積極心理學(xué)英文課件：chapter11 enabling institutions

1、Chapter11 Enabling InstitutionsBackground 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: some institutions can enable cer

2、tain outcomes better than other institutions can.I A Catalog of Social Grouping1. Aggregation: an assembly of individuals physically in the same place.I A Catalog of Social Grouping2. Collectivity: two or more individuals who can be discussed as a whole.All aggregations are collectivities, but not a

3、ll collectivities are aggregations.People in a collectivity do not have to be gathered in the same place at the same time.I A Catalog of Social Grouping3. Group: is a set of interacting individuals who mutually influence each other.I A Catalog of Social Grouping4. Organization: is an enduring and st

4、ructured 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 from other groups is to ask whether particular members are dispensable.I A Catalog of

5、 Social Grouping5. Institution: 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 form of religion, some form of marriage, and some form of education; we therefore speak of these as institution.II C

6、ommon Features of Enabling Institutions Institutional-level virtues: The moral characteristics of the group as a whole Need to be an enduring part of the institutional culture. Serve the moral goals of an organization and not simply its bottom line. Are characteristics of the organization that contr

7、ibute to the fulfillment of its members. Need to influence actual conduct within the group in ways that people can recognize.III The Good Family Psychologist have often been interested less in the demographics of families and more in the styles of parenting-how parents encourage behaviors that they

8、like in their children and discourage others.III The Good Family Three major styles of parenting: Authoritarian 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 unh

9、appy, dependent, and submissive.III The Good Family Three major styles of parenting: 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

10、 and sociable, but also immature, impatient, and aggressive.III The Good Family Three 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 responsibilit

11、y, the parents allow more freedom. Decision are arrived at through give and take. Children tend to be friendly, cooperative, socially responsible, and self-reliant.III The Good Family Regardless of the style of parenting that children experience, they tend to raise their own children in much the sam

12、e way.IV The Good School School 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 edu

13、cation but an integral part of a schools explicit purpose.IV The Good School Martin 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 what does it stand? For what d

14、oes it strive? A good school is one that prepares students to be effective learners throughout life.V The Good Workplace Work: what people do for financial compensation in order to earn a living. Economic terms but obscures its richer psychological meaning. England and Whitely(1990): Alienated worke

15、r Economic worker Duty-oriented worker Balanced workerV The Good Workplace Alienated worker Work is not central to his or her life. It is pursued for neither economic nor expressive reasons; and it is not seen as fulfilling any obligation to the large society. In general tend to be younger and femal

16、e They perform low-paying jobs with little variety or responsibility. They rate their satisfaction with work as low.V The Good Workplace Economic worker The meaning of work for this individual revolves solely around good pay and high security. In general had less education than other types of worker

17、s and were somewhat more likely to be males. Their jobs had little variety or responsibility Despite the importance of pay to these workers, they tended not to earn much money. Their satisfaction with work was also low.V The Good Workplace Duty-oriented worker Regards work as highly central to his o

18、r 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 or in sales, in jobs with high variety and responsibility, and usually earned good salaries. Their work satisfaction was high.V

19、The Good Workplace Balanced worker Is highly central to the individuals life; and it allows both economic and expressive goals to be satisfied. Were 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 th

20、e longest hours, and they earned the highest salaries. They rated their work satisfaction as quite high.V The Good Workplacep Good workplace must be culturally congruent with their workers.p Good workplace are characterized by certain institutional-level virtues.p Workers are treated fairly in moral

21、 work organizations, which have reward structures both explicit and equitable.p The organization must additionally treat people 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 ind

22、ividuals entails being honest about goods or services that can be delivered.p In a good workplace, the spirit of the law trumps the letter of the law.VI The Good Society The Romans recognized personal virtues to characterize an entire society. Equity Good fortune Justice Patience Providence SafetyVI

23、 The Good Society Confucius: He valued social order and thus stressed explicit 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 cruc

24、ial: Ruler and subjects Parents and children Husband and wife Older sibling and younger sibling Teacher and student Friend and friendVI The Good Society Confucius: In each relationship, the subordinate individual has the responsibility of obedience to the superior, but only when the superior in turn

25、 displays benevolence and care. The Confucian ideal of duty 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 abo

26、ut strict adherence to rules and empty customs.VII The Good Religion? What psychologist have learned about religions? William James: deeply concerned with religious phenomena G. Stanley Hall: established a journal devoted to the psychology of religion. And is most interested in the moral and religio

27、us training of youth. 1930-1960s, fell off psychologys radar screen. 1950, Harvard psychologist Gordon Allport: Extrinsic religiosity: religion as a means to other ends Intrinsic religiosity: religion as an end in itself 1975, the psychology of religion was created in APA division.VII The Good Religion? Contemporary approaches to the psychological study of the religious