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The Option Before Modernity: Change or Perish

100%

Gupta S.

Dialogue and Universalism

2015

nr 1

124-136

We simultaneously live in two worlds—our internal world of thoughts, values, de-sires, and experiences; and our external world in which we are born, and perform ac-tions. Modernity, despite successfully developing our external world, has failed to de-velop our internal world. This has resulted in our lower nature being unleashed and a crisis of morals and values taking over society. This paper, drawing from the “science of consciousness” as detailed in the Indian tradition, looks at the nature of modernity and how we can address the challenges being posed by it, by training our consciousness to higher levels.

To overcome gender inequality in legal education: Ethical awareness

100%

Uygur G. , Özdemir N.

Studia Iuridica

2021

tom 90

185-203

We claim that to combat stereotyping regarding gender inequalities in law, students should gain ethical awareness which includes awareness of prejudices and stereotypes. For this reason, we organized our clinical legal education in such a way as to combat students’ bias and make a transformation. In our lectures we used transformative methodology that includes intersectional analysis. In this article we explain our educational experience and describe our courses with its main principles.

Po co psychologia?

67%

Brzeziński J. M.

tom XIX

nr 3

285-304

Three main problems are considered. The first is that psychology should avoid any inclination towards neuroscience or a type of brain science. Making use of the achievements of natural sciences, psychology should take into regard the cultural conditions [determinants] and methods worked out in social sciences. Thus, it should adopt the antireductionistic methodological programme. The second problem is that psychology must reject the papers that entice with apparent scientific approach being actually of no real worth. Also the threat posed to psychological practice by pseudo-scientific monographs and pseudo-test should be recognised. They offer scientifically false basis of practical work of psychologists in the sphere of social practice. The third problem is that each psychological practice should be preceded by a psychological theory that is empirical and needs to be verified by a methodologically correct method. Thee underlying empirical psychological theory makes a given psychological practice sensible and ethical. The status of psychology as a science and the status of psychological practice are related to the quality of education of future psychologists. The author definitely opts for the model of full-time 5-year master’s degree studies (so against the Bologna model of 3-year licentiate (BA) followed by a 2-year master’s degree study (MA)), supplemented with a one-year training under supervision of an experienced specialist. The effective and ethical work of professional psychologists in Poland suffers from the lack of legal regulations that would protect this profession against the infiltration of all kinds of charlatans offering pseudo-scientific diagnostic tools like e.g. the Tree test of Charles Koch and therapies like e.g. the Systemic Constellation of Bert Hellinger. Of utmost importance is development of not only methodological awareness but also ethical awareness in psychologists and students of psychology. Moreover, the education should bring the realisation of the effects and danger of scientific misconduct of FFP type, that is fabrication, falsification, plagiarism.

O dwóch rodzajach „odbiorców” działań zawodowych podejmowanych przez psychologów

67%

Brzeziński J.

Roczniki Psychologiczne

2013

tom 16

nr 4

633-647

W artykule Autor wprowadza rozróżnienie dwóch rodzajów odbiorców: osoby (instytucje) poszukujące pomocy u psychologa profesjonalisty oraz psychologowie profesjonaliści, którzy - aby ich pomoc była etyczna i skuteczna - korzystają z wyników pracy (naukowych teorii i metod badawczych) psychologów badaczy. Artykuł akcentuje rolę świadomości metodologicznej (równie ważnej co świadomość etyczna). Myślą przewodnią artykułu jest teza Roberta Rosenthala: „Zła nauka rodzi złą etykę" („Bad science makes for bad ethics").

In the article, the author introduces a distinction between two types of recipients: individuals (institutions) seeking the assistance of a practitioner psychologist, and practitioner psychologists, who use the results of the work of research psychologists in order to make their assistance ethical and effective. The article stresses the role of methodological awareness (as important as ethical awareness). The the central idea of the paper is R. Rosenthal's thesis: "Bad science makes for bad ethics."