This study was an eidetic, phenomenological investigation of cross-cultural learning that involves overcoming an experience of personal threat. The study and its findings were placed within the context of Husserl’s genetic phenomenology and the extant humanistic literature on cross-cultural encounter. This appeared especially appropriate given phenomenology’s history “within the movement of the so-called ‘Third Force’ psychology”. The eidetic reduction revealed the phenomenon to be rooted in an essential unfamiliarity with the other compounded by presumptions of the other as representing a (...) substandard foreignness harboring danger. For the phenomenon to unfold required the learner to witness spontaneous emotional expression and empathically discover that the other struggles and suffers “like any other human being.” Openness to the other progressively builds and new meanings emerge from the interpersonal exchange as compartmentalized, intellectualized understandings of the other are outmoded. (shrink)

In this article, ideas from St. Thomas Aquinas's neo-Aristotelian philosophy pertaining to the nature of human existence are used to arrive at a metapsychological orientation to child psychology. Four primary characteristics were identified as being fundamental to a Thomistic perspective on child development: anthropological holism, vitalistic integrative development, inherent sociality, and tactile interpersonal relatedness. These characteristics served as guiding themes for the articulation of a succinct, coherent narrative describing the nature of a Thomistic child psychology. Developmental insights from the works (...) of several psychologists were used to assist in the creation of this narrative. Associated characteristics of a Thomistic perspective on child psychology and some remarks concerning the future development of such an approach are provided at the conclusion of this analysis. 2012 APA, all rights reserved). (shrink)

In this paper, I contend that the narrative presented in Husserl’s recently translated Text 7 is a strikingly clear affirmation and vindication of the psychological adaptation of phenomenology developed by Amedeo Giorgi. I argue that Giorgi’s methodological advocacy of the epoché makes good sense when considered in the context of the history of humanistic psychology. A review of Carl Rogers’s and Abraham Maslow’s attempts to revision psychology shows that they each, in their own way, argued for a turn away from (...) all-out objectivism in research, toward what phenomenologists would refer to as the being-in-the-world-with-others that permeates the relationship between researcher and research participants. But neither could envision or develop a methodological procedure for the researcher to simultaneously suspend their habitual way of making judgements and forming conclusions in that relationship. Instead, they advocated for the extension of a humanized therapeutic clinical presence of openness, acceptance, and affirmation in psychological research. Thus, a Husserlian approach to phenomenological psychology was not only a desirable addition to humanistic thought, it was sorely needed for humanistic psychology to fulfill its research promise. Giorgi, more than any other thinker of his time, provided this addition. It is further argued that Giorgi’s contribution remains highly relevant, though underappreciated. (shrink)

In this article, the philosophical-anthropology of St. Thomas Aquinas is examined. In particular, the non-dualistic aspects of his anthropology are explicated and shown to have the potential to provide an underpinning for a holistic approach to psychology. In the course of this examination, parallels are drawn between Thomism and existential-phenomenology. The article concludes with an exploration of the ways in which a dialogue between existential-phenomenology and Thomism might benefit both traditions of thought, particularly as regards their relevance to metapsychology.

In this text, the history of phenomenological research on learning is synthesized and brought forward into the areas of existential learning, the development of enthusiasm about learning (from childhood through adulthood), and paradigmatic creative experience. Original research findings are derived using the Giorgi method of descriptive phenomenological analysis in psychology. The results, structural and eidetic in nature, are then integrated from a holistic developmental viewpoint: that of Existential-Humanistic Self-Development Theory (EHSDT). An evolving developmental partnership between learning and creativity emerges as (...) the proper conceptual frame for considering optimal growth and the relative maturity of situated becoming oneself (i.e., the process of self-cultivation). The resulting perspective is supported by cutting edge trends in neuroscience and related to pedagogy and education. (shrink)

Cognitive therapies are among the most popular forms of psychotherapy in the United States (e.g., Robins, Gosling & Craik 1999). It goes without saying that those seeking psychotherapeutic treatment are best served by a profession whose representatives thoughtfully examine their methods of choice. Giuseppe Butera’s article on cognitive therapy and Thomistic psychology is truly thoughtful, as he gives careful philosophical consideration to the basic premises of Aaron Beck’s cognitive approach to therapy. Accordingly, Butera’s work is a valuable contribution to the (...) fields of psychology and psychiatry. Butera carries out his analyses in a manner that is at once conscientious, circumspect, and quite generous. The .. (shrink)

In this article, it is argued that William Stern was a forerunner of human science thinking in child psychology. Stern’s view of development, though widely neglected even among humanists, is consonant with human science thought on the whole as well as human science child developmental theory. Certain core characteristics of human science psychology are noted with special emphasis on how they relate to the study of child development. Stern’s views are then shown to be illustrative of these characteristics. In addition, (...) various aspects of Stern’s highly humanistic approach to child development are shown to be relevant today. (shrink)