The Observing Self : Diminishing Egocentrism Through Brief Mindfulness Meditation

Peer reviewed

Adolescent risk behaviors and communication research - Current directions

Examples of recent research into adolescent risk behaviors from a variety of disciplines and methodologies, denoting the range of researchers interested in this area and whose interest in communication and language articulates and exemplifies the extent of the field, are surveyed in this article.

The Inner Meaning of Outer Space: Human Nature and the Celestial Realm

Kant argued that humans possess a priori knowledge of space; although his argument focused on a physics of bodies, it also has implications for a psychology of beings. Many human cultures organize stars in the night sky into constellations (i.e., impose structure); attribute properties, behaviors, and abilities to objects in the celestial realm (i.e., impose meaning); and use perceived regularity in the celestial realms in development of calendars, long-range navigation, agriculture, and astrology (i.e., seek predictability and control). The physical inaccessibility of the celestial realm allows a potent source of metaphor, and also allows projection of myths regarding origin and ascension, places of power, and dwelling places of gods, immortals, and other souls. Developments in astronomy and cosmology influenced views of human nature and the place of humanity in the universe, and these changes parallel declines in egocentrism with human development. Views regarding alleged beings (e.g., angels, extraterrestrials) from the celestial realm (and to how communicate with such beings) are anthropocentric and ignore evolutionary factors in physical and cognitive development. It is suggested that in considering views and uses of the celestial realm, we learn not just about the universe, but also about ourselves. 

Formação moral das crianças: construção de regras fundamentais aos valores do Movimento dos Trabalhadores Rurais Sem Terra (MST)

The acquiring process of morals on a person is one of the most important aspects of his Social Identity. The basis for his ethics and moral choices are built when he interacts with the world. A child that interacts with participants of Movimento Sem Terra (MST) movement that fights for the Land Reform and the transformation of the society may have the opportunities to acquire the culture, morals and ethics of this movement. Based on this understanding, this work intends to comprehend how children think and incorporate the rules that are the base of the values and principles of MST, considering the diversity of the situations, the limits and the possibilities to experience these values in their everyday life in the Movement. To understand how the process of cognitive construction of the rules takes place in a child, it is important to consider the theories of Jean Piaget. According to him, morals development follows a sequence: the anomie (0 to 2 years old), marked by the absence of rules; the heteronomy (2 to 6/7 years old), where takes place the adoption of rules due to exterior obedience, such as a relative, an institution or a movement; and the autonomy (from 6/7 years old on), in which rules are considered legitimate. All the children in this research have relatives working at MST. The research has two parts. We have first observed the behavior of three groups of children (beyond six years old) while they were involved on their normal activities (kindergarten) activities. On the second moment, we have interviewed 20 children (between 3 and 10 years old). We used flashcards containing scenes; we also told stories and asked moral questions involving the character s behavior. We have noticed the unilateral respect and extern coercion are between the definers of the moral decisions of a child. The empathy and the reduction of the egocentrism help seeing the situation of the point of view of other, although it doesn t mean that one is going to accept others point of view. In the taking decision of the child other factors are also considered such as the space of socialization (family, school). Though the children don t work or take part at MST activities, they have already opinions about involved people behaviors. The interaction with relatives and teachers is one of the most important aspects to encourage them elaborate moral understandings according to the ethics of this movement

Resposta de Piaget a Vygotsky: convergências e divergências teóricas

Neste trabalho, ao analisar a resposta de Piaget às críticas de Vygotsky, procuramos salientar convergências e divergências teóricas básicas colocadas pelo primeiro em relação ao segundo. Para isso, num primeiro momento, analisamos os esclarecimentos de Piaget sobre a realidade do fenômeno psicológico do egocentrismo cognitivo e linguístico; num segundo momento, analisamos as relações entre as noções científicas e espontâneas na criança. Num terceiro momento, analisamos a posição diferenciada de Piaget sobre os mecanismos que explicam o desenvolvimento e progresso do conhecimento. Concluímos que, na resposta de Piaget a Vygotsky, existe clara diferenciação do seu sistema teórico.

Arte e ética em The Bell de Iris Murdoch

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O egocentrismo infantil na perspectiva de Piaget e representações de professoras

This text comes up a clipping from an applied research, qualitative approach, which sought to understand both the egocentric second Piaget, through a literature search, furthermore, from a study that was conducted with teachers from kindergarten and the first years of elementary school, we sought to delineate the representations of such teachers in this regard and its proximity to the theory in question. Therefore, the trajectory traveled consisted of explaining aspects the Vygotsky's critique to Piaget, with respect to egocentric thought; subsequently show how as Piaget responded to criticism of Vygotsky, and expound upon the egocentric thought present in your perspective. Were addressed, we sought to delineate the representations of fifteen educators about the phenomenon of egocentrism in children and its proximity with the theory of Piaget. It might thus as regards the literature, and bring the importance of recognizing and understanding the thought egocentric in Piaget, as a phenomenon is intrinsically linked to the development of the child and that we can approach your understanding. For representations of teachers, approached more subjectively common sense than the concepts found in psychological theory focused. Thus, this study allows us to understand the limits and scope of training courses for teachers, with regard to the dimension in focus.