Positive Psychology and Humanistic Psychology: A Reply to Seligman

Taylor, Eugene

doi:10.1177/0022167801411003

Cited by 92 publications

(69 citation statements)

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“…Although positive psychology and humanistic psychology may appear synonymous [22], Seligman and Csikszentmihalyi criticise humanistic psychology as lacking an empirical research tradition which they assert is required for any psychological approach, given the positivist nature of the psychology [23]. In defence of humanistic psychology, Taylor identifies a range of themes that have been empirically researched [24], while others have provided counterarguments against positive psychology, which relate specifically to the inherent value system adopted by positive psychology [25][26][27][28]. Leontiev provides an additional criticism, that positive psychology is more of an ideology, lacking a unified theoretical explanatory model [29].…”

Section: Positive Psychology Vs Humanistic Psychologymentioning

confidence: 99%

An Hermeneutic Analysis of Transpersonal Education: Policies, Principles and Practices

Buckler¹

2012

LICEJ

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Section: Positive Psychology Vs Humanistic Psychologymentioning

confidence: 99%

An Hermeneutic Analysis of Transpersonal Education: Policies, Principles and Practices

Buckler¹

2012

LICEJ

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“…Taylor (2001) distingue tres significados en el calificativo de Positiva de esta corriente, los cuales apuntan a:…”

Section: Coexistencia De Paradigmasunclassified

“…Entre ellas merece especial mención Taylor (2001) quien irónicamente recomienda a los líderes de la PP hacer una revisión bibliográfica sobre la investigación realizada desde sus comienzos por la PH. Held (2004) se pregunta por esta necesidad de diferenciarse de la PH y utiliza los argumentos de Katzko (2002) con respecto a la retórica de la investigación psicológica y a los problemas de integración en Psicología.…”

Section: Comentario: Hacia Una Teoría Unificadaunclassified

Virtudes y Fortalezas: el revés de la trama

Gancedo

2007

Psicodebate

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ResumenEn el presente trabajo se tiene como objetivo realizar un análisis crítico de algunos de los fundamentos epistemológicos presentes en la obra Character Strengths and Virtues. A handbook and classification de Peterson y Seligman (2004).Se trata de una investigación teórica que se inscribe dentro del campo de la epistemología de la psicología. Metodológicamente se aplica un criterio racional del progreso crítico de acuerdo a la teoría propuesta por Serroni Copello (2003).En el análisis se señalan algunas debilidades epistemológicas, que generan incongruencias en los planteamientos y conclusiones de la investigación, tales como: la ausencia de una teoría unificada de partida, la búsqueda de objetividad ingenua, y la superposición de paradigmas implícitos.Se advierte que la lógica causalista y elementarista que campea en la obra contradice el paradigma sistémico de las ciencias. A su vez se llama la atención sobre la fuerte impronta cultural norteamericana presente en los principios de la Psicología Positiva.Finalmente se exponen algunos problemas éticos que genera el paso de una actitud descriptiva -propia de la ciencia-hacia una actitud prescriptiva -propia de un código moral-.Palabras Clave: Análisis Epistemológico. Capital Psíquico. Virtudes y Fortalezas del Carácter. Psicología Positiva. Psicología Humanística. AbstractThe target of this work is to carry out a critical analysis about some of the underlying epistemological assumptions in Peterson and Seligman's book Character Strengths and Virtues. A handbook and classifications (2004). This is a theoretical investigation that belongs to the epistemology of psychology field. According to the theory proposed by Serroni Copello (2003), a critic progress rational criterion is methodologically applied.The analysis points out some epistemological weakness that leads to incongruences in the statements and conclusions of the investigations, such as: the absence of a unified theory, a candid search of objectivity, and the superposition of implicit paradigms.* Universidad de Palermo -Argentina. E-mail: marianagancedo@fibertel.com.ar 68It also takes notice of a causal and elementary logic -which goes against today's scientific paradigm-, and the strong American culture zeitgeist present in the principles of Positive Psychology.Finally, some ethic problems are displayed, in particular the step taken from a descriptive attitude -characteristic of science-toward a prescriptive attitude -characteristic of moral codes-.Key Word: Epistemological analysis. Psychological capital. Character strengths and virtues. Positive Psychology. Humanistic psychology. 69Virtudes y Fortalezas: el revés de la trama La Psicología Positiva (PP), al presentarse como nueva rama de la psicología, centra su diferencia en el énfasis sobre las cualidades positivas o de desarrollo de las potencialidades humanas (Seligman & Csikszentmihalyi, 2000). En consecuencia orienta la investigación hacia: a) las experiencias positivas subjetivas, b) los rasgos positivos individuales y c) las institucione...

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“…But the critique from Seligman & Csikszentmihalyi can also be seen as part of a broader controversy of what constitutes good science. According to Taylor (2001) positive psychology embraces a positivistic reductionistic epistemology with a belief that "empirical science can only be defined by the logical ordering of sense perceptions because this is the only way that we can know reality" (p. 15). So Taylor's point is that it is not a question of scientific or unscientific but a question of different kinds of science.…”

Section: Introductionmentioning

confidence: 99%

Women's positive adaptation in childhood and adulthood: A longitudinal study

Andersson¹

2007

PsycEXTRA Dataset

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An area within psychology that looks at the strengths and positive sides of human life has emerged the last decade. It is called positive psychology and one area related to that is positive adaptation. The main purpose of this paper is to describe the natural history of females' positive extrinsic and intrinsic adaptation from childhood to adulthood, with a focus on typical positive patterns of adaptation and how these patterns develop within the same individual. The sample consisted of about 500 Swedish girls and data were taken at age 13, 15, and 43 from the longitudinal research program Individual Development and Adaptation (IDA). Variable-oriented methods were used to study basic relationships among factors both within age and between childhood and adulthood and personoriented methods were used to study typical patterns of adaptation and how these patterns develop, using cluster analyses and cross-tabulation of clusters. The overall results show, as expected, more distinct typical positive adaptation patterns in the intrinsic than the extrinsic area in both childhood and adulthood. Significant longitudinal developmental streams between typical positive adaptation patterns in childhood and adulthood were found and these are discussed from a dynamic system perspective suggesting the interaction between factors thru reinforcing feedback processes.

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Positive Psychology and Humanistic Psychology: A Reply to Seligman

Cited by 92 publications

References 14 publications

An Hermeneutic Analysis of Transpersonal Education: Policies, Principles and Practices

An Hermeneutic Analysis of Transpersonal Education: Policies, Principles and Practices

Virtudes y Fortalezas: el revés de la trama

Women's positive adaptation in childhood and adulthood: A longitudinal study

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