki>https://doi.org/10.3917/ep.015.0041</nowiki>. One may wonder about the role of seriousness/rigidity VS playfulness/fluidity in reaction styles to EPEEs and how this could lead to DPDR/Psychosis/Disorders,

	IQ		IQ

OlivierSandilands: /* Love */

2025-03-10T22:44:31Z

Love

← Older revision		Revision as of 17:44, 10 March 2025
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	===== Love =====		===== Love =====
	Love is endlessly praised as the most fundamental source of wellbeing, goodness ~~and ethical action~~.		Love is endlessly praised as the most fundamental source of individual and collective wellbeing and goodness.

	For instance, the essential ethical principle of the new-testament and thus of Christianity, the Great Commandment, is to love. The most ancient gospel, that of Mark, 12, 29–31, where Jesus answers the question "What is the most important commandment?", actually starts with the Sh'ma, a foundational Hebrew prayer: '''<sup>29</sup>''' “The most important one,” answered Jesus, “is this: ‘Hear, O Israel: The Lord our God, the Lord is one. '''<sup>30</sup>''' Love the Lord your God with all your heart and with all your soul and with all your mind and with all your strength.' '''<sup>31</sup>''' The second is this: ‘Love your neighbor as yourself.’ There is no commandment greater than these.”		For instance, the essential ethical principle of the new-testament and thus of Christianity, the Great Commandment, is to love. The most ancient gospel, that of Mark, 12, 29–31, where Jesus answers the question "What is the most important commandment?", actually starts with the Sh'ma, a foundational Hebrew prayer: '''<sup>29</sup>''' “The most important one,” answered Jesus, “is this: ‘Hear, O Israel: The Lord our God, the Lord is one. '''<sup>30</sup>''' Love the Lord your God with all your heart and with all your soul and with all your mind and with all your strength.' '''<sup>31</sup>''' The second is this: ‘Love your neighbor as yourself.’ There is no commandment greater than these.”

OlivierSandilands: OlivierSandilands moved page Psychology to Synthesis:Psychology

2025-03-10T22:39:53Z

OlivierSandilands moved page Psychology to Synthesis:Psychology

← Older revision	Revision as of 17:39, 10 March 2025
(No difference)

OlivierSandilands: /* Attachment style */

2025-03-10T22:34:04Z

Attachment style

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 Human psychology is rich and complex. The present page presents some of its aspects that seem of particular relevance for various purposes of the EmergeWiki.
-== Attachment style ==
+[Other dimensions of interest...
 Affiliation
@@ Line 34: / Line 21: @@
 Skills
-Sociability
+Sociability]
 == Fluidity/flexibility of consciousness ==

OlivierSandilands: /* References */

2025-02-14T15:56:33Z

References

Show changes

OlivierSandilands: /* Sociocultural health and individual wellbeing */

2025-02-14T15:51:13Z

Sociocultural health and individual wellbeing

← Older revision		Revision as of 10:51, 14 February 2025
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	A sense of belonging to a long history and a cultural identity is something profoundly impactful for individual human psychology. The lack of cultural grounding that runs through our contemporary, globalized, post-modern societies, is a serious source of distress for many, particularly global youth…<ref name=":3" />		A sense of belonging to a long history and a cultural identity is something profoundly impactful for individual human psychology. The lack of cultural grounding that runs through our contemporary, globalized, post-modern societies, is a serious source of distress for many, particularly global youth…<ref name=":3" />

	Indeed, the presence or absence of broadly shared norms and values, at a level where individual roles and norms of behaviors are deeply internalized and subconsciously embodied by most members of a given society, has profound impact on individual well-being and development. By contrast with Bronfenbrenner and Morris (2007), Maslow ~~(Being Human)~~ argues on the basis of empirical observation that societies in which there exist broadly shared, clear, straightforward, pre-reflexively internalized norms as to individuals' role as members of society, as a man, a woman, a father, a mother, etc., a factor that is deeply influential on child well-being and development, regardless of the quality of relationships with parents, will have lower levels of adolescent delinquency and higher well-being.<ref>Maslow, A. H. (1970). ''Motivation and personality'' (2d ed.). New York.</ref><ref>Maslow, A. H. (1997). ''Toward a psychology of being'' (2nd ed., 30. print). Van Nostrand Reinhold.</ref> It is probably important to note that Bronfenbrenner and Morris mostly examine US populations, which is predominantly an "absolute nuclear" family system according to Todd, which likely influences ideals and norms in a deep yet ~~often~~ unconscious way.		Indeed, the presence or absence of broadly shared norms and values, at a level where individual roles and norms of behaviors are deeply internalized and subconsciously embodied by most members of a given society, has profound impact on individual well-being and development. By contrast with Bronfenbrenner and Morris (2007), who write that level of parental monitoring, quality of the relationship between primary caregivers, Abraham Maslow argues, on the basis of empirical observation, that societies in which there exist broadly shared, clear, straightforward, pre-reflexively internalized norms as to individuals' role as members of society, as a man, a woman, a father, a mother, etc., all factor that is deeply influential on child well-being and development, regardless of the quality of relationships with parents, will have lower levels of adolescent delinquency and higher well-being.<ref>Maslow, A. H. (1970). ''Motivation and personality'' (2d ed.). New York.</ref><ref>Maslow, A. H. (1997). ''Toward a psychology of being'' (2nd ed., 30. print). Van Nostrand Reinhold.</ref> These observations suggest that the sociocultural level of shared worldviews and internalized behavioral norms is similarly or even more crucial, than the quality of individual parent-child relationships, for the psychological development and health of individuals. It is probably important to note that Bronfenbrenner and Morris mostly examine US populations, which is predominantly an "absolute nuclear" family system according to Emmanuel Todd, an anthropological fact which likely influences the ideals and norms of parental behaviors identified and valued within their works and within the culture they examine in a deep yet likely unconscious way. This means that parental norms in cultures with different worldviews, shared values, internalized roles, and family types, may well differ significantly yet still lead to healthy psychological development and social cohesion. Still, it seems likely that at least some aspects of parental care play a universal role in healthy child development, such as the quality of mother–infant relationships.

	~~These~~ considerations reveal how individual psychology is directly connected to the ~~economic~~ sphere, the sphere of values, ~~and~~ the sphere of technique and ~~technology~~. As a single datapoint, recent empirical findings show that the ubiquitous use of technologies has serious negative impact on the mental health of global youth.<ref>Sapien Labs. (2023). ''Age of First Smartphone/Tablet and Mental Wellbeing Outcomes'' (Global Mind Project). https://sapienlabs.org/wp-content/uploads/2023/05/Sapien-Labs-Age-of-First-Smartphone-and-Mental-Wellbeing-Outcomes.pdf</ref> Much more radically though, and returning to broad sociocultural considerations, Bernard Stiegler claimed that it is impossible to live as a society without “positive collective protentions” — in other words, shared ideals and goals which “proceed from inter– and transgenerational transmission”. In this sense, the French philosopher saw the continual “acceleration of innovation”, “disruption”, and the “technological flight forward” (Bitbol, 2014), as undermining “everything that contributes to the elaboration of civilization” (Stiegler, 2016).		In any event, these considerations reveal how individual psychology is directly connected to the sociocultural sphere, the sphere of values, the sphere of technique, and the economic sphere. As a single datapoint, recent empirical findings show that the contemporary, ubiquitous use of technologies has serious negative impact on the mental health of global youth.<ref>Sapien Labs. (2023). ''Age of First Smartphone/Tablet and Mental Wellbeing Outcomes'' (Global Mind Project). https://sapienlabs.org/wp-content/uploads/2023/05/Sapien-Labs-Age-of-First-Smartphone-and-Mental-Wellbeing-Outcomes.pdf</ref> Much more radically though, and returning to broad sociocultural considerations, Bernard Stiegler claimed that it is impossible to live as a society without “positive collective protentions” — in other words, shared ideals and goals which “proceed from inter– and transgenerational transmission”. In this sense, the French philosopher saw the continual “acceleration of innovation”, “disruption”, and the “technological flight forward” (Bitbol, 2014), as undermining “everything that contributes to the elaboration of civilization” (Stiegler, 2016). This position ties Maslow's observations of the impact of shared worldviews and norms on adult, adolescent, and child psychology, and Bronfenbrenner's contention that excessively unstable environments hinders development, with the sociocultural consequences of recent technical evolutions.

	Escalating interpersonal tensions and lack of cohesion within a given society may then give rise to expressions of violence that take the form of “scapegoating” in order to reinstate a sense of collectivity (creating a sense of “us”) by designating an “other” which will then be “sacrificed”, symbolically or actually, a process which has been described by anthropologist René Girard as a form of re-sacralization of the social order.<ref>Girard, R. (1979). ''Violence and the Sacred'' (John Hopkins paperbacks ed., [Nachdr.]). Hopkins Univ. Press.</ref> In this sense, we can see how sociocultural health directly impacts individual psychology and the possibility of flourishing.		Escalating interpersonal tensions and lack of cohesion within a given society may then give rise to expressions of violence that take the form of “scapegoating” in order to reinstate a sense of collectivity (creating a sense of “us”) by designating an “other” which will then be “sacrificed”, symbolically or actually, a process which has been described by anthropologist René Girard as a form of re-sacralization of the social order.<ref>Girard, R. (1979). ''Violence and the Sacred'' (John Hopkins paperbacks ed., [Nachdr.]). Hopkins Univ. Press.</ref> In this sense, we can see how sociocultural health directly impacts individual psychology and the possibility of human flourishing at all levels.

	This is also true in the reverse direction. Individual development, wellbeing, flourishing, emotional and psychological health, directly impact interpersonal behavior and in turn leads to positive outcomes for the collective. Factors which disrupt individual development and harmony (see above) also likely hinder collective development and harmony. Factors which promote psychological health and intrapersonal wellbeing (such as the cultivation of ethics and virtue, developing emotional skills, mature defense mechanisms, healthy images of self and other, etc., see above), likely promote sociocultural health and interpersonal wellbeing. Thus, promoting and optimally balancing individual and sociocultural health, which are interconnected in profound and complex ways, seems like a highly desirable, integrated goal.		This is also true in the reverse direction. Individual development, wellbeing, flourishing, emotional and psychological health, directly impact interpersonal behavior and in turn leads to positive outcomes for the collective. Factors which disrupt individual development and harmony (see above) also likely hinder collective development and harmony. Factors which promote psychological health and intrapersonal wellbeing (such as the cultivation of ethics and virtue, developing emotional skills, mature defense mechanisms, healthy images of self and other, etc., see above), likely promote sociocultural health and interpersonal wellbeing. Thus, promoting and optimally balancing individual and sociocultural health, which are interconnected in profound and complex ways, seems like a highly desirable, integrated goal.