LEADER 05920nam 22006852 450 001 9910822950903321 005 20240314013107.0 010 $a1-107-28962-9 010 $a1-139-89107-3 010 $a1-107-28912-2 010 $a1-107-29294-8 010 $a1-107-29401-0 010 $a1-107-29017-1 010 $a1-107-29122-4 010 $a1-139-17781-8 035 $a(CKB)2670000000415491 035 $a(EBL)1303656 035 $a(SSID)ssj0000985431 035 $a(PQKBManifestationID)12407052 035 $a(PQKBTitleCode)TC0000985431 035 $a(PQKBWorkID)10932742 035 $a(PQKB)10436075 035 $a(UkCbUP)CR9781139177818 035 $a(MiAaPQ)EBC1303656 035 $a(Au-PeEL)EBL1303656 035 $a(CaPaEBR)ebr10826651 035 $a(CaONFJC)MIL568842 035 $a(OCoLC)858601580 035 $a(EXLCZ)992670000000415491 100 $a20111101d2013|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aVirtues and vices in positive psychology $ea philosophical critique /$fKristja?n Kristja?nsson, University of Birmingham, University of Iceland$b[electronic resource] 205 $a1st ed. 210 1$aCambridge :$cCambridge University Press,$d2013. 215 $a1 online resource (x, 254 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 $a1-107-56237-6 311 $a1-107-02520-6 320 $aIncludes bibliographical references and index. 327 $aCover; Virtues and Vices in Positive Psychology; Title; Copyright; Dedication; Contents; Acknowledgements; 1 The Personal, Psychological, Philosophical, Educational and Historical Contexts of Positive Psychology; 1.1. The personal context; 1.2. The psychological context; 1.3. The philosophical context; 1.4. The educational context; 1.5. The historical context; 2 Happiness and the Virtues; 2.1. Three accounts of happiness; 2.2. Positive psychologists on happiness; 2.3. Measuring happiness; 2.4. Positive psychology's virtue project; 2.5. An individualist bias in positive psychology? 327 $a3 Personality and the Virtues3.1. Positive psychology on moral character versus personality; 3.2. Personality and the five-factor model ('the big five'); 3.3. The five-factor model: empirical evidence and some initial criticisms; 3.4. The five-factor model, morality and selfhood; 3.5. Lessons for positive psychologists; 4 Moral Ontology and the Virtues; 4.1. The positive psychologists' dilemma; 4.2. Moral realism, anti-realism and hume's two laws; 4.3. Social scientific manifestations of hume's laws; 4.4. Objections to hume's laws; 4.5. Lessons for positive psychologists 327 $a5 Moral Motivation and the Virtues5.1. The allure of motivational internalism; 5.2. Motivational internalism-externalism and aristotelian naturalism; 5.3. The internalism-externalism debate; 5.4. Enter aristotle; 5.5. Lessons for positive psychologists; 6 Situations and the Virtues; 6.1. A lacuna in the positive psychology literature; 6.2. The dispositionism-situationism debate in philosophy; 6.3. The dispositionism-situationism debate in psychology; 6.4. What is there in a situation?; 6.5. Lessons for positive psychologists; 7 Conflicts, Practical Wisdom and the Virtues 327 $a7.1. Recurring aristotelian criticisms of positive psychology's virtue theory7.2. Aristotelian phronesis; 7.3. The special problem of emotional ambivalence; 7.4. Moral optimality, proportionality and the virtues; 7.5. Lessons for positive psychologists; 8 Positive Experiences and the Virtues; 8.1. The notion of 'positive emotions'; 8.2. Flow; 8.3. Pleasant emotions and the broaden-and-build thesis; 8.4. A test case: classroom emotions; 8.5. Lessons for positive psychologists; 9 Education and the Virtues; 9.1. The nuts and bolts of virtue education, via-style 327 $a9.2. The paradox(es) of virtue education9.3. Resiliency and mindfulness; 9.4. Harsh criticisms of positive education; 9.5. Lessons for and from positive education; 10 Concluding Remarks; 10.1. The personal context; 10.2. The psychological context; 10.3. The philosophical context; 10.4. The educational context; 10.5. The historical context; References; Index 330 $aPositive psychology is one of the biggest growth industries in the discipline of psychology. At the present time, the subfield of 'positive education' seems poised to take the world of education and teacher training by storm. In this first book-length philosophical study of positive psychology, Professor Kristja?n Kristja?nsson subjects positive psychology's recent inroads into virtue theory and virtue education to sustained conceptual and moral scrutiny. Professor Kristja?nsson's interdisciplinary perspective constructively integrates insights, evidence and considerations from social science and philosophy in a way that is easily accessible to the general reader. He offers an extended critique of positive psychology generally and 'positive education' in particular, exploring the philosophical assumptions, underpinnings and implications of these academic trends in detail. This provocative book will excite anyone interested in cutting-edge research on positive psychology and on the virtues that lie at the intersection of psychology, philosophy of mind, moral philosophy, education, and daily life. 517 3 $aVirtues & vices in positive psychology 606 $aPositive psychology 615 0$aPositive psychology. 676 $a150.19/88 700 $aKristja?nsson$b Kristja?n$f1959-$0887318 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910822950903321 996 $aVirtues and vices in positive psychology$94091889 997 $aUNINA