(積極心理學英文課件)chapter11-enabling-institutions

1、Chapter11 Enabling InstitutionsChapter11 Enabling InstitutionBackground Institutions are invariably a mix of the good and the bad. And positive is not an adjective sensibly applied to an institutions as a whole. We should ask positive for what purpose.Positive institutions-enabling institutions: som

2、e institutions can enable certain outcomes better than other institutions can.Background Institutions are inI A Catalog of Social GroupingAggregation: an assembly of individuals physically in the same place.I A Catalog of Social Grouping(積極心理學英文課件)chapter11-enabling-institutions(積極心理學英文課件)chapter11-

3、enabling-institutionsI A Catalog of Social GroupingOrganization: is an enduring and structured group.Usually an organization has a body of traditions and customs.Its members think of the organization as a whole, and their roles are differentiated and specialized.One way to distinguish organization s

4、 from other groups is to ask whether particular members are dispensable.I A Catalog of Social GroupingI A Catalog of Social GroupingInstitution: is a set of like organizations with especially sustained and pervasive influences within a society or even the world as a whole.Most societies has some for

5、m of religion, some form of marriage, and some form of education; we therefore speak of these as institution.I A Catalog of Social GroupingII Common Features of Enabling InstitutionsInstitutional-level virtues:The moral characteristics of the group as a wholeNeed to be an enduring part of the instit

6、utional culture.Serve the moral goals of an organization and not simply its bottom line.Are characteristics of the organization that contribute to the fulfillment of its members.Need to influence actual conduct within the group in ways that people can recognize.II Common Features of EnablingIII The

7、Good FamilyPsychologist have often been interested less in the demographics of families and more in the styles of parenting-how parents encourage behaviors that they like in their children and discourage others.III The Good FamilyPsychologisIII The Good FamilyThree major styles of parenting:Authorit

8、arian parenting: is firm, punitive, and emotionally cold. Parents value obedience from their children and do not encourage their independence or involve them in decision making.Children are unhappy, dependent, and submissive.III The Good FamilyThree majorIII The Good FamilyThree major styles of pare

9、nting:permissive parenting: is loving but lax. Parents exert little control over their children. Children are given freedom and are allowed to make decisions, but they have little guidance.Children are likely be outgoing and sociable, but also immature, impatient, and aggressive.III The Good FamilyT

10、hree majorIII The Good FamilyThree major styles of parenting:aothoritative parenting: involves negotiating with children. Such parents set limits for a child, but explain why, and they encourage independence. As the child demonstrates responsibility, the parents allow more freedom. Decision are arri

11、ved at through give and take.Children tend to be friendly, cooperative, socially responsible, and self-reliant.III The Good FamilyThree majorIII The Good FamilyRegardless of the style of parenting that children experience, they tend to raise their own children in much the same way.III The Good Famil

12、yRegardless IV The Good SchoolSchool is sometimes called a life industry, which means that educational practices affect students not just in the here and now but also across the lifespan in settings far removed from the classroom.The pervasive influence of schools is not an interesting by-product of

13、 education but an integral part of a schools explicit purpose.IV The Good SchoolSchool is soIV The Good SchoolMartin Maehr and his colleagues: on the sorts of schools that encourage students to be engaged and enthusiastic about learning.School provides explicit goals in which students adopt them.For

14、 what does it stand?For what does it strive?A good school is one that prepares students to be effective learners throughout life.IV The Good SchoolMartin MaehrV The Good WorkplaceWork: what people do for financial compensation in order to earn a living.Economic terms but obscures its richer psycholo

15、gical meaning.England and Whitely(1990):Alienated workerEconomic workerDuty-oriented workerBalanced workerV The Good WorkplaceWork: whatV The Good WorkplaceAlienated workerWork is not central to his or her life. It is pursued for neither economic nor expressive reasons; and it is not seen as fulfill

16、ing any obligation to the large society.In general tend to be younger and femaleThey perform low-paying jobs with little variety or responsibility.They rate their satisfaction with work as low.V The Good WorkplaceAlienated V The Good WorkplaceEconomic workerThe meaning of work for this individual re

17、volves solely around good pay and high security.In general had less education than other types of workers and were somewhat more likely to be males.Their jobs had little variety or responsibilityDespite the importance of pay to these workers, they tended not to earn much money.Their satisfaction wit

18、h work was also low.V The Good WorkplaceEconomic wV The Good WorkplaceDuty-oriented workerRegards work as highly central to his or her life, undertakes it for expressive reasons, and regards it as a societal obligation.In general were older and somewhat more likely to be females.Worked as managers o

19、r in sales, in jobs with high variety and responsibility, and usually earned good salaries.Their work satisfaction was high.V The Good WorkplaceDuty-orienV The Good WorkplaceBalanced workerIs highly central to the individuals life; and it allows both economic and expressive goals to be satisfied.Wer

20、e usually older males with more education than other types of workers.They worked at a variety of jobs, typically those high in autonomy.They put in the longest hours, and they earned the highest salaries.They rated their work satisfaction as quite high.V The Good WorkplaceBalanced wV The Good Workp

21、laceGood workplace must be culturally congruent with their workers.Good workplace are characterized by certain institutional-level virtues.Workers are treated fairly in moral work organizations, which have reward structures both explicit and equitable.The organization must additionally treat people

22、as individuals and not just as a pair of hands.In the case of employees, this means giving them the autonomy to be innovative.In the case of customers, treating them as individuals entails being honest about goods or services that can be delivered.In a good workplace, the spirit of the law trumps th

23、e letter of the law.V The Good WorkplaceGood workpVI The Good SocietyThe Romans recognized personal virtues to characterize an entire society.EquityGood fortuneJusticePatienceProvidenceSafetyVI The Good SocietyThe Romans VI The Good SocietyConfucius: He valued social order and thus stressed explicit

24、 role expectations.He discussed at length these expectations in terms of relationship between and among people, so an inherent aspect of the Confucian vision of the good society is interpersonal.Six relationship are crucial:Ruler and subjectsParents and childrenHusband and wifeOlder sibling and youn

25、ger siblingTeacher and studentFriend and friendVI The Good SocietyConfucius: VI The Good SocietyConfucius:In each relationship, the subordinate individual has the responsibility of obedience to the superior, but only when the superior in turn displays benevolence and care.The Confucian ideal of duty

26、 does not prescribe humble acquiescence of the powerless to the powerful but rather calls for mutual respect.The cultivation of courteousness and deference in ones everyday behavior is more about consideration for anothers feelings than about strict adherence to rules and empty customs.VI The Good S

27、ocietyConfucius:VII The Good Religion?What psychologist have learned about religions?William James: deeply concerned with religious phenomenaG. Stanley Hall: established a journal devoted to the psychology of religion. And is most interested in the moral and religious training of youth.1930-1960s, f

28、ell off psychologys radar screen.1950, Harvard psychologist Gordon Allport:Extrinsic religiosity: religion as a means to other endsIntrinsic religiosity: religion as an end in itself1975, the psychology of religion was created in APA division.VII The Good Religion?What psyVII The Good Religion?Contemporary approaches to the psychological study of the religious and spiritual life tend to fall into se