The Self in Context: Pathways to Flourishing, Learning, and Well-Being explores the dynamic and multifaceted nature of self-related processes-such as self-concept, self-esteem, self-efficacy, self-control, self-identity, self-regulation, and self-determination-and their exponential growth in research over recent decades. These constructs have found fertile ground in the fields of positive psychology and education, which emphasize the factors that promote flourishing, learning, and well-being among students, teachers, and the broader school community.

This volume develops both theoretical and methodological perspectives and presents empirical evidence from a range of disciplines and applications. Its broad scope provides a flexible framework for contributors to explore the self in context. A key feature of The Self in Context is its dual focus: presenting cutting-edge research while distilling evidence-based insights for practitioners seeking to enhance well-being and learning outcomes.

An authoritative new translation of Jung's writings from his student years
Featuring extensive original commentary as well as diary excerpts and other rare materials published here for the first time

As a medical student at the University of Basel, C. G. Jung was a member of the Zofingia Society, a student fraternity, becoming president of the Basel section in the winter semester 1897-1898. Between 1896 and 1899, he delivered four lectures there, addressing empirical psychology, natural science, philosophy, spiritualism, metaphysics, and religion-topics that anticipate and illuminate his later work. In these early writings, Jung wrestles with the tension between scientific materialism and his religious-metaphysical interests, criticizing reductionist views in the sciences while still insisting on scientific method. He argues for a life principle irreducible to matter that would enable the possibility of the postmortem existence of the soul.

This volume presents Jung's lectures together with the discussions that followed. It also includes transcripts of several of his sittings with his cousin Helene Preiswerk, material he later used for his medical dissertation. Beginning in 1898, Jung kept a personal diary; the volume offers excerpts in which he continues to reflect on philosophical, literary, and religious issues-including the aesthetics of music-together with an unpublished piece on Tolstoy's Resurrection. Also included are philosophical notes he began compiling around 1897, portions of which continued in his diary, as well as a reading list with comments prepared for his Zofingia lectures. Two papers he wrote for his medical curriculum-on wound infection and pellagra-are likewise reproduced.

The Critical Edition of the Works of C. G. Jung is a monumental, multiyear publishing initiative that introduces Jung's writings to a new generation of readers in a vibrant new English translation. Each volume features an in-depth historical introduction, informative annotations that draw on Jung's unpublished correspondence, a detailed chronology, and variorum presentations of works that went through multiple editions.

This book explores how the Trajectory Equifinality Approach (TEA), which was introduced in Japan two decades ago by Tatsuya Sato, representsa central milestone for cultural psychology. It involves the use of both real (life events that happened) and imagination-based materials (life events that could have happened, but did not) in psychological data analysis. The potential of TEA is still to be found beyond our current understanding. While the origin of the TEA lies in Japan, where it has grown in popularity over time, today, an extraordinary community of researchers from multiple scientific fields recognises this approach and applies it to their research endeavours. Due to its uniqueness and wide range of application possibilities, this volume enhances the Trajectory Equifinality Approach for new pathways, perspectives and applications in the field. An essential aim of this contribution is to encourage individuals to connect themselves and their endeavours to TEA and thus possibly explore new viewpoints for their work.

This book offers a groundbreaking psychological exploration of how religion influences sport performance, motivation, injury recovery, and interpersonal dynamics in athletic settings. Bridging sport psychology and religious studies, it introduces two original models - the Religion and Sport Performance (RSP) Model and the Religious-Psychological Adaptation to Sports Injury (RPASI) Model - to explain how faith shapes athletes' cognitive, emotional, and behavioral responses on and off the field. Rather than treating religion as a cultural backdrop, the book positions it as a powerful psychological force that can enhance concentration, resilience, and identity. Drawing on diverse religious traditions and supported by real-world case examples, it examines how athletes integrate prayer, ritual, and belief into performance preparation and injury recovery. It also explores how religion influences team dynamics, coach-athlete relationships, and ethical decision-making in multicultural sport contexts. This concise yet comprehensive book is ideal for sport psychologists, coaches, researchers, and undergraduate and graduate students interested in the intersection of mental performance and religious belief. It offers both theoretical insight and practical guidance for applying religion-informed psychological strategies in sport environments.

This book investigates how d/Deaf learners engage with reading in English as a Foreign Language (EFL) and whether explicit reading strategy instruction can support their comprehension. Focusing on the unique challenges and linguistic circumstances of d/Deaf learners, it offers a detailed exploration of how these students navigate foreign language reading, where written input is often their primary access point to language learning. Unlike general studies of reading strategies or second language acquisition, this book directly addresses a crucial gap: the under-researched intersection of d/Deafness, multilingualism, and foreign language literacy. By adopting a qualitative case study approach with three prelingually d/Deaf EFL learners, the author provides in-depth insight into learners' early language and reading development, their strategic reading behaviours, and their perceptions of strategy instruction. A central contribution of this work is the introduction of the concept of reading in L(1+1), a framework capturing the dual influence of sign language and spoken/written language on d/Deaf learners' reading development. Framing these learners as multilinguals, the book proposes new ways to understand how multiple languages interact in the reading process, offering a theoretical and practical perspective that is often overlooked in language education research. This is an essential resource for teachers and researchers seeking to create more inclusive, effective language learning environments for d/Deaf students.

Navigating Academia as a Neurodivergent Academic sheds light on the various emotional and physical tolls that navigating an unsupportive academic landscape can take on neurodivergent researchers, with calls for systemic changes to better support neurodivergent people within higher education institutions. It also celebrates finding connection and purpose within neurodivergent research communities.

Delving into experiences of a global cohort of neurodivergent scholars as they navigate professional journeys, chapters draw on personal narratives, theoretical insights, and research conducted with and by neurodivergent academics. Opening with an overview of current challenges faced by neurodivergent scholars in a time that offers both increasing mainstream acceptance and systemic pressures that disproportionally harm neurodivergent staff, the editors highlight the complexities of navigating shifting institutional attitudes and policies. Subsequent chapters identify specific challenges faced by neurodivergent academics, from PhD scholars to academics in leadership positions, alongside intersecting issues relating to gender diversity and race. Each story brings a unique perspective, showing the wide variety of neurodivergent people and the challenges that they face, with common themes of navigating spaces, systems, and social and communication norms that can create barriers to people who experience the world in different ways.

Navigating Academia as a Neurodivergent Academic highlights the need for more inclusive spaces within higher education institutions for neurodivergent individuals, with particular emphasis on neurodivergent early career academics. However, it also celebrates the successes of neurodivergent people, including the joys of finding community, the relief of finally being understood, and the positive changes neurodivergent academics are able to make when they stand together.

This book is a practical, globally oriented guide for faculty navigating the complexities of graduate supervision. It reframes supervision as a pedagogical practice requiring intentionality, structure, and care. Covering both foundational principles and advanced challenges, the book offers strategies for planning, communication, feedback, conflict resolution, and fostering autonomy. It addresses pressing issues such as student well-being, support, and career development beyond academia.

Readers will find tools, templates, and case studies that translate theory into actionable practice. Special features include reflection activities, and planning frameworks adaptable across disciplines and cultural contexts. By integrating global perspectives with practical guidance, this book equips supervisors to lead with integrity and creativity in shaping the next generation of scholars and professionals.

The book empowers supervisors to transform graduate supervision into an intentional, ethical, and effective pedagogical practice that supports academic success and holistic student development.

This book offers an empirically informed and philosophically grounded reimagining of the university in the 21st century. Confronted with polycrises, geopolitical tensions, student activism, academic freedom disputes, and growing Epistemic Asymmetry, the book examines the deeper tensions shaping contemporary higher education.

Drawing on global academic interviews, Strategic Foresight-In workshops, and student dialogues, the authors analyze conditions of Strategic Drift and institutional misalignment between the university's epistemic and democratic commitments. The book reflects on the university's responsibility to steward knowledge with integrity, pluralism, and care.

Through innovative metaphors, including the forest farm and the spinning top, the university is reimagined as a dynamic knowledge ecosystem capable of cultivating both short- and long-term inquiry, with disruptive science as its distinctive mandate. The design philosophy of Integrating Simplification provides a framework for harmonizing epistemic, ethical, and operational dimensions.

Bridging higher education management, governance, and organizational design, this book offers a clear pathway for renewing the university's coherence, academic freedom, and societal responsibility.

This is Not the End: Transforming Accreditation Sanctions into University Success is a compelling blueprint for higher education leaders, especially at HBCUs, confronting the existential threat of accreditation sanctions. Drawing from the lived presidential experiences of Dr. Hakim J. Lucas and Dr. Roderick L. Smothers, the book transforms what is often seen as institutional demise into a moment of strategic leadership, strategic clarity, and organizational renewal. Anchored in a theory of institutional recovery and resiliency (IRR), the book introduces a methodology for diagnosing institutional decay, monitoring organizational health, and implementing recovery strategies that reposition a university for long-term success.

Through practical case studies-such as using expert advice to build internal compliance standards, identifying the critical role of CFOs, and leveraging teamwork and accreditation visits for transformation-the book illustrates how to turn crisis into opportunity. Lucas and Smothers also emphasize the importance of transcendent leadership, cultural reform, strategic planning, and the discipline of surviving chaos. The work introduces a leadership toolkit and the leadership mindset needed to restore confidence and drive mission alignment.

With deep insight into governance, compliance, and executive decision-making, This Is Not the End offers more than a survival guide-it is a declaration that institutional excellence can emerge from adversity. This book is essential for presidents, provosts, trustees, and aspiring leaders who believe their university has the ability to overcome the most daunting accreditation challenges.

The integration of technology into the higher education sector advanced slowly through the first two decades of the 21st century. In response to the COVID-19 pandemic, however, faculty around the world were forced to rapidly adopt a wide assortment of technologies to virtually connect with their students. Almost immediately, many faculty began to experiment with online learning tools and practices to improve the efficacy of their teaching. These experiments produced many lessons. Unfortunately, channels for sharing these lessons remain quite limited, making it difficult for a broad population of faculty to learn from the experiences of their peers.

The Future of Digital Higher Education shares key insights of academic pioneers who found great success with the integration of technology into their higher education teaching during the pandemic. It also explores areas of opportunity for improvement; topics for future research; and provides valuable insights for future capital investment by both institutions of higher learning and the developers of digital education technology.

This book focuses exclusively on conspiracy theories that are based on deceitful narratives of the past. This book illustrates not only why and how conspiracy theories have been able to deceive people, but also what we can learn from them about a particular historical context or the long-term trajectory of the fears and hatreds they mobilise and amplify. This book also focuses on reconstructing how a specific conspiracy theory has taken shape within a religious tradition and how it has acted against a religious group. By using a distinctly historiographical approach to reconstruct how historically relevant conspiracy theories have developed within religious traditions, it deconstructs the lies, whether intentional or spread in good faith. But most importantly, this volume shows the historicity of specific deceptions and the process of invention and fabrication at the heart of the narrative machinery of conspiracy theories. It is an important read for scholars interested in conspiracy theories and religion, especially in a European context.

In a context of polycrisis and lack of opportunities for youth emancipation, it is vital to understand the socio-economic conditions, life experiences, practices, and social representations of young people from disadvantaged backgrounds. Peripheral Creativities examines the intersection of urban segregation, creative practices, and public policy in understanding marginalised youth living in peripheral territories.

Bringing together contributions from sociologists, anthropologists, and other social science scholars across three continents, this edited volume addresses how creativity is mobilised by young people from urban peripheral neighbourhoods, as well as their influence on the (re)definition of public policy targeting them. Developed within the PERICREATIVITY project based in Portugal, the book combines insights from PERICREATIVITY researchers with contributions from scholars working in other parts of the world, offering diverse contexts and perspectives on peripheral youth while highlighting the growing significance of artistic practices in the construction of positive identities and in the subversion of dominant stereotypes. The volume further shows how these creative practices have also been appropriated by the state as instruments of urban governance, linked to agendas of youth participation, local development, and social inclusion.

Advancing knowledge on youth creativity in segregated territories and on public policy, the book pays particular attention to urban segregation, social marginalisation, and structural inequality.

Showcases new measurement strategies for assessing the impact of a liberal arts education on students and society.

More than ever before, our society is questioning the meaning and value of higher education, and liberal arts education, in particular, has come under substantial scrutiny. Economic detractors characterize liberal arts education as impractical, claiming that college should prepare students for the workforce. Others object to the curriculum, portraying it as broken or misdirected. According to these critics, the liberal arts education being offered in the United States is marked by its rejection of core intellectual and ideological commitments.

In The Liberal Arts Advantage, a wide range of scholars argue for how and why a liberal arts education uniquely develops skill sets and expertise needed for individuals and society to thrive in the twenty-first century. The contributors address foundational questions about what liberal arts education is, how it has been conceptualized in the past, and what we can learn from its societal and professional impacts. They present compelling, unique research and new methodological tools for assessing the outcomes of liberal arts graduates. Offering grounded and well-founded arguments in favor of our education system, The Liberal Arts Advantage persuasively explains why educational leaders should reinvest in liberal arts education.

Racism and Antiracism in Divided Germany addresses how racism expresses itself and what it means to be antiracist by tracing the history of racism and antiracist activism in East, West, and unified Germany. As far-right extremism surges in Germany today, Germans from across the political spectrum are increasingly grappling with the presence of racism in a country that is still coming to terms with its Nazi past. However, these public discussions are not always historically informed, and racism in Germany is often dismissed as a fringe phenomenon rather than part of mainstream society.

The contributions in this volume juxtapose the experiences of multiple racialized groups to collectively show how racism, rightwing extremism, and antiforeigner violence have long been embedded in the center of both East and West German society. Germany's unification in the 1990s produced a deadly collision of two distinct yet overlapping cultures of racism that persists today. The volume also highlights Germany's long overlooked history of antiracist activism, providing historical lessons on how to combat racism today.

Contributors: Rita Chin, Christopher Ewing, Sheer Ganor, Daniela Gress, Christopher A. Molnar, Paige Newhouse, Jannis Panagiotidis, Hans-Christian Petersen, Patrice G. Poutrus, Thomas Prennig, Bill Sharman, Brian Van Wyck, Johanna M. Wetzel

This book examines dominant discourses of globalisation and history education in schools and their impact on democracy, equality, social justice, and human rights. It explores how historical narratives shape societies' political and cultural evolution over time and how critical understanding of these narratives reinforces cultural identity. Drawing on Bruner's meaning-making process and constructivist approaches, the book argues that history pedagogies grounded in transformational paradigms can create meaningful learning experiences that define identity and belonging.

The book calls for building critical literacy in students, enabling them to critically examine different historical accounts and distinguish history class learning from representations in films, various historical texts and artifacts. It encourages critical appraisal of diverse worldviews and offers different ways to reconstruct and re-imagine history education pedagogy and its connection to social justice, democracy, and equality.

This book analyses the post-conflict reality of language policy and planning in Sri Lanka. It examines and interprets how socio-politically and economically driven decisions, shaped by both exogenous and endogenous factors, have demonstrably generated negative socially situated conditions that exacerbate existing struggles in state-building in Sri Lanka. The book takes a kaleidoscopic view of the mixed implications of mother-tongue instruction and bilingual education through application of a Bourdieusian lens.

In light of the legacies and influence of the bitter civil disruptions of the latter part of the 20th century, especially a 30 year-long ethnic conflict in which language education settings were a regular feature of dissent and conflict, compromise and innovation, the volume looks at Language Policy and Planning in education, with reference to the wider socio-political context of ethnic relations and post-colonial reconstruction.

This book is of interest to sociologists of language, education and peacebuilding, conflict analysts, development studies personnel and political scientists, as well as university students, linguistic anthropologists, researchers, and language policy planners.

From Serving to Thriving: Our Journey to Becoming a Student-Thriving Institution outlines the Hispanic-Serving institution's strategic serving-to-thriving plan and pathways implemented to create Student Thriving environments and support Latina/o/x student success. Each chapter provides information, lessons learned, and key takeaways or action steps others can apply in their setting. The developed Thrive framework includes ecological considerations, key responsible stakeholders in decision making roles, actions-in-activity, and student voices in defining what thriving means on a HSI campus.

This book provides a context for where to begin; providing a demographic presentation of the authors, their students, and what they have in place. Data is presented to illustrate graduation trends and historical progress, acknowledging that despite progress, there are still equity gaps to address. The authors place emphasis on student thriving as a pathway to become Hispanic thriving.

This text also provides implemented strategies and lessons learned so that others can find advantage from the author experience as they take a deeper look to who they are as they address the HSI integrated space from serving to thriving within a social community that is designed for success and leadership.

The ebook edition of this title is Open Access and freely available to read online.

Fandom studies and design are both relatively young disciplines both of which are familiar with interdisciplinarity, and with co-production and participation. Using contexts such as technology, sustainability and urban space, Bridging Design and Fandom brings together Fan Studies and Design Research to explore the many ways these two fields overlap.

Divided into thematic sections, this edited collection focuses on pressing current challenge areas that both fan studies and design can speak to including affordances and platforms, digital fan design, entrepreneurship and consumerism, sustainability, and tourism and urban space. Showcasing the power of interdisciplinary collaboration and how these fields can fruitfully interconnect to create new knowledge and outcomes, contributors with expertise from a wide range of inter and multidisciplinary backgrounds consider both new technologies and traditional practices, giving a holistic overview of how tangible physical practice and intangible digital contexts, theories and infrastructures can both form a part of design in this space of fan research. The collection explores design challenges such as how platform infrastructure underpins much of the modern media landscape in which fans operate, and emerging areas for fan studies such as considering the environmental impacts and sustainability of fan activities, which intersect with major areas of current design research focus.

Readers of this book may come from design research backgrounds, fan studies backgrounds or range of related social science disciplines such as sociology and media and communications. It is unique new reference point as an introduction to new methods and approaches and an opening to new areas for exploration and research with the power of interdisciplinary endeavour at its core.

This book provides a naturalistic account of the problems that led Wilfrid Sellars to formulate two rival images of humans and their place in the world. According to Sellars, the scientific image separated from the manifest image during the Renaissance because philosophers and scientists agreed that mind and matter were independent of each other, and because they found that a mathematical description of matter is possible if matter is characterized by what can be measured and weighed.

Sellars argued that these two alternative images cannot be reduced to each other and indeed seemed to think that they stand as opposites to one another. This book, on the other hand, tries to show that both the manifest image and the scientific image are incomplete in different ways. The manifest picture of humanity is incomplete in the sense that new scientific discoveries about humanity are constantly being added to the picture and become part of everyday knowledge, whereas the scientific picture is incomplete so long as it either ignores or is unable to explain the nature of human experiences on which the manifest picture is based.

The book is essential reading for all philosophers of science. It is also ideal for philosophers working on ontology and metaphysics.