Dr. Alison L. Hill, Dr. David G. Rand, Dr. Martin A. Nowak, Dr. Nicholas A. Christakis

פורסם: 9.02.12, 4:12 am

Field of reference: Sociology, Health

Description: Human populations are arranged in social networks that determine interactions and influence the spread of diseases, behaviours and ideas.

"Our results give insight into the transmissive nature of positive and negative emotional states. Determining to what extent particular emotions or behaviours are infectious is a promising direction for further research with important implications for social science, epidemiology and health policy. Our model provides a theoretical framework for studying the interpersonal spread of any state that may also arise spontaneously, such as emotions, behaviours, health states, ideas or diseases with reservoirs."

Link to the academic paper


שייך לנושאים: 1-13 - חינוך אינטגרלי, -מקורות מדעיים, השפעת הסביבה, 4. תוצר הסביבה
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Dr. John A. Barg

פורסם: 9.02.12, 4:08 am

Field of reference: Psychology

Description: Where our sense of free will comes from

"Especially in contrast with our subjective sense of the determined past, the experience of our own behavior in the present seems particularly spontaneous and “free.” Because we do not experience at the same time all of the unconscious influences and impulses that produced that behavior (see Bargh & Morsella, 2007), our phenomenal experience is hugely biased in the direction of feeling that we have much more freedom than we actually do. But our feelings, like much else about us, have evolved because of their adaptive significance and are essential for normal cognitive functioning (e.g., Gray, Schaefer, Braver, & Most, 2005; Tranel, Bechara, & Damasio, 2000). We have also learned that feelings of being in control are far more beneficial to our functioning than are feelings of helplessness; thus these subjective feelings of free will are one of the “positive illusions” (Taylor, 1989) we hold dear. Yet this benefit is irrelevant to the scientific status or truth value regarding the actual existence of free will; however positive and adaptive the feeling, it is still an illusion."

Link to the academic paper

שייך לנושאים: 1-13 - חינוך אינטגרלי, -מקורות מדעיים, השפעת הסביבה, 4. תוצר הסביבה
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Dr. John A. Barg

פורסם: 9.02.12, 4:05 am

Field of reference: Psychology

Description: An unseen series of cause and effect may lead to an illusion of free will

s. As Konrad Lorenz (1962, p. 23) admonished us, “it is the duty of the natural scientist to attempt a natural explanation before he contents himself with drawing upon factors extraneous to nature.” Treating free will as a force outside the laws of nature in the Locke/Searle manner is similar to how intuition and creativity have long been popularly viewed as being due to some kind of mysterious “spark” or quasi-magical process. In all three cases, the argument that the phenomenon is an originator and not itself caused by some other process is actually just an admission that we don’t know what causes it; as Spinoza (1677/1951, p. 134) put it, “men believe themselves to be free, simply because they are conscious of their actions, and unconscious of the causes whereby those actions are determined.”

Link to the academic paper

שייך לנושאים: 1-13 - חינוך אינטגרלי, -מקורות מדעיים, השפעת הסביבה, 4. תוצר הסביבה
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Dr. M Fishbein, Dr. Icek Ajzen

פורסם: 9.02.12, 4:01 am

Field of reference: Psychology

Description: How one's volitional behavior can be predicted according to how others view their behavior

"The components of TRA are three general constructs: behavioral intention (BI), attitude (A), and subjective norm (SN). TRA suggests that a person's behavioral intention depends on the person's attitude about the behavior and subjective norms (BI = A + SN). If a person intends to do a behavior then it is likely that the person will do it. Behavioral intention measures a person's relative strength of intention to perform a behavior. Attitude consists of beliefs about the consequences of performing the behavior multiplied by his or her valuation of these consequences. Subjective norm is seen as a combination of perceived expectations from relevant individuals or groups along with intentions to comply with these expectations. In other words, "the person's perception that most people who are important to him or her think he should or should not perform the behavior in question" (Ajzen and Fishbein, 1975). To put the definition into simple terms: a person's volitional (voluntary) behavior is predicted by his/her attitude toward that behavior and how he/she thinks other people would view them if they performed the behavior. A person's attitude, combined with subjective norms, forms his/her behavioral intention. Fishbein and Ajzen say, though, that attitudes and norms are not weighted equally in predicting behavior. "Indeed, depending on the individual and the situation, these factors might be very different effects on behavioral intention."

Link to the academic paper


שייך לנושאים: 1-13 - חינוך אינטגרלי, -מקורות מדעיים, השפעת הסביבה, 4. תוצר הסביבה
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Liz Brooker

פורסם: 9.02.12, 3:55 am

Field of reference: Education

Description: Building a safe nurturing  environment has amazing positive influences for manifesting compassionate social behavior

"The quality of resilience can be identified even in young and vulnerable children. It is most commonly defined as ‘normal development under difficult circumstances’ (after Fonagy et al., 1994, p. 233). Krovetz (1999) has identified four strands to this attribute: social competence, problem-solving skills, autonomy, and a sense of purpose. All these qualities may be inculcated in young children through skilful and sensitive caregiving. All are needed for children to feel confident in facing future circumstances that threaten their identity and well-being.It is unlikely that children will develop these qualities without support. The task for parents and adults working with young children is to provide opportunities for particular aspects of their resilience to be strengthened. For many children, a secure environment and a sense of belonging are sufficient to enable them to face new challenges. Programmes which emphasise group – rather than individual – activities and achievements, and which advocate the importance of effort in resolving difficulties, help children to develop additional sources of strength"

Link to the article

שייך לנושאים: 1-13 - חינוך אינטגרלי, -מקורות מדעיים, השפעת הסביבה, 4. תוצר הסביבה
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