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Advancing the Study of Positive Psychology: The Use of a Multifaceted Structure of Mindfulness for Development

Positive psychology, as a distinctive paradigm, focuses on the remedy of pathologies and, by contrast, the promotion of positive experiences and conditions in life (e.g., encouraging a state of flourishing). Positive psychology, in its simplistic form, may provide evidence and insightful understandi...

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Autores principales: Phan, Huy P., Ngu, Bing H., Chen, Si Chi, Wu, Lijuing, Shi, Sheng-Ying, Lin, Ruey-Yih, Shih, Jen-Hwa, Wang, Hui-Wen
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7380170/
https://www.ncbi.nlm.nih.gov/pubmed/32765367
http://dx.doi.org/10.3389/fpsyg.2020.01602
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author Phan, Huy P.
Ngu, Bing H.
Chen, Si Chi
Wu, Lijuing
Shi, Sheng-Ying
Lin, Ruey-Yih
Shih, Jen-Hwa
Wang, Hui-Wen
author_facet Phan, Huy P.
Ngu, Bing H.
Chen, Si Chi
Wu, Lijuing
Shi, Sheng-Ying
Lin, Ruey-Yih
Shih, Jen-Hwa
Wang, Hui-Wen
author_sort Phan, Huy P.
collection PubMed
description Positive psychology, as a distinctive paradigm, focuses on the remedy of pathologies and, by contrast, the promotion of positive experiences and conditions in life (e.g., encouraging a state of flourishing). Positive psychology, in its simplistic form, may provide evidence and insightful understanding into the proactivity of human agency (Seligman, 1999; Seligman and Csíkszentmihályi, 2000). Drawing from this emphasis, we have developed the theory of optimization, which attempts to explain the achievement of optimal functioning in life (e.g., optimal cognitive functioning: academic performance). By the same token, in the course of our research development into the theory of optimization, we have also delved into a comparable theoretical orientation, namely: the multifaceted nature of mindfulness, consisting of three interrelated components – the psychological component of mindfulness, the philosophical component of mindfulness, and the spiritual component of mindfulness. This conceptualization of mindfulness is rather unique for its incorporation of both Western and Eastern knowledge, philosophical viewpoints, and epistemologies into one holistic framework. The main premise of this conceptual analysis article is to advance the study of positive psychology by specifically introducing our recently developed model of mindfulness, in this case, the multifaceted structure of mindfulness with its three distinct components. Importantly, we make attempts to highlight the significance of this multifaceted model by situating it within the theory of optimization for academic learning. Using philosophical psychology and personal-based teaching and research reasoning, we provide a valid rationale as to how aspects of our proposed model of mindfulness (e.g., reaching a state of enlightenment) could act to facilitate and optimize a person’s state of functioning (e.g., cognitive functioning). Moreover, we posit that our rationale regarding mindfulness as a potential “optimizing agent” for the purpose of optimal functioning could, indeed, emphasize and reflect the salient nature of positive psychology. In other words, we contend that an explanatory account of mindfulness from the perspectives of Confucianism and Buddhism could, in this analysis, coincide with and support the meaningful understanding and appreciation for the study of positive psychology in educational and non-educational contexts. We conclude the article by exploring the complex issue of methodology – that is, for example, how would a researcher measure, assess, and/or empirically validate the multifaceted nature of mindfulness?
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spelling pubmed-73801702020-08-05 Advancing the Study of Positive Psychology: The Use of a Multifaceted Structure of Mindfulness for Development Phan, Huy P. Ngu, Bing H. Chen, Si Chi Wu, Lijuing Shi, Sheng-Ying Lin, Ruey-Yih Shih, Jen-Hwa Wang, Hui-Wen Front Psychol Psychology Positive psychology, as a distinctive paradigm, focuses on the remedy of pathologies and, by contrast, the promotion of positive experiences and conditions in life (e.g., encouraging a state of flourishing). Positive psychology, in its simplistic form, may provide evidence and insightful understanding into the proactivity of human agency (Seligman, 1999; Seligman and Csíkszentmihályi, 2000). Drawing from this emphasis, we have developed the theory of optimization, which attempts to explain the achievement of optimal functioning in life (e.g., optimal cognitive functioning: academic performance). By the same token, in the course of our research development into the theory of optimization, we have also delved into a comparable theoretical orientation, namely: the multifaceted nature of mindfulness, consisting of three interrelated components – the psychological component of mindfulness, the philosophical component of mindfulness, and the spiritual component of mindfulness. This conceptualization of mindfulness is rather unique for its incorporation of both Western and Eastern knowledge, philosophical viewpoints, and epistemologies into one holistic framework. The main premise of this conceptual analysis article is to advance the study of positive psychology by specifically introducing our recently developed model of mindfulness, in this case, the multifaceted structure of mindfulness with its three distinct components. Importantly, we make attempts to highlight the significance of this multifaceted model by situating it within the theory of optimization for academic learning. Using philosophical psychology and personal-based teaching and research reasoning, we provide a valid rationale as to how aspects of our proposed model of mindfulness (e.g., reaching a state of enlightenment) could act to facilitate and optimize a person’s state of functioning (e.g., cognitive functioning). Moreover, we posit that our rationale regarding mindfulness as a potential “optimizing agent” for the purpose of optimal functioning could, indeed, emphasize and reflect the salient nature of positive psychology. In other words, we contend that an explanatory account of mindfulness from the perspectives of Confucianism and Buddhism could, in this analysis, coincide with and support the meaningful understanding and appreciation for the study of positive psychology in educational and non-educational contexts. We conclude the article by exploring the complex issue of methodology – that is, for example, how would a researcher measure, assess, and/or empirically validate the multifaceted nature of mindfulness? Frontiers Media S.A. 2020-07-17 /pmc/articles/PMC7380170/ /pubmed/32765367 http://dx.doi.org/10.3389/fpsyg.2020.01602 Text en Copyright © 2020 Phan, Ngu, Chen, Wu, Shi, Lin, Shih and Wang. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Phan, Huy P.
Ngu, Bing H.
Chen, Si Chi
Wu, Lijuing
Shi, Sheng-Ying
Lin, Ruey-Yih
Shih, Jen-Hwa
Wang, Hui-Wen
Advancing the Study of Positive Psychology: The Use of a Multifaceted Structure of Mindfulness for Development
title Advancing the Study of Positive Psychology: The Use of a Multifaceted Structure of Mindfulness for Development
title_full Advancing the Study of Positive Psychology: The Use of a Multifaceted Structure of Mindfulness for Development
title_fullStr Advancing the Study of Positive Psychology: The Use of a Multifaceted Structure of Mindfulness for Development
title_full_unstemmed Advancing the Study of Positive Psychology: The Use of a Multifaceted Structure of Mindfulness for Development
title_short Advancing the Study of Positive Psychology: The Use of a Multifaceted Structure of Mindfulness for Development
title_sort advancing the study of positive psychology: the use of a multifaceted structure of mindfulness for development
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7380170/
https://www.ncbi.nlm.nih.gov/pubmed/32765367
http://dx.doi.org/10.3389/fpsyg.2020.01602
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