Interdisciplinariedad y transdisciplinariedad en la investigación de Carol Ryff

  1. Herce Fernández, Rubén 1
  1. 1 Universidad de Navarra
    info

    Universidad de Navarra

    Pamplona, España

    ROR https://ror.org/02rxc7m23

Revista:
Naturaleza y libertad: revista de estudios interdisciplinares

ISSN: 2254-9668

Año de publicación: 2020

Número: 14

Páginas: 84-85

Tipo: Artículo

DOI: 10.24310/NATYLIB.2020.V14I2.10734 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Naturaleza y libertad: revista de estudios interdisciplinares

Resumen

Este artículo estudia la investigación realizada por la psicóloga Carol Ryff y quiere mostrar un ejemplo de cómo puede la filosofía colaborar con la ciencia experimental. Entre sus premisas está que la clave de una ciencia no es tanto la realización de experimentos contrastables, algo necesario en ciencia experimental, como su concordancia con la realidad. De ahí que el conocimiento específico de las diversas disciplinas, en algunos casos, tienda a agruparse en un movimiento primero multidisciplinar, después interdisciplinar y finalmente transdisciplinar. Normalmente esta tendencia no se concreta, pero en algunos casos como el mostrado sí. El proceso responde a una dinámica científica de avanzar en un conocimiento holístico que trasciende los límites o barreras levantadas por algunas interpretaciones de la actividad científica.

Referencias bibliográficas

  • Allport, G. W. (1961), Pattern and Growth in Personality. New York: Holt, Rinehart, & Winston.
  • Alvargonzález, D. (2011), Multidisciplinarity, Interdisciplinarity, Transdisciplinarity, and the Sciences, International Studies in the Philosophy of Science, 25:4, 387-403.
  • Aristóteles (2012), Ética a Nicómaco. Madrid: Gredos.
  • Bradburn, N.M. (1969), The Structure of Psychological Well-Being. Chicago: Aldine. Bühler, C. (1935), The curve of life as studied in biographies. Journal of Applied Psychology, 43, 653-673.
  • Choi, B. C. K., and A. W. P. Pak. (2006), Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: 1. Definitions, objec- tives, and evidence of effectiveness. Clinical and Investigative Medicine 29: 351􏰁364.
  • Csíkszentmihályi, M. (2014), Towards a fully functioning humanity. En Gomes, A. R., R. Resende y A. Albuquerque (eds.). Positive Human Functioning From a Multidimensional Perspective: Promoting Healthy Lifestyles (vol. 2). New York, Nova Science: chapter 1.
  • Edmundson, M. (2015), Self and soul: a defense of ideals. Cambridge: Harvard Univer- sity Press.
  • Erikson, E. H. (1959), Identity and the life cycle: selected papers. Psychological Issues, 1, 1-171.
  • Fava, G. A., et al. (2005), Well-being therapy of generalized anxiety disorder. Psycho- therapy and Psychosomatics, 74, 26-30.
  • Frankl, V. E. (1959), The spiritual dimension in existential analysis and logotherapy. Journal of Individual Psychology, 15, 157-165.
  • Gomes, A. R., Resende, R., & Albuquerque, A. (2014), Positive Human Functioning From a Multidimensional Perspective: Promoting Healthy Lifestyles (3 vols.). New York: Nova Science.
  • Harward, D. W. (2016), Well-being and higher education: A strategy for change and the realization of education's greater purposes. Washington, DC: Bringing Theory to Practice.
  • Jahoda, M. (1958), Current Concepts of Positive Mental Health. New York: Basic Books.
  • Jung, C. G. (1933), Modern Man in Search of a Soul. New York: Harcourt, Brace & World.
  • Llano, A. (2002), La vida lograda. Madrid: Arial
  • Maslow, A. H. (1968), Toward a Psychology of Being. New York: Van Nostrand.
  • Mill, J. S. (1989), Autobiography. London: Penguin.
  • Neugarten, B. L. (1973), Personality change in late life: a developmental perspective. En C. Eisodorfer, and M.P. Lawton (eds.) The Psychology of Adult Development and Aging. Washington: American Psychological Association, 311-335.
  • Polo, L. (1996), La persona humana y su crecimiento. Pamplona: Eunsa.
  • Ruini, C., et al. (2009), School intervention for promoting psychological well-being in adolescence. Journal of Behavior Therapy and Experimental Psychiatry, 40, 522-532. doi:10.1016/j.jbtep.2009.07.002
  • Ruini, C., and Ryff, C. D. (2016), Using eudaimonic well-being to improve lives. In A. M. Wood, and J. Johnson, eds. The Wiley handbook of positive clinical psychology: An inte- grative approach to studying and improving well-being. Hoboken, NJ: Wiley-Blackwell, 153- 166.
  • Russell, B. (1958), The conquest of happiness. New York: Liveright.
  • Ryff, C. D. (1989), Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069-1081. doi:10.1037/0022-3514.57.6.1069
  • Ryff, C. D. (2014a), Psychological well-being revisited: Advances in the science and practice of eudaimonia. Psychotherapy and Psychosomatics, 83(1), 10-28. doi:10.1159/000353263
  • Ryff, C. D. (2014b), Self-realisation and meaning making in the face of adversity: A eu- daimonic approach to human resilience. Journal of Psychology in Africa, 24(1), 1-12. doi: 10.1080/14330237.2014.904098
  • Ryff, C. D. (2016), Eudaimonic well-being and education: Probing the connections. In D. W. Harward, ed. Well-being and higher education: A strategy for change and the realiza- tion of education's greater purposes. Washington, DC: Bringing Theory to Practice, 37-48.
  • Ryff, C. D. (2017), Eudaimonic well-being, inequality, and health: Recent findings and future directions. International Review of Economics, 64(2), 159-178. doi: 10.1007/s12232- 017-0277-4
  • Ryff, C. D. y Singer, B. (2008), Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies, 9 (1), 13-39. doi: 10.1007/s10902-006-9019-0