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Reconceptualizing the individual: An...

Wolski, Robert Stanley.

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Reconceptualizing the individual: An ecological approach.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reconceptualizing the individual: An ecological approach./
作者:	Wolski, Robert Stanley.
面頁冊數:	289 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2419.
Contained By:	Dissertation Abstracts International64-07A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3096684

Reconceptualizing the individual: An ecological approach.
Wolski, Robert Stanley.

Reconceptualizing the individual: An ecological approach. - 289 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2419.

Thesis (Ph.D.)--University of Florida, 2003.

The purpose of this study is to develop a clear and coherent concept of the individual. An ecological concept of the individual is based on the The individual is conceived as a goal-directed, living organism who acts according to environmental information and a mature emotional and motivational orientation. Only disruptions of this normal mode of functioning suggest that autonomy and sociability are incompatible and that alienation and conflict are necessary. By conceptualizing the individual according to a full range of activities and developmental levels this study accounts for the basis of traditional errors in biased rather than unambiguously false interpretations of qualitative experience.Subjects--Topical Terms:

783746
Education, Philosophy of.

Reconceptualizing the individual: An ecological approach.
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245 1 0 $a Reconceptualizing the individual: An ecological approach.
300 $a 289 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2419.
500 $a Chairs: Rodman B. Webb; John Konstant Bengston.
502 $a Thesis (Ph.D.)--University of Florida, 2003.
520 $a The purpose of this study is to develop a clear and coherent concept of the individual. An ecological concept of the individual is based on the The individual is conceived as a goal-directed, living organism who acts according to environmental information and a mature emotional and motivational orientation. Only disruptions of this normal mode of functioning suggest that autonomy and sociability are incompatible and that alienation and conflict are necessary. By conceptualizing the individual according to a full range of activities and developmental levels this study accounts for the basis of traditional errors in biased rather than unambiguously false interpretations of qualitative experience.
520 $a Conceptual confusion is the result of basing concepts of the individual is that an individual must be either autonomous or sociable. That is to say, one is either unsociable and self-determined or sociable and determined by implications. This study shows that a coherent concept of the individual must include various modes of experience and activity as well as a full range of developmental levels. From this holistic perspective autonomy and sociability are reconceptualized. The individual can thus be conceptualized coherently. Autonomy and sociability may therefore functionally complement one another. From the ecological perspective autonomy emerges from well-developed interpersonal or social relations.
520 $a This study explores the problem with some historical perspective. Rene Descartes' rationalist concept of autonomy and David Hume's empiricist concept of sociability provide incompatible concepts of the individual. The cognitive as well as the emotional and motivational theories of both are examined and evaluated from the perspective of more adequate ecological and developmental theories. Rationalist and empiricist cognitive theories are evaluated according to James J. Gibson's ecological concept of the cognitive system and corresponding theories of emotion and motivation are evaluated in terms of recent interpretations of Freudian psychoanalytic, developmental theory. The individual is consequently reconceptualized in terms of psychoanalytic and ecological concepts. Implications for education are then explained.
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