Therealmofhumanperformance
Author:[美]Maslow
Press:YunnanPeople'sPublishingHouse
Translator:LinFang
Publicationyear:1987-8
Pages:424
Price:3.00yuan
ISBN:9787222000940
Introduction
Chapter1is"ExplorationofHumanisticBiology".Theauthortalksabouttechnologicaltendencyandhumanizedbiologyfromtheperspectiveofapsychologist.
Chapter2is"Neurosis-afailureofpersonalgrowth".Whydosofewpeopleinoursocietyhaveachievedidentity,individuality,fullhumanityandself-realization?
Chapter3is"SelfRealizationandTranscendence".Theauthortracedtherootsoftheexcellentqualitiesofthetwoteachers,andexploredaquestion:Whyaretheysodifferent?
Chapter4is"CreatingAttitudes."Theauthorbelievesthathumancreativity,healthyself-realization,andfullhumanitymaybethesameconcept.Arteducationisaneffectivewaytocultivatepeople'screativity.
Chapter5is"Creativity-HolisticResearch".AmajorquestionraisedbyMaslowis"HowcanIbecomeacreativeperson?"Ageneralprincipleis:Anythingthathelpsapersonmovetowardsgreatermentalhealthorafullerhumanityistantamounttochangingthewholepeople.
Chapter6is"EmotionalDisordersinCreation".Startingfromthephenomenonthatmanyoutstandingscientistsarealsoquiterigidandrestrainedpeople,theauthorexploredtheemotionaldisorderincreation.
Chapter7istheconcludingremarkoncreativity.Theconclusionis:creativepeopleareactuallynecessaryforanypolitical,social,andeconomicsystem.
Chapter8is"TheFusionofFactsandValues".Thisfusionistoequate"is"with"should".
Chapter9"ABriefIntroductiontoExistentialPsychology".Thisistheauthor'ssystematicandconciseexpositionof"existentialpsychology".Startingfromthedefinition,theauthordiscussesthevarioususesof"existence",thevalueofexistence,andtheoperationaldefinitioninameasurableformthatexplainsthemeaningofthevalueofexistence.
Chapter10"CommentsonaDiscussiononHumanValues".Theauthorbelievesthatthevalueofguidinghumanactionliesinthenatureofmanandnature,andtheprocessofdiscoveringthesevaluesisalsonatural.
TheissuediscussedinChapter11"TheKnowerandtheKnown"ismainlyaboutpersonality.Manydifficultiesincommunicationbetweenpeoplearetheby-productsofcommunicationbarrierswithinpeople.
Chapter12"EducationandPeakExperience"discussestheconceptofhumanisticeducation.Thepurposeofeducationisfundamentallythe"self-realization"ofpeople,theformationoffullhumanity,andthehighestlevelofdevelopmentthatcanbeachievedbyaraceoranindividual.
Chapter13"TheGoalandConnotationofHumanisticEducation".Theauthorbelievesthatinthetraditionalsense,students’learningattitudeandmotivationaremainlydeterminedbyexternalfactors,suchasearningadegreeinordertogetrewardsfromteachersandsoon.Butthehumanisticeducationconceptbelievesthatinidealeducation,themotivationofstudents'learningshouldcomefrominternalinterests.
Chapter14is"SynergyinSocietyandIndividuals".Bothsocietyandindividualshavehighsynergyandlowsynergy.
Chapter15"RegulatingSocialPsychologyIssues"putforward29questions.Nowselectitsmainpointstoexplain.Selectedornon-selectedsocialissues;pluralismrecognizesandexploitsindividualdifferencesinphysiqueandpersonality;theissueofvices;thedangerofunrealisticsatisfaction;howtodealwithaggression,hostility,fighting,andconflict?Howdomenandwomenadapttoeachother,loveeachother,andrespecteachother;theinstitutionalizationofsexandlove;thechoiceofthebestleader;whatkindofsocialconditionsaremostconducivetothefulldevelopmentofhumannature,andsoon.
Chapter16"CinannonandtheBeautifulMind".Theauthorproposedaconceptofpsychologicalvitamins.Mainlyreferstosafety,noanxietyandfear,theremustbesomeonewholikesyouemotionally;belongtoagroup;berespectedbyothers.Inaddition,italsotalkedaboutthedevelopmentofresponsibility,thenewsocialtherapy,thecurrentsocialrevolution,psychotherapy,self-awarenessandgroupissues.
AbasicquestionraisedinChapter17"ManagementoftheBeautifulMind"is:whatkindofworkingconditions,whatkindofwork,whatkindofmanagement,whatkindofrewardsorremunerationforthehealthygrowthofhumannatureItsfullerandfullestdevelopmentisbeneficial?"ElegantMindManagement"isnotusedtomanipulatepeoplemoreeffectivelyinordertoachievegoalsthatarenottheirownneeds.Theconditionstobemetare:meaningfulwork,responsibility,creativity,fairnessandjustice,andtheneedtocarryoutvaluableactivities,ratherthanjustusingmoneyas"remuneration."
Chapter18"Low-levelcomplaints,high-levelcomplaints,andsupercomplaints".Theauthorbelievesthatone'slevelofneeds,desiresandhopesandlevelofmotivationcanalsobeseenfromone'scomplaints.
Chapter19"ABriefDiscussiononPureCognition"distinguishesbetweenignorantinnocenceandcleverorsophisticatedinnocence.Thechild'sspecificperceptionandhisabilitytorecognizethingsastheyarearealsodifferentfromthoseofself-fulfillingadults.Thechildhasnotyetreturnedtotheconcrete;hehasnotyetgrownintotheabstract.Hisinnocenceisduetohisignorance,whichisverydifferentfromthe"secondinnocence"ofasmart,self-fulfilling,olderadult.
Chapter20"RevisitingCognition"firstcomparesthecharacteristicsofexistingandmissingcognitionsin19aspects.These19aspectsaremanifestedintheoverall,complete,self-sufficient,unifiedandmissingcognitionofthepartialandincompletecharacteristicsoftheuniverse.Thenitdiscusses"simplecognition"and"creativepeoplearepurepeople".Thinkofacreativepersonassomeonewhohasgrownupbutcanstillobserve,think,orreactlikeachild.Itwasthissimplicitythatwasrestoredinthe"secondnaive".
Chapter21"VariousMeaningsofTranscendence"lists35meaningsoftranscendence.
Chapter22is"ZTheory".
Chapter23is"TranscendentalMotivationTheory:TheBiologicalRootofValueLife".