The driving force of action and the psychology of doing nothing

Bańka, Augustyn

doi:10.1515/pjap-2015-0053

Cited by 2 publications

(2 citation statements)

References 69 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The presented distributed cognition theoretical framework uses cognitive representations of social reality in mental life space (Zhang, Patel, 2006;Bańka, 2016). In this concept distributed cognition is a cognitive system which structure is distributed between internal-mental and external-objective world representations across time and space.…”

Section: Discussionmentioning

confidence: 99%

Overcoming Post-War Traumas and Confl icts through Dialogue in Distributed Cognition

Banka

2017

Journal for Perspectives of Economic Political and Social Integration

View full text Add to dashboard Cite

The following paper presents a proposal of a theoretical foundation for an application of distributed cognition in overcoming post-war traumas and related social conflicts. The distributed cognition theory states that the cognitive system is a structure distributed between internal-mental and external-objective social world representations across time and space. The basic issue of dialogue in distributed cognition is that distribution as information dissemination in each cognitive component functions in a systemic integrity. The presented perspective of overcoming traumas and war conflicts through dialogue refers to the following aspects of human activity: 1 - the perception of an environment as a construct of own life path and self-image; 2 - active creation of a desired world, life space and desired self; 3 - agentic cognitive mapping of an environment as a real, virtual and potential life space; 4 - a way of elastic control over an environment through discovering objectively present environmental affordances; 5 - achieving agency through discovering possibilities for action rather than barriers; 6 - making the cognitive system more flexible through a change in style of thinking to a constant state of openness to new meanings and values.

show abstract

Section: Discussionmentioning

confidence: 99%

Overcoming Post-War Traumas and Confl icts through Dialogue in Distributed Cognition

Banka

2017

Journal for Perspectives of Economic Political and Social Integration

View full text Add to dashboard Cite

show abstract

“…Strong motivation is a willingness that can be moved from one point to other point (Deci et al, 1991). Motivation is the driving force of human life (Bańka, 2016), motivation is the initial spirit for someone in carrying out all actions and decisions (Sekhar et al, 2013). If we want to compare it, motivation is like a spirit that makes the human body come alive, develop and reach civilization (Anjomshoa & Sadighi, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Psychological Condition of STIQ Amuntai Student’s in Learning Arabic

Rifa’i¹,

Hidayati²,

Purnamasari

2021

aflj

View full text Add to dashboard Cite

This study discussed the psychological condition of STIQ Amuntai students in learning Arabic and the factors that affect the psychological condition of STIQ Amuntai students in learning Arabic. This study aimed to determine the psychological condition of students of the Al-Quran College of Science in learning Arabic, both students with religious education background such as Aliyah/Islamic boarding schools and students with public schools background such as high schools, vocational schools. This study also discussed the factors that influenced the psychological condition of students during learning Arabic. This research is a qualitative descriptive study. The data were collected by observation, interviews, and documentation. The process of data analysis is by examining all observed data from related to Arabic learning, checking the validity of the findings by author participation. The conclusion from this study can be argued that the psychological condition of STIQ Amuntai students in learning Arabic was not good, they were less enthusiastic and confused when learning Arabic. It is due to several factors, namely: diverse school backgrounds and lack insights about Arabic such as a lack of management of Arabic learning materials. Beside that they were faced with various other subject matter and the obligation to memorize al-Quran, thus the interest and enthusiasm gradually diminished. The lecturer background is in accordance with their education and the syllabus is in line with the campus syllabus. The teaching methods were not suitable for students abilities. Campus environment that did not use Arabic both from superiors and students. There were inadequate facilities and infrastructure, such as language laboratories that were not used according to their function.

show abstract

The driving force of action and the psychology of doing nothing

Cited by 2 publications

References 69 publications

Overcoming Post-War Traumas and Confl icts through Dialogue in Distributed Cognition

Overcoming Post-War Traumas and Confl icts through Dialogue in Distributed Cognition

The Psychological Condition of STIQ Amuntai Student’s in Learning Arabic

Contact Info

Product

Resources

About