Education for responsibility

341 Pages·2019·5.027 MB·English

by  Hagège, Hélène

Education for Responsibility
To all beings,
for a harmonious life
Education Set
coordinated by
Angela Barthes and Gérard Boudesseul
Volume 4
Education for Responsibility

Hélène Hagège
First published 2019 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as
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© ISTE Ltd 2019
The rights of Hélène Hagège to be identified as the author of this work have been asserted by her in
accordance with the Copyright, Designs and Patents Act 1988.
Library of Congress Control Number: 2019935737

British Library Cataloguing-in-Publication Data
A CIP record for this book is available from the British Library
ISBN 978-1-78630-366-0
Contents
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii
Chapter 1. The World as a Reflection of the Mind . . . . . . . . . . . . . 1
1.1. Definitions of the terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1.1. Notions of world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1.2. Notions of mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.1.3. Gnoseological hypothesis, notions of consciousness
and the model of the mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.2. The objective world as an epistemological and
societal reflection of the collective mind: an example of science . . . . . . . 17
1.2.1. Paradigms and projections in science . . . . . . . . . . . . . . . . . . 18
1.2.2. Examples of projection by a collective
mind onto the objective world . . . . . . . . . . . . . . . . . . . . . . . . . . 20
1.2.3. Overview: the scientific world,
a reflection of scientists’ minds . . . . . . . . . . . . . . . . . . . . . . . . . 24
1.3. The subjective world as a psychological
and phenomenological reflection of the individual mind . . . . . . . . . . . . 25
1.3.1. The basic mechanisms of the world-mind relationship . . . . . . . . 25
1.3.2. The four horsemen of the individual relative mind . . . . . . . . . . 38
1.4. Integrating the model of the relationship between
the relative world and the mind . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
1.4.1. Metaphysics of the strawberry tartlet . . . . . . . . . . . . . . . . . . 84
1.4.2. The ego, mediator of the reflection
of the subjective world through the individual relative mind . . . . . . . . 89
1.4.3. An example: stereotypes, prejudices and violent radicalizations . . 94
vi Education for Responsibility
Chapter 2. Responsibility and Functioning of the Mind . . . . . . . . . 103
2.1. Introduction: an overview of the tone
of current research on responsibility . . . . . . . . . . . . . . . . . . . . . . . . 103
2.2. Responsibility as a dialogical relationship
between the outer and inner worlds: ethical perspectives . . . . . . . . . . . 105
2.2.1. Problem of responsibility in the field of ethics . . . . . . . . . . . . . 105
2.2.2. Responsibility approaches in the field of ethics . . . . . . . . . . . . 108
2.3. Responsibility as a consciousness connected
to oneself, others and the non-human environment (NHE):
psychological and phenomenological points of view . . . . . . . . . . . . . . 110
2.3.1. Cognition and responsibility . . . . . . . . . . . . . . . . . . . . . . . 110
2.3.2. Orientation and responsibility . . . . . . . . . . . . . . . . . . . . . . 117
2.3.3. Emotions, relationships and responsibility . . . . . . . . . . . . . . . 123
2.4. Assessment: criteria for guiding towards responsibility . . . . . . . . . . 127
2.4.1. Coherence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
2.4.2. The motivation for innovation . . . . . . . . . . . . . . . . . . . . . . 130
2.4.3. Harmony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
2.4.4. Horizon of an education for responsibility . . . . . . . . . . . . . . . 147
Chapter 3. Education for Responsibility Guidelines . . . . . . . . . . . 161
3.1. Reflexivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
3.1.1. Cognitive reflexivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
3.1.2. Dialogical reflexivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
3.1.3. Phenomenological reflexivity . . . . . . . . . . . . . . . . . . . . . . . 166
3.1.4. Objectives and material for the implementation
of these reflexivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
3.2. Meditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
3.2.1. Meditation and its phenomenological effects . . . . . . . . . . . . . 174
3.2.2. Clinical protocols and practices including meditation . . . . . . . . 180
3.2.3. Techniques related to meditation . . . . . . . . . . . . . . . . . . . . . 183
3.2.4. Psychobiological effects of meditation . . . . . . . . . . . . . . . . . 184
3.2.5. Effects of meditation in school and university contexts . . . . . . . 191
3.3. General principle: reflexivities, meditation and responsibility . . . . . . 193
3.3.1. Meditation and dialogical reflexivity
would synergistically promote phenomenological reflexivity . . . . . . . 193
3.3.2. Phenomenological reflexivity promotes
empathy and relatedness by instantiating harmony . . . . . . . . . . . . . . 197
3.4. Summary of the competences targeted in responsibility education . . . 203
3.4.1. Notion of competence . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
3.4.2. Emotional competences . . . . . . . . . . . . . . . . . . . . . . . . . . 206
3.4.3. Epistemic competences . . . . . . . . . . . . . . . . . . . . . . . . . . 209
3.4.4. Attentional competences . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Contents vii
3.4.5. Relational competences . . . . . . . . . . . . . . . . . . . . . . . . . . 213
3.4.6. Axiological competences . . . . . . . . . . . . . . . . . . . . . . . . . 214
3.4.7. Summary of the progress within the five types of competences . . 219
3.5. Integrating model of psychospiritual
competences targeted in education for responsibility . . . . . . . . . . . . . . 224
Chapter 4. Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
4.1. Education for responsibility, ethics and spirituality . . . . . . . . . . . . 230
4.2. Limitations of this approach . . . . . . . . . . . . . . . . . . . . . . . . . . 232
4.2.1. Obstacles in the French context . . . . . . . . . . . . . . . . . . . . . 232
4.2.2. Some limitations of the proposed model . . . . . . . . . . . . . . . . 235
4.3. Education for responsibility and happiness . . . . . . . . . . . . . . . . . 237
4.3.1. Stopping the illusion of ego and lasting happiness . . . . . . . . . . 238
4.3.2. Connections between education for
responsibility and positive psychology . . . . . . . . . . . . . . . . . . . . . 241
4.4. Building knowledge and practical implementation
in education for responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
4.4.1. Summary of the present argumentation . . . . . . . . . . . . . . . . . 245
4.4.2. Epistemological, pedagogical and research perspectives . . . . . . . 248
4.4.3. Afterword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
Postface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289