Education for responsibility

Content: Foreword ixIntroduction xviiChapter 1. The World as a Reflection of the Mind 11.1. Definitions of the terms 11.1.1. Notions of world 11.1.2. Notions of mind 51.1.3. Gnoseological hypothesis, notions of consciousness and the model of the mind 61.2. The objective world as an epistemological and societal reflection of the collective mind: an example of science 171.2.1. Paradigms and projections in science 181.2.2. Examples of projection by a collective mind onto the objective world 201.2.3. Overview: the scientific world, a reflection of scientists' minds 241.3. The subjective world as a psychological and phenomenological reflection of the individual mind 251.3.1. The basic mechanisms of the world-mind relationship 251.3.2. The four horsemen of the individual relative mind 381.4. Integrating the model of the relationship between the relative world and the mind 831.4.1. Metaphysics of the strawberry tartlet 841.4.2. The ego, mediator of the reflection of the subjective world through the individual relative mind 891.4.3. An example: stereotypes, prejudices and violent radicalizations 94Chapter 2. Responsibility and Functioning of the Mind 1032.1. Introduction: an overview of the tone of current research on responsibility 1032.2. Responsibility as a dialogical relationship between the outer and inner worlds: ethical perspectives 1052.2.1. Problem of responsibility in the field of ethics 1052.2.2. Responsibility approaches in the field of ethics 1082.3. Responsibility as a consciousness connected to oneself, others and the non-human environment (NHE): psychological and phenomenological points of view 1102.3.1. Cognition and responsibility 1102.3.2. Orientation and responsibility 1172.3.3. Emotions, relationships and responsibility 1232.4. Assessment: criteria for guiding towards responsibility 1272.4.1. Coherence 1282.4.2. The motivation for innovation 1302.4.3. Harmony 1342.4.4. Horizon of an education for responsibility 147Chapter 3. Education for Responsibility Guidelines 1613.1. Reflexivities 1613.1.1. Cognitive reflexivity 1623.1.2. Dialogical reflexivity 1643.1.3. Phenomenological reflexivity 1663.1.4. Objectives and material for the implementation of these reflexivities 1693.2. Meditation 1743.2.1. Meditation and its phenomenological effects 1743.2.2. Clinical protocols and practices including meditation 1803.2.3. Techniques related to meditation 1833.2.4. Psychobiological effects of meditation 1843.2.5. Effects of meditation in school and university contexts 1913.3. General principle: reflexivities, meditation and responsibility 1933.3.1. Meditation and dialogical reflexivity would synergistically promote phenomenological reflexivity 1933.3.2. Phenomenological reflexivity promotes empathy and relatedness by instantiating harmony 1973.4. Summary of the competences targeted in responsibility education 2033.4.1. Notion of competence 2043.4.2. Emotional competences 2063.4.3. Epistemic competences 2093.4.4. Attentional competences 2113.4.5. Relational competences 2133.4.6. Axiological competences 2143.4.7. Summary of the progress within the five types of competences 2193.5. Integrating model of psychospiritual competences targeted in education for responsibility 224Chapter 4. Discussion 2294.1. Education for responsibility, ethics and spirituality 2304.2. Limitations of this approach 2324.2.1. Obstacles in the French context 2324.2.2. Some limitations of the proposed model 2354.3. Education for responsibility and happiness 2374.3.1. Stopping the illusion of ego and lasting happiness 2384.3.2. Connections between education for responsibility and positive psychology 2414.4. Building knowledge and practical implementation in education for responsibility 2454.4.1. Summary of the present argumentation 2454.4.2. Epistemological, pedagogical and research perspectives 2484.4.3. Afterword 254Postface 257References 261Index 289