Observe How Habits Are Formed

Without freedom from the past there is no freedom at all, because the mind is never new, fresh, innocent. It is only the fresh, innocent mind that is free. Freedom has nothing to do with age, it has nothing to do with experience; and it seems to me that the very essence of freedom lies in understanding the whole mechanism of habit, both conscious and unconscious. It is not a question of ending habit, but of seeing totally the structure of habit. You have to observe how habits are formed and how, by denying or resisting one habit, another habit is created. What matters is to be totally conscious of habit; for then, as you will see for yourself there is no longer the formation of habit. To resist habit, to fight it, to deny it, only gives continuity to habit. When you fight a particular habit you give life to that habit, and then the very fighting of it becomes a further habit. But if you are simply aware of the whole structure of habit without resistance, then you will find there is freedom from habit, and in that freedom a new thing takes place.It is only the dull, sleepy mind that creates and clings to habit. A mind that is attentive from moment to moment, attentive to what it is saying, attentive to the movement of its hands, of its thoughts, of its feelings, will discover that the formation of further habits has come to an end. This is very important to understand, because as long as the mind is breaking down one habit, and in that very process creating another, it can obviously never be free; and it is only the free mind that can perceive something beyond itself. - The Book of Life

The Interval Between Thoughts

Now, I say it is definitely possible for the mind to be free from all conditioning, not that you should accept my authority. If you accept it on authority, you will never discover, it will be another substitution and that will have no significance.
 
The understanding of the whole process of conditioning does not come to you through analysis or introspection, because the moment you have the analyzer, that very analyzer himself is part of the background and therefore his analysis is of no significance.
 
How is it possible for the mind to be free?
To be free, the mind must not only see and understand its pendulum-like swing between the past and the future but also be aware of the interval between thoughts.
 
If you watch very carefully, you will see that though the response, the movement of thought, seems so swift, there are gaps, there are intervals between thoughts.
 
Between two thoughts there is a period of silence that is not related to the thought process.
 
 If you observe you will see that that period of silence, that interval, is not of time and the discovery of that interval, the full experiencing of that interval, liberates you from conditioning or rather it does not liberate 'you' but there is liberation from conditioning.
 
It is only when the mind is not giving continuity to thought, when it is still with a stillness that is not induced, that is without any causation, it is only then that there can be freedom from the background. - The Book of Life

Self and no-self : continuing the dialogue between Buddhism and psychotherapy

This collection explores the growing interface between Eastern and Western concepts of what it is to be human from analytical psychology, psychoanalytic and Buddhist perspectives. The relationship between these different approaches has been discussed for decades, with each discipline inviting its followers to explore the depths of the psyche and confront the sometimes difficult psychological experiences that can emerge during any in depth exploration of mental processes.Self and No-Self considers topics discussed at the Self and No-Self conference in Kyoto, Japan in 2006. International experts from practical and theoretical backgrounds compare and contrast Buddhist and psychological traditions, providing a fresh insight on the relationship between the two. Areas covered include: the concept of self Buddhist theory and practice psychotherapeutic theory and practice mysticism and spirituality myth and fairytale.This book explains how a Buddhist approach can be integrated into the clinical setting and will interest seasoned practitioners and theoreticians from analytical psychology, psychoanalytic and Buddhist backgrounds, as well as novices in either field. Distributed by Syndetic Solutions, Inc.


Dale Mathers is a Jungian analyst in London. He directed the Student Counselling Service at the London School of Economics and attends the Theravada class at the Buddhist Society, London.


Melvin E. Miller is Professor of Psychology and Director of Doctoral Training at Norwich University, Vermont, USA and has twice been a Visiting Scholar at Harvard Divinity School. He has a private psychoanalytic practice.

Osamu Ando is Professor of Psychiatry and Psychology at Hanazono University and President of the Japanese Association for Transpersonal Psychology/Psychiatry.

The Burden of the Unconscious

Inwardly, unconsciously, there is the tremendous weight of the past pushing you in a certain direction.Now, how is one to wipe all that away? How is the unconscious to be cleansed immediately of the past? The analysts think that the unconscious can be partially or even completely cleansed through analysis, through investigation, exploration, confession, the interpretation of dreams, and so on; so that at least you become a 'normal' human being, able to adjust yourself to the present environment.

But in analysis there is always the analyzer and the analyzed, an observer who is interpreting the thing observed, which is a duality, a source of conflict.So I see that mere analysis of the unconscious will not lead anywhere. It may help me to be a little less neurotic, a little kinder to my wife, to my neighbor, or some superficial thing like that; but that is not what we are talking about. I see that the analytical process which involves time, interpretation, the movement of thought as the observer analyzing the thing observed cannot free the unconscious; therefore I reject the analytical process completely.
The moment I perceive the fact that analysis cannot under any circumstances clear away the burden of the unconscious, I am out of analysis. I no longer analyze. So what has taken place? Because there is no longer an analyzer separated from the thing that he analyzes, he is that thing. He is not an entity apart from it. Then one finds that the unconscious is of very little importance. - The Book of Life

Landau, J. and Hammer, T.H. (1986) “Clerical Employees’ Perceptions of

Intraorganizational Career Opportunities”. Academy of Management Jour-

nal, Vol. 29, pp.385-404.


Houser, R.J. (1971) “A Path-Goal Theory of Leadership Effectiveness.”

Administrative Science Quarterly, No. 16, pp.321-338.


Evans, M.G. (1970) “The Effects of Supervisory Behavior on the Path-Goal

Relationship.” Organizational Behavior and Human Performance, Vol. 5,

pp.277-298.

After the baby boomers : how twenty- and thirty-somethings are shaping the future of American religion

Wuthnow, Robert Much has been written about the profound impact the post-World War II baby boomers had on American religion. But the lifestyles and beliefs of the generation that has followed--and the influence these younger Americans in their twenties and thirties are having on the face of religion--are not so well understood. It is this next wave of post-boomers that Robert Wuthnow examines in this illuminating book.






What are their churchgoing habits and spiritual interests and needs? How does their faith affect their families, their communities, and their politics? Interpreting new evidence from scores of in-depth interviews and surveys, Wuthnow reveals a generation of younger adults who, unlike the baby boomers that preceded them, are taking their time establishing themselves in careers, getting married, starting families of their own, and settling down--resulting in an estimated six million fewer regular churchgoers. He shows how the recent growth in evangelicalism is tapering off, and traces how biblical literalism, while still popular, is becoming less dogmatic and more preoccupied with practical guidance. At the same time, Wuthnow explains how conflicts between religious liberals and conservatives continue--including among new immigrant groups such as Hispanics and Asians--and how in the absence of institutional support many post-boomers have taken a more individualistic, improvised approach to spirituality. Wuthnow's fascinating analysis also explores the impacts of the Internet and so-called virtual churches, and the appeal of megachurches.

After the Baby Boomersoffers us a tantalizing look at the future of American religion for decades to come.
 
1 AMERICAN RELIGION


An Uncertain Future

How to Think about Younger Adults

The Population of Young Adults

Coming of Age at 40

The Religious Significance of Young Adults

A Generation of Tinkerers

An Uncertain Future

2 THE CHANGING LIFE WORLDS OF YOUNG ADULTS

Seven Key Trends

Delayed Marriage

Children-Fewer and Later

Uncertainties of Work and Money

Higher Education (for Some)

Loosening Relationships

Globalization

Culture-An Information Explosion

Summing Up

3 GOING TO CHURCH-OR NOT

Who Participates in Congregations?

Attendance in Two Time Periods

The Reasons for Declining Participation

A Closer Look at Marriage and Children

Communities

Is the U.S. Becoming Like Europe?

The Profile of Regular Church Goers

Religious Attendance in Perspective

4 THE MAJOR FAITH COMMUNITIES

Thinking Beyond Winners and Losers

The Significance of Young Adults

The Major Faith Traditions

Evangelicals and Mainline Protestants

Black Protestants, Catholics, and Jews

Other Faiths and the Nonaffiliated

Beyond Winners and Losers

5 THE BIBLE TELLS ME SO (I THINK)

Recent Trends in Religious Belief

Some Possible Scenarios

Decline in Orthodox Beliefs

Orthodoxy, with Rising Secularity

Countervailing Effects of Diversity

Orthodoxy Mixed with Heterodoxy

Different Trends among Educational Categories

Changing Relationships with Education

Different Trends among Faith Communities

6 SPIRITUALITY AND SPIRITUAL PRACTICES

The Role of Faith in Personal Life

Church Shopping and Hopping

Social Networks

Civility

Are Converts Different?

Seeking Answers

Spiritual Practices

Music and Art

Spiritual, but Not Religious

The Nature of Spiritual Tinkering

7 FAITH AND FAMILY

Facing the Difficult Choices

Considering Marriage

Having Sex

Weddings

Marital Happiness

Parenting

Right and Wrong

Empathy

Threats to Today's Families

Seeking Support

Religious and Ethnic Diversity

Faith Matters

8 THE DIVIDED GENERATION

Religion and Public Life

The Split between Conservatives and Liberals

Civil Religion

Voting in Presidential Elections

Mixing Religion and Politics

Hot-Button Issues: Abortion

Hot-Button Issues: Homosexuality

The Religious Right

War and Peace

Why It Matters

9 EMERGING TRENDS

Immigration and Ethnic Diversity

Hispanic Catholics

A Note on Hispanic Protestants

Asian Americans

Hospitality or Hostility

A Closer Look at Church Involvement

10 THE VIRTUAL CHURCH

Religious Uses of the Internet

Religion Websites

Social Issues

The Internet and Religious Music

Staying in Touch by Email

The Internet and Spiritual Seeking

Congregations and the Internet

11 VITAL CONGREGATIONS

Youthful and Diverse

The Profile of Youthful Congregations

Mini-Church or Mega-Church

Alternative Styles of Worship

Meeting the Changing Needs of Families

Interreligious Programs

Opportunities for International Ministry

Opportunities for Service

A Future for Congregations

APPENDIX

The National Young Adults and Religion Study

Methodology

The Surveys and Other Data

Qualitative Interviews

Supplementary Tables

SELECTED BIBLIOGRAPHY

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providing  experimental  participants  with  reports  of  scientific research  reflecting  the  fact  that  people  can  change  had  the  effect  of  changing  the participants’  beliefs  about  the  extent  to  which  it  was  possible  to  change  personal qualities (see Chiu et al., 1997)

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women in organizations

As  women  continue  to  enter  the  workforce,  they  are  taking  on leadership roles in greater numbers than ever before. Women now occupy more than 40 percent  of  all  managerial  positions  in  the  United  States  (Eagly  and  Carli,  2007). Women’s perceptions of their own roles have also changed; by the 1980s, women saw as much similarity between “female” and “manager” as they did between “male” and “manager” (Brenner et al., 1989).

Eagly, A.H. and Carli, L.L. (2007), “Women and the labyrinth of leadership”, Harvard Business
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However, gender ideals, or beliefs about how men and women should think, feel,
and behave (Eagly and Karau, 2002; Fiske and Stevens, 1993; Rudman and Glick, 2001)
still  exist.  This  is  especially  true  at  the  executive  level  within  organizations.  In
particular, sex stereotypes have shaped workers’ expectations for female versus male
leaders. We have been conditioned to expect that there is a feminine versus a masculine
style   of   leadership.   The   feminine   style   is   perceived   as   an  outgrowth   of   the
team-oriented approach: better listeners, more empathetic, more people oriented and
less  aggressive  in  pursuit  of  goals.  However,  researchers  found  no  statistically
significant differences between men’s and women’s leadership styles. Strong female
leaders  were  just  as  assertive  and  just  as  analytical  (Eagly  and  Karau,  1991).
Unfortunately, the stereotypes about masculine and feminine leadership styles can
hinder  opportunities  for  the  leadership  development  of  women.  Organizations  will
need to continue to increase people’s awareness and dispel the perception that there are
key differences between male and female leaders (Eagly and Carli, 2007).

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Many young women are searching for work-life balance. Although more fathers are
now taking on greater domestic responsibilities, the work-family conflict has not eased
for  women  (Eagly  and  Carli,  2007).  There  are  increasing  pressures  for  intensive
parenting  (for  a  review,  see  Warner,  2005)  as  well  as  increasing  time  demands  of
high-level  careers.  Many  men  and  young  employees  without  children  are  also
demanding  flexible  schedules  and  rebelling  against  long  hours.  This  can  put
organizations  in  a  difficult  position  as  they  must  balance  business  goals  with  the
employee’s personal goals. As more young women stay in the workforce after they
have children – a likely outcome given current economic realities and women’s greater
college completion – better daycare solutions will need to be found. Organizations will
need  to  retain  talented  employees  by  establishing  family-friendly  human  resource
practices such as flextime, job sharing, telecommuting, assistance in finding daycare or
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 Women have been found to
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and challenging work and an acceptable work-life balance, rather than salary and rank
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Davidson, M.J. and Cooper, C.L. (1992), Shattering the Glass Ceiling: The Woman Manager, Paul Chapman, London.

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generational differences --- readings

• Howe, N., Strauss, W. and Matson, R.J. (2000), Millennials Rising: The Next Great Generation, Vintage Books, New York, NY.
• Huntley, R. (2006), The World according to Y: Inside the New Adult Generation, Allen & Unwin, Sydney.
• Smola, K.W. and Sutton, C.D. (2002), “Generational differences: revisiting generational work values for the new millennium”, Journal of Organizational Behaviour, Vol. 23, SP1, pp. 363-82.
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• Fyock, C.D. (1990), America’s Work Force Is Coming of Age, Lexington Books, Toronto.
• Jurkiewicz, C.E. (2000), “Gen X and the public employee”, Public Personnel Management, Vol. 29, pp. 55-74.
• Kupperschmidt, B.R. (2000), “Multigeneration employees: strategies for effective management”, The Health Care Manager, Vol. 19 No. 1, pp. 65-76.
• Yu, H.C. and Miller, P. (2003), “The generation gap and cultural influence – a Taiwan empirical investigation”, Cross Cultural Management, Vol. 10 No. 3, pp. 23-41.
• Jorgense, B. (2003), “Baby boomers, Gen X and Gen Y? Policy implications for defense forces in the modern era”, foresight, Vol. 5 No. 4, pp. 41-9.
• Hart, K.A. (2006), “Generations in the workplace: finding common ground”, available online at: www.mlo-online.com (accessed 14 April 2007).
• Yang, S.-B. Guy, M. E. 2006, VOL 29; NUMB 3, pages 267-284
  
  

  GenXers Versus Boomers: Work Motivators and Management Implications
• Jurkiewicz CE, Brown RG. 1998. GenXers vs. boomers vs matures: generational comparisons of public employee motivation. Review of Public Personnel Administration 18: 18–37.
• Loomis, J.E. (2000), Gen X, Rough Notes Co., Indianapolis, IN.
• Hays, S. (1999), “Gen X and the art of the reward”, Workforce, Vol. 78, pp. 44-7.
• Twenge, J.M. (2000), “The age of anxiety? Birth cohort change in anxiety and neuroticism, 1952-1993”, Journal of Personality and Social Psychology, Vol. 79 No. 6, pp. 1007-21.
• Twenge, J.M. (2001a), “Birth cohort changes in extraversion: a cross-temporal meta-analysis, 1966-1993”, Personality and Individual Differences, Vol. 30 No. 5, pp. 735-48.
• Twenge, J.M. (2001b), “Changes in assertiveness in response to status and roles: a cross-temporal meta-analysis, 1931-1993”, Journal of Personality and Social Psychology, Vol. 81 No. 1, pp. 133-45.
• Twenge, J.M., Zhang, L. and Im, C. (2004), “It’s beyond my control: a cross-temporal meta-analysis of increasing externality in locus of control, 1960-2002”, Personality and Social Psychology Review, Vol. 8 No. 3, pp. 308-19.
• Brown, M.A. (1976), “Values – a necessary but neglected ingredient of motivation on the job”, Academy of Management Review, Vol. 1 No. 4, pp. 15-21.
• Adams, S.J. (2000), “Gen X: how understanding this population leads to better safety programs”, Professional Safety, Vol. 45, pp. 26-9.
• Huntley, R. (2006), The World according to Y: Inside the New Adult Generation, Allen & Unwin, Sydney.
• Twenge, J.M., Zhang, L. and Im, C. (2004), “It’s beyond my control: a cross-temporal meta-analysis of increasing externality in locus of control, 1960-2002”, Personality and Social Psychology Review, Vol. 8 No. 3, pp. 308-19.
• Hornblower (1997) posited that large percentages of Gen Xs believe that
  
  progress can be achieved through hard work.
  
• Hornblower, M. (1997), “Great Xpectations”, Time, 9 June, available at: www.time.com/time/ magazine (accessed 26 October 2007).
• Appelbaum, S.H., Serena, M. and Shapiro, B.T. (2004), “Gen X and the boomers: organizational myths and literary realities”, Management Research News, Vol. 27 No. 11, pp. 1-28.
• McCrindle, M. and Hooper, D. (2006), “Gen Y: attracting, engaging and leading a new generation at work”, white paper, University of Tasmania, Hobart.
• Strauss, W. and Howe, N. (1991), Generations: The History of America’s Future, 1584-2069, William Morrow, New York, NY.
• Howe, N. and Strauss, W. (2000), Millennials Rising: The Next Great Generation, Vintage, New York, NY.
• Lancaster, L.C. and Stillman, D. (2003), When Generations Collide, HarperBusiness, New York, NY.
• Zemke, R., Raines, C. and Filipczak, B. (1999), Generations at Work: Managing the Clash of Veterans, Boomers, Xers, and Nexters in Your Workplace, 1st ed., AMACOM/American Management Association, New York, NY.
• Tulgan, B. (2003), Managing Generation X, Capstone, New York, NY.
• Caspi, A. (1987), “Personality in the life course”, Journal of Personality and Social Psychology, Vol. 53 No. 6, pp. 1203-13.
• Stewart,  A.J.  and  Healy,  J.M.  (1989),  “Linking  individual  development  and  social  changes”, American Psychologist, Vol. 44 No. 1, pp. 30-42.
• Twenge,  J.M.  (2006),  Generation Me: Why Today’s Young Americans Are More Confident, Assertive, Entitled – and More Miserable than Ever Before, Free Press, New York, NY.
• Twenge,  J.M.  and  Campbell,  W.K.  (2001),  “Age  and  birth  cohort  differences  in  self-esteem: a cross-temporal meta-analysis”, Personality and Social Psychology Review, Vol. 5 No. 4, pp. 321-44.
• Twenge,  J.M.,  Gentile,  B.,  DeWall,  C.N.,  Ma,  D.  and  Lacefield,  K.  (2008),  “Changes  in psychopathology, 1942-2007: a cross-temporal meta-analysis of the Minnesota Multiphasic Personality Inventory”, unpublished manuscript.
• Trzesniewski, K.H., Donnellan, M.B. and Robins, R.W. (2008), “Do today’s young people really think they are so extraordinary? An examination of secular changes in narcissism and self-enhancement”, Psychological Science, Vol. 19 No. 2, pp. 181-8.
• Campbell, W.K., Bush, C.P., Brunell, A.B. and Shelton, J. (2005), “Understanding the social costs of narcissism: the case of the tragedy of the commons”, Personality and Social Psychology Bulletin, Vol. 31 No. 10, pp. 1358-68.
• The Xers and the Boomers, by Claire Raines and Jim Hunt
• Twenge, J.M. and Im, C. (2007), “Changes in the need for social approval, 1958-2001”, Journal of Research in Personality, Vol. 41 No. 1, pp. 171-89.
• Twenge,  J.M.,  Zhang,  L.  and  Im,  C.  (2004),  “It’s  beyond  my  control:  a  cross-temporal meta-analysis of increasing externality in locus of control, 1960-2002”, Personality and Social Psychology Review, Vol. 8 No. 3, pp. 308-19.
• Howe, N. and Strauss, W. (2000), Millennials Rising: The Next Great Generation, Vintage, New York, NY.
• Twenge,  J.M.  (2000),  “The  age  of  anxiety?  Birth  cohort  change  in  anxiety  and  neuroticism, 1952-1993”, Journal of Personality and Social Psychology, Vol. 79 No. 6, pp. 1007-21.
• Twenge,  J.M.  (2001),  “Changes  in  women’s  assertiveness  in  response  to  status  and  roles: a cross-temporal meta-analysis, 1931-1993”, Journal of Personality and Social Psychology, Vol. 81 No. 1, pp. 133-45.
• Twenge,  J.M.  (2006),  Generation Me: Why Today’s Young Americans Are More Confident, Assertive, Entitled – and More Miserable than Ever Before, Free Press, New York, NY.
• Twenge,  J.M.  and  Campbell,  W.K.  (2001),  “Age  and  birth  cohort  differences  in  self-esteem: a cross-temporal meta-analysis”, Personality and Social Psychology Review, Vol. 5 No. 4, pp. 321-44.
• Twenge, J.M. and Campbell, W.K. (2002), “Self-esteem and socioeconomic status: a meta-analytic review”, Personality and Social Psychology Review, Vol. 6 No. 1, pp. 59-71.
• Twenge, J.M. and Im, C. (2007), “Changes in the need for social approval, 1958-2001”, Journal of Research in Personality, Vol. 41 No. 1, pp. 171-89.
• Twenge,  J.M.,  Zhang,  L.  and  Im,  C.  (2004),  “It’s  beyond  my  control:  a  cross-temporal meta-analysis of increasing externality in locus of control, 1960-2002”, Personality and Social Psychology Review, Vol. 8 No. 3, pp. 308-19.
• Twenge,  J.M.,  Gentile,  B.,  DeWall,  C.N.,  Ma,  D.  and  Lacefield,  K.  (2008),  “Changes  in psychopathology, 1942-2007: a cross-temporal meta-analysis of the Minnesota Multiphasic Personality Inventory”, unpublished manuscript.
• Twenge, J.M., Konrath, S., Foster, J.D., Campbell, W.K. and Bushman, B.J. (2008), “Egos inflating over  time:  a  cross-temporal  meta-analysis  of  the  Narcissistic  personality  inventory”, Journal of Personality, Vol. 76 No. 4, pp. 875-902.
• Baby Boom Echo, Generation Y or Generation Next (Loughlin and  Barling,  2001;  Lyons,  2004;  Zemke  et  al.,  2000)
• Loughlin, C. and Barling, J. (2001), “Young workers’ values, attitudes, and behaviours”, Journal of Occupational and Organizational Psychology, Vol. 74 No. 4, pp. 543-58.
• Lyons,  S.  (2004),  “An  exploration  of  generational  values  in  life  and  at  work”,  Dissertation Abstracts International, 3462A (UMI No. AATNQ94206).
• Jurkiewicz, C.L. (2000), “Generation X and the public employee”, Public Personnel Management, Vol. 29 No. 1, pp. 55-74.
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• Lancaster, L.C. and Stillman, D. (2002), When Generations Collide: Traditionalists, Baby Boomers, Generation  Xers,  Millennials:  Who  They  Are,  Why  They  Clash,  How  to  Solve  the Generational Puzzle at Work, HarperCollins, New York, NY.
• Karp, H., Fuller, C. and Sirias, D. (2001), Bridging the Boomer Gap: Creating Authentic Teams for High Performance at Work, Daris Black Publishing, Palo Alto, CA.
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• Riordan,  C.M.,  Griffith,  R.W.  and  Weatherly,  E.W.  (2003),  “Age  and  work-related  outcomes: the  moderating  effects  of  status  characteristics”,  Journal of Applied Social Psychology, Vol. 33 No. 1, pp. 37-57.
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  Brousseau,  K.R.,  Driver,  M.J.,  Eneroth,  K.  and  Larsson,  R.  (1996),  “Career  pandemonium: realigning organizations and individuals”, Academy of Management Executive, Vol. 10 No. 4, pp. 52-66.
  
  
  
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  Barner, R. (1996), “The new millennium workplace: several changes that will challenge managers and workers”, Futurist, Vol. 30 No. 2, pp. 14-18.
  
  
  
  Edmunds, J. and Turner, B. (2005), “Global generations: social change in the twentieth century”, The British Journal of Sociology, Vol. 56 No. 4, pp. 559-77.
  
  
  
  Jurkiewicz,  C.E.  and  Brown,  R.G.  (1998),  “GenXers  vs  boomers  vs  matures:  generational comparisons of public employee motivation”, Review of Public Personnel Administration, Vol. 18, pp. 18-37.
  
  
  
  Kupperschmidt, B.R. (2000), “Multigenerational employees: strategies for effective management”, The Health Care Manager, Vol. 19 No. 1, pp. 65-76.
  
  
  
  Simon, C. (2007), “Dueling age groups in today’s workforce; from Baby Boomers to Generations X and Y”, available at, www.wharton.universia.net/index.cfm?  fa ¼ viewfeature&id ¼ 1330&language ¼ English (accessed 20 April 2007).
  
  
  
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  De   Kort,   L.   (2004),   “Generations   at   work”,   available   at:   www.aimnt.com.au/ntatwork/ generations_at_work.pdf (accessed September 7, 2007).
  
  
  
  Lankard,  B.A.  (1995),  Career  Development  in  Generation  X:  Myths  and  Realities,  ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
  
  
  
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  Smola,  K.W. and Sutton, C.D. (2002), “Generational  differences:  revisiting  generational  work values  for  the  new  millennium”,  Journal  of  Organizational  Behavior,  Vol.  23,  SP1, pp. 363-82.
• Mirvis, P.H. and Hall, D.T. (1994), “Psychological success and the boundaryless career”, Journal of Organizational Behavior, Vol. 15 No. 4, pp. 365-80.
• Hedge, J.W., Borman, W.C. and Lammlein, S.E. (2006), The Aging Workforce: Realities, Myths, and Implications for Organizations,  American  Psychological  Association,  Washington, DC.
• Kanfer,  R.  and  Ackerman,  P.L.  (2004),  “Aging,  adult  development,  and  work  motivation”, Academy of Management Review, Vol. 29 No. 3, pp. 440-58.
• Artistico, D., Cervone, D. and Pezzuti, L. (2003), “Perceived self-efficacy and everyday problem solving among young and older adults”, Psychology and Aging, Vol. 18 No. 1, pp. 68-79.
• Avolio, B.J. and Waldman, D.A. (1990), “An examination of age and cognitive test performance across job complexity and occupational types”, Journal of Applied Psychology, Vol. 75 No. 1, pp. 43-50.
• Griffiths, A.  (1999), “Work  design  and management:  the older  worker”, Experimental Aging Research, Vol. 25 No. 4, pp. 411-20.
• McEvoy,  G.M.  and  Cascio,  W.F.  (1989),  “Cumulative  evidence  of  the  relationship  between employee age and job performance”, Journal of Applied Psychology, Vol. 74 No. 1, pp. 11-17.
• Rosen, B. and Jerdee, T.H. (1976), “The nature of job-related age stereotypes”, Journal of Applied Psychology, Vol. 61 No. 2, pp. 180-3.
• Rothermund,  K.  and  Brandsta¨dter,  J.  (2003),  “Age  stereotypes  and  self-views  in  later  life: evaluating rival assumptions”, International Journal of Behavioral Development, Vol. 27 No. 6, pp. 549-54.
• Simonton, D.K. (1988), “Age and outstanding achievement: what do we know after a century of research?”, Psychological Bulletin, Vol. 104 No. 2, pp. 251-67.
• Sturman,  M.C.  (2003),  “Searching  for  the  inverted  u-shaped  relationship  between  time  and performance:  meta-analyses  of  the  experience/performance,  tenure/performance,  and age/performance relationships”, Journal of Management, Vol. 29 No. 5, pp. 609-40.
• Waldman, D.A. and Avolio, B.J. (1986), “A meta-analysis of age differences in job performance”, Journal of Applied Psychology, Vol. 71 No. 1, pp. 33-8.
• Warr, P. (1992), “Age and occupational well-being”, Psychology and Aging, Vol. 7 No. 1, pp. 37-45
• Clark, A., Oswald, A. and Warr, P. (1996), “Is job satisfaction U-shaped in age?”, Journal of Occupational and Organizational Psychology, Vol. 68, pp. 57-81.
• Schaufeli,  W.B. and Buunk, A.P. (2003), “Burnout: an overview of 25 years of research and theorizing”, in Schabracq, M.J., Winnubst, J.A.M. and Cooper, C.L. (Eds), The Handbook of Work and Health Psychology, 2nd ed., John Wiley & Sons, Chichester, pp. 383-425.
• De Lange, A., Taris, T., Jansen, P., Smulders, P., Hourman, I. and Kompier, M. (2006), “Age as a factor in the relation between work and mental health: results of the longitudinal TAS survey”,  in  McIntyre,  S.  and  Houdmondt,  J.  (Eds),  Occupational  Health  Psychology: European Perspective on Research, Education, and Practice, Vol. 1, ISMAI Publications, Maia, pp. 21-45.
• Avery, D.R., McKay, P.F. and Wilson, D.C. (2007), “Engaging the aging workforce: the relation between   perceived   age   similarity,   satisfaction   with   coworkers   and   employment engagement”, Journal of Applied Psychology, Vol. 92, pp. 1542-56.
• Brooke, L. and Taylor, P. (2005), “Older workers and employment: managing age relations”, Ageing & Society, Vol. 25, pp. 415-29.
• Peterson,  S.J.  and Spiker,  B.K.  (2005),  “Establishing  the  positive  contributory  value  of  older workers: a positive psychology perspective”, Organizational Dynamics, Vol. 34, pp. 153-67.   introduce their so-called PIES model (Psychological, Intellectual, Emotional and Social capital) and apply it to older workers. They argue that human capital could continue to increase with experience and time and those workers with greater human capital will bring more positive contributory value to organizations. While PIES relates to workers of any age, they argue that older workers are at minimum more underutilized than
  
  younger workers.
•  Bakker and Schaufeli (2008) in their editorial for a
  
  special issue on Positive Organizational Behaviour (POB) have argued that nowadays
  
  the focus in modern organizations is on the management of human capital:--- Bakker, A.B. and Schaufeli, W.B. (2008), “Positive organizational behavior: engaged employees
  
  in flourishing organizations”, Journal of Organizational Behavior, Vol. 29, pp. 147-54.
• Robson, S.M., Hansson, R.O., Abalos, A. and Booth, M. (2006), “Successful aging: criteria for aging well in the workplace”, Journal of Career Development, Vol. 33, pp. 156-77---Robson et al. (2006) argue that in the past, successful aging has frequently been
  
  conceptualized as the absence of disease or illness. More recent research has employed
  
  a  broader  multidisciplinary  approach.  
• Eerde, van W. and Thierry, H. (1996), “Vroom’s expectancy models and work-related criteria: a meta-analysis”, Journal of Applied Psychology, Vol. 81 No. 5, pp. 575-86.
• Latham,  G.P.  and  Steele,  T.P.  (1983),  “The  motivational  effects  of  participation  versus  goal setting on performance”, Academy of Management Journal, Vol. 26 No. 3, pp. 406-17.
• Locke, E.A. and Latham, G.P. (2002), “Building a practically useful theory of goal setting and task motivation. A 35-year odyssey”, American Psychologist, Vol. 57 No. 9, pp. 705-17.
• Wegge,   J.   and   Haslam,   S.A.   (2005),   “Improving   work   motivation   and   performance   in brainstorming groups: the effects of three group goal-setting strategies”, European Journal of Work and Organizational Psychology, Vol. 14 No. 4, pp. 400-30.
• Bourne, B. (1982), “Effects of aging on work satisfaction, performance and motivation”, Aging and Work, Vol. 5 No. 1, pp. 37-47.
• “chronological age” may be an insufficient operationalization of
  
  the factor age in the work setting (Avolio et al., 1984; Settersten and Mayer, 1997;
  
  Sterns and Alexander, 1987; Sterns and Miklos, 1995; Wolf et al., 1995).
• Avolio, B.J., Barrett, G.V. and Sterns, H.L. (1984), “Alternatives to age for assessing occupational performance capacity”, Experimental Aging Research, Vol. 70 No. 2, pp. 101-5.
• Settersten, R.A. and Mayer, K.U. (1997), “The measurement of age, age structuring, and the life course”, Annual Review of Sociology, Vol. 23, pp. 233-61.
• Sterns, H.L. and Alexander, R.A. (1987), “Industrial gerontology: the aging individual and work”, in  Schaie,  K.W.  (Ed.),  Annual Review of Gerontology and Geriatrics,  Vol.  7,  Springer Publishing Company, New York, NY, pp. 243-64.
• Sterns,   H.L.  and  Miklos,   S.M.  (1995),  “The  aging   worker  in  a  changing  environment: organizational  and  Individual  Issues”,  Journal of Vocational Behavior,  Vol.  47  No.  3, pp. 248-68.
• Wolf,  G.,  London,  M.,  Casey,  J.  and  Pufahl,  J.  (1995),  “Career  experience  and  motivation  as predictors  of  training  behaviors  and  outcomes  for  displaced  engineers”,  Journal  of Vocational Behavior, Vol. 47 No. 3, pp. 316-31.
• Kanfer,  R.  and  Ackerman,  P.L.  (2004),  “Aging,  adult  development  and  work  motivation”, Academy of Management Review, Vol. 29 No. 3, pp. 440-58.
• Sterns,  H.L.  and  Doverspike,  D.  (1989),  “Aging  and  the  retraining  and  learning  process  in organizations”, in Goldstein, I. and Katze, R. (Eds), Training and Development in Work Organizations, Jossey-Bass, San Francisco, CA, pp. 299-332.
• Kaliterna, L., Larsen, Z.P. and Brkljacic, T. (2002), “Chronological and subjective age in relation to work demands: survey of Croatian workers”, Experimental Aging Research, Vol. 28 No. 1, pp. 39-49.
• Gordon, M.E., Cofer, J.L. and McCullough, P.M. (1986), “Relationships  among seniority, past performance, interjob similarity, and trainability”, Journal of Applied Psychology, Vol. 71 No. 3, pp. 517-21.
• Ng, T.W.H., Butts, M.M., Vandenberg, R.J., DeJoy, D.M. and Wilson, M.G. (2006), “Effects of management communication, opportunity for learning and work schedule flexibility on
  
  organizational commitment”, Journal of Vocational Behavior, Vol. 68 No. 3, pp. 474-89.
  

Pharnext

http://pharnext.org/

Subtle Truth

You have the flash of understanding, that extraordinary rapidity of insight, when the mind is very still, when thought is absent, when the mind is not burdened with its own noise.
So, the understanding of anything -of a modern picture, of a child, of your wife, of your neighbor, or the understanding of truth, which is in all things- can only come when the mind is very still. But such stillness cannot be cultivated because if you cultivate a still mind, it is not a still mind, it is a dead mind.

The more you are interested in something, the more your intention to understand, the more simple, clear, free the mind is. Then verbalization ceases. After all, thought is word, and it is the word that interferes. It is the screen of words, which is memory, that intervenes between the challenge and the response. It is the word that is responding to the challenge, which we call intellection. So, the mind that is chattering, that is verbalizing, cannot understand truth -truth in relationship, not an abstract truth.
There is no abstract truth.
But truth is very subtle. It is the subtle that is difficult to follow. It is not abstract. It comes so swiftly, so darkly, it cannot be held by the mind. Like a thief in the night, it comes darkly, not when you are prepared to receive it. Your reception is merely an invitation of greed. So a mind that is caught in the net of words cannot understand truth. - J. Krishnamurti, The Book of Life

All Thought Is Partial

You and I realize that we are conditioned. If you say, as some people do, that conditioning is inevitable, then there is no problem; you are a slave, and that is the end of it. But if you begin to ask yourself whether it is at all possible to break down this limitation, this conditioning, then there is a problem; so you will have to inquire into the whole process of thinking, will you not? If you merely say, "I must be aware of my conditioning, I must think about it, analyze it in order to understand and destroy it," then you are exercising force. Your thinking, your analyzing is still the result of your background, so through your thought you obviously cannot break down the conditioning of which it is a part.Just see the problem first, don't ask what is the answer, the solution. The fact is that we are conditioned, and that all thought to understand this conditioning will always be partial; therefore there is never a total comprehension, and only in total comprehension of the whole process of thinking is there freedom. The difficulty is that we are always functioning within the field of the mind, which is the instrument of thought, reasonable or unreasonable; and as we have seen, thought is always partial. - J. Krishnamurti, The Book of Life

transpersonal

Transpersonal : that which transcends the personal; transindividual; specifically designating a form of psychology or psychotherapy which seeks to combine elements from many esoteric and religious traditions with modern ideas and techniques

http://www.transpersonal.com.au/index.htm

A generational cohort is generally defined as people who were born at about the same time and experienced historical events at about the same point in their development (Ryder, 1965; Edmunds and Turner, 2005).

Stewart, Abigail J.; Healy, Joseph M. (1989)
Linking individual development and social changes.
American Psychologist, Vol 44(1),  30-42.

One of the most studied variables related to aging is religiousness. Religiousness is significant for aging well in modern society where other sources begin to fade (Johnson, 1995). Older adults’ greater religiosity has been found to be associated with their improved physical and mental health status (Nelson, 1990) and their lowered mortality (Omen & Reed, 1998; Strawbridge, Cohen, Shema, & Kaplan, 1997). Religious attendance is positively associated with subjective well-being among adults age 65 and older (Barkan & Greenwood, 2003). Perceived closeness to God is positively related to life satisfaction, especially for people over 70 years old who focus more on issues of God and after-life (Argyle and Beit-Hallahmi, 1975; Peacock & Poloma, 1999).


Perceived closeness to God is positively related to life satisfaction, especially for people over 70 years old who focus more on issues of God and after-life (Peacock & Poloma, 1999). Religious attendance is positively associated with subjective well-being among adults age 65 and older (Barkan & Greenwood, 2003).
We found, however, that across the life course, these religious indicants vary in effect and one’s relationship to God remained the best predictor – being consistently positive and strong (Peacock & Poloma, 1999).

Religiousness is significant for aging well in modern society where other sources begin to fade (Johnson, 1995).

• Peterson,  S.J.  and Spiker,  B.K.  (2005),  “Establishing  the  positive  contributory  value  of  older workers: a positive psychology perspective”, Organizational Dynamics, Vol. 34, pp. 153-67.
• widespread age-stereotypes of employers towards  older  workers  seem  very  persistent  (Brooke  and  Taylor,  2005)
• 
  

Religious Accommodation in the Workplace

http://www.adl.org/religious_freedom/resource_kit/religion_workplace.asp

age and workforce demongraphic

http://www.bls.gov/cps/demographics.htm#age

(Zemke, Raines, & Filipczak, 2000). 1961-1980
Xers are a deeply segmented, fragmented cohort (hypertraditionalists, leather-jacketed…)

Words Create Limitations

Is there a thinking without the word? When the mind is not cluttered up with words, then thinking is not thinking as we know; but it is an activity without the word, without the symbol; therefore it has no frontier;the word is the frontier.The word creates the limitation, the boundary. And a mind that is not functioning in words, has no limitation; it has no frontiers; it is not bound. Take the word love and see what it awakens in you, watch yourself; the moment I mention that word, you are beginning to smile and you sit up, you feel. So the word love awakens all kinds of ideas, all kinds of divisions such as carnal, spiritual, profane, infinite, and all the rest of it. But find out what love is. Surely, sir, to find out what love is the mind must be free of that word and the significance of that word. - J. Krishnamurti, The Book of Life

The Positive Psychology of Sustainable Enterprise --- call for papers, august 30, 2011

http://campaign.r20.constantcontact.com/render?llr=7kxlw9bab&v=001e4MTcRpscGrmYTMZ_3J6xcE0fQnONwt_bzdtC_5oojGfdoUe1OUUzbsbzvGiWjElLEEnf0J3PIWzDC79d_QbqLf9sy1xcR6q2zDChUDszgM%3D

The Journal of Corporate Citizenship
The Journal of Corporate Citizenship is pleased to invite papers for a special issue of the JCC on "The Positive Psychology of Sustainable Enterprise".
In a world where just about every corporation is going green, and where many have found that building a better world and building a stronger business go hand in hand (Porter and Kramer 2011; Prahalad 2007; Cooperrider and Fry 2009), it is time to explore the impact of sustainability on the workforce: that is, how the quest for sustainable value affects the human side of enterprise. This special issue posits that sustainability might well be the most important human resource opportunity of the 21st century - and that when people work on building a sustainable world they too are poised to flourish in ways that propels innovation, builds cooperative capacity and relationships, and elevates business performance as well as people's experience of purpose, meaning and value. Sustainable value and shared well-being might well work both ways and this raises an important exploration: what is the link between sustainability or the flourishing of the Earth, with the flourishing of organisations and human performance? How might the "scholarship of the positive" in human systems shed light on this important but under-researched dynamic? Why, and how, might the quest for sustainable value bring out the best in people and organisational dynamics?

Of special interest to the editors is to forge an academic and practical link between the domain of sustainability and the science of human strengths - what's known as the rapidly spreading field of Positive Psychology (Seligman 2011; Layard 2006; Deiner et al. 2009). Positive Psychology is the scientific study of the strengths and virtues that enable individuals and communities to thrive. This field is founded on the belief that people want to lead meaningful and fulfilling lives, to cultivate what is best within themselves and others, and to enhance their experiences of love, work and play. Positive Psychology has three central concerns: positive emotions, positive individual traits, and positive institutions (Cameron et al. 2003). Understanding positive emotions entails the study of contentment with the past, happiness in the present, and hope for the future (Fredrickson 2009). Understanding positive individual traits consists of the study of the strengths and virtues, such as the capacity for love and work, courage, compassion, resilience, creativity, curiosity, integrity, self-knowledge, justice and wisdom (Peterson and Seligman 2008). Understanding positive institutions entails the study of how organisations can become vehicles for the elevation, magnification and refraction of our highest human strengths into the world (Cooperrider and Godwin 2011).

In today's highly competitive global economy, building human strengths and fostering resilience and well-being at the personal and organisational levels are more important now than ever before. At the same time virtually every major management book on sustainability points to the observation that sustainability, especially when it is embedded and not "bolted on" (Laszlo and Zhexembayeva 2011) turns on workforces, invites more ethical behaviour, strengthens organisational identity, builds stakeholder bonds, ignites the entrepreneurial opportunity-seeking, and leads to high engagement where people bring their best to the workplace and beyond. The Positive Psychology of Sustainable Enterprise seeks to open new vistas in understanding and practice. Special emphasis will be given to explanatory frameworks, vivid illustration, studies of impacts and results, new and empowering practical methods, and work that opens the doorway to long-term cross-fertilisation between the science of Positive Psychology and the domain of sustainable enterprise.

Submissions

Papers should be submitted by 30 August 2011. Submissions via email should be sent to jcc@greenleaf-publishing.com. Guidelines for contributions are available on the Greenleaf website.

References
Cameron, K.S., J.E. Dutton and R.E. Quinn (2003) "Foundations of Positive Organizational Scholarship", In K. Cameron, J.E. Dutton and R.E. Quinn (eds.), Positive Organizational Scholarship (San Francisco: Berrett-Koehler): 3-13.

Cooperrider, D., and R. Fry (2010) "Design-Inspired Corporate Citizenship", Journal of Corporate Citizenship 37 (Spring 2010): 3-6.

Cooperrider, D., and L. Godwin (2011) "Positive Organization Development: Innovation-inspired Change in an Economy and Ecology of Strength", The Appreciative Inquiry Commons, Case Western Reserve University; http://appreciativeinquiry.case.edu/intro/comment.cfm.

Diener, E., J. Hilliwell, R. Lucas and U. Schimmack (2009) Well-being and Public Policy (New York: Oxford University Press).

Fredrickson, B.L. (2009) Positivity: Groundbreaking research reveals how to embrace the hidden strength of positive emotions, overcome negativity, and thrive (New York: Crown).

Layard, R. (2006) Happiness: Lessons from a New Science (London: Penguin).

Laszlo, C., and N. Zhexembayeva (2011) Embedded Sustainability: The Next Big Competitive Advantage (Sheffield, UK: Greenleaf Publishing).

Peterson, C., and M. Seligman (2004) Character Strengths and Virtues: A Handbook and Classification (Washington, DC: APA Press and Oxford University Press).

Porter, M., and M. Kramer (2011) "Creating Shared Value", Harvard Business Review, Jan-Feb 2011.

Prahalad, C.K. (2007) The Fortune at the Bottom of the Pyramid: Eradicating Poverty through Profits (Philadelphia: Wharton School Press).

Seligman, M. (2011) Flourish: A Visionary New Understanding of Happiness and Well-being (New York: Free Press).

Memory Clouds Perception

Are you speculating, or are you actually experiencing as we are going along? You do not know what a religious mind is, do you? From what you have said, you don't know what it means; you may have just a flutter or a glimpse of it, just as you see the clear, lovely blue sky when the cloud is broken through; but the moment you have perceived the blue sky, you have a memory of it, you want more of it and therefore you are lost in it; the more you want the word for storing it as an experience, the more you are lost in it. - J. Krishnamurti, The Book of Life

work motivation and age

These studies reported a positive, albeit weak, relationship between age and internal work motivation.

• Lord (2004) examined the work motivation of older knowledge workers and found that the primary reasons for older workers to remain active in the workforce are that they enjoy working, derive satisfaction from using their skills, gain a sense of accomplishment from the job they perform, and enjoy the chance to be creative.
• Higgs et al. (2003), older workers continue to work because of financial reasons, the work itself, or their traditional work ethic.
• Leviatan (1992) found that older kibbutz workers prefer jobs that satisfy higher order needs to jobs offering better physical conditions or convenience.
• Lord (2002) found that older engineers with insufficient income to retire, work to satisfy the first and second level needs in terms of Maslow’s hierarchy (“hygiene factors”), whereas older engineers with sufficient income to retire are primarily motivated by needs that correspond to the third and fourth levels of Maslow’s hierarchy (“motivators”).
• Linz (2004) examined job motivators of Russian workers and found that pay is the most important job motivator for all age groups. Overall, Linz found no major differences in the ranking of job motivators between younger and older respondents, although older workers did place higher value on pay and security and the respect and friendliness of co-workers.
• Paynter (2004) in a study on the motivational profiles of teachers found that teachers aged 50 and above have significantly higher combined (extrinsic, intrinsic, and moral) motivation scores than teachers aged 20 to 39.

Conversely, other studies (including Mehrabian and Blum, 1996; Okun and Di Vesta, 1976; Veroff et al., 1960) found that achievement motivation declines with age.

Clark et al. (1996) older employees are likely to be more satisfied with their jobs than younger employees.

USA burnout seems to occur most frequently among employees under the age of 30, whereas in European countries, burnout seems to be more prevalent among older age groups (Schaufeli and Buunk, 2003).

Breslin, F.C., Day, D., Tompa, E., Irvin, E., Bhattacharyya, S., Clarke, J. and Wang, A. (2007), “Non-agricultural work injuries among youth. A systematic review”, American Journal of Preventive Medicine, Vol. 32 No. 2, pp. 151-62.

Lange, A.H. de, Taris, T.W., Kompier, M.A.J., Houtman, I.L.D. and Bongers, P.M. (2003), “‘The very best of the millennium’: longitudinal research and the demand-control-(support) model”, Journal of Occupational Health Psychology, Vol. 8 No. 4, pp. 282-305.

De Lange et al. (2006) among nearly 700 Dutch employees revealed that older workers (.50) did not differ from younger workers (,35) nor from middle aged workers (35-50) with regard to job satisfaction and emotional exhaustion (the core burnout dimension). On the other hand, their results showed that the antecedents of feelings of emotional exhaustion did differ for the age groups. For older employees a lack of social support from colleagues and supervisors appeared to be related to exhaustion, whereas for the middle-aged workers particularly a change in job demands appeared to be positively related to exhaustion.

This is broadly in line with recent results of a study of Avery et al. (2007) who concluded that to help facilitate engagement among older workers one has to surround them by other satisfying older co-workers.

Peterson, S.J. and Spiker, B.K. (2005), “Establishing the positive contributory value of older workers: a positive psychology perspective”, Organizational Dynamics, Vol. 34, pp. 153-67.

age was weakly, but positively associated with all forms of organizational commitment (Meyer et al., 2002). (Abdullah and Shaw, 1999)

work values suggested to differ between generations. These were “pride in craftsmanship” (Smola and Sutton, 2002); “technology” (Thomas, 2002), “working as part of a team” and “communicating optimism” (Zemke et al., 2000).

older generations are more interested in learning, are more committed to their organization, and are more likely to stay with their organization than younger generations are (Button et al., 1996).

Kooij, De Lange, Jansen, and Dikkers “Older workers’ motivation to continue to work: five meanings of age: a conceptual review”. This study addresses different conceptualizations of age in order to distinguish specific age-related factors that influence older workers’ motivation. In this conceptual approach, the authors identify age-related factors that influence the motivation of older workers to continue to work that can be addressed by the use of HRM policies, e.g. polices aimed at ergonomic adjustments, job redesign, and continuing career development.

personality and motivational drivers across generations (e.g. Twenge, 2000; Twenge 2001a, b),

Rhodes (1983) reviewed more than 185 studies in an attempt to examine age-related differences in internal work motivation and found only a few relevant studies (Aldag and Brief, 1977; Hall and Mansfeld, 1975; Warr et al., 1979).

job satisfaction and age

Various other studies have found that, with older workers, job satisfaction is more closely related to intrinsic factors or internal rewards of work compared to younger employees (Cohn, 1979; Gruenfeld, 1962; Kanfer and Ackermann, 2004; Saleh and Otis, 1964; Schwab and Heneman, 1977; Stagner, 1985; Valentine et al., 1998; Vallerand et al., 1995).

religion and health

 religiosity has also been found to promote American elders’ healthy behaviors. These healthy behaviors include reduced tobacco consumption (Roff et al., 2005; Strawbridge et al., 1997), stopping alcohol
intake (Pascucci & Loving, 1997), increased physical activities (Roff et al., 2005), and increased preventive health care, such as taking flu shots, blood exams, and cancer screenings (Benjamins & Brown, 2004).

(Hill et al., 2006; Koenig et al., 1992; Nelson, 1990; Stolley et al., 1999) support the positive relationships between older adults’ religiosity and their health status, subjective feelings about health, and health promotion behaviors.

A majority of these studies (Hill et al., 2006; Koenig et al., 1992; Nelson, 1990; Stolley et al., 1999) support the positive relationships between older adults’ religiosity and their health status, subjective feelings about health, social support/integration, and health promotion behaviors.

race and religion

• African Americans are likely to be more religious and pray more than Caucasians.
• Levin, J. S., Taylor, R. J., & Chatters, L. M. (1994). Race and gender differences in religiosity among older adults: Findings from four Natioanl surveys. JOurnal of Gelontology: Social Sciences, 49(3S137-S145).
• Nelson, P. B. (1990). Intrinsic/extrinsic religious orientation of the elderly: Relationship to depression and self-esteem. Journal of Gerontological Nursing, 16(2), 29-35.

Religious Beliefs & Practices / Social & Political Views in US

2008 Pew report

http://religions.pewforum.org/reports with PDF file downloadable

Understanding Words

I do not know if you have ever thought out or gone into this whole process of verbalizing, giving a name. If you have done so, it is really a most astonishing thing and a very stimulating and interesting thing. When we give a name to anything we experience, see or feel, the word becomes extraordinarily significant; and word is time. Time is space, and the word is the center of it. All thinking is verbalization; you think in words. And can the mind be free of the word? Don't say, 'How am I to be free?' That has no meaning. But put that question to yourself and see how slavish you are to words like India, Gita, communism, Christian, Russian, American, English, the caste below you and the caste above you. The word love, the word God, the word meditation;what extraordinary significance we have given to these words and how slavish we are to them. - J. Krishnamurti, The Book of Life

sense of authenticity refers to the sense that one's life, both public and private, reflects one's real self (Goffman, 1959; McGuire, 1984; Swann, 1990).

self-efficacy refers to perceptions that one has basic control over one's life (Bandura, 1977; Gecas, 1989; Seligman, 1975).

Jung (1987)

Jung (1987)
The question of meaning in life tends to be answered, Jung concluded, as one moves toward a wholeness, along the lines of what he called individuation. Jung’s concept of individuation involves being aware, to the extent possible, of all aspects of the psyche, integrating these parts within the self and therefore becoming no longer a person divided. Positive growth in the second half of life includes understanding within ones “shadow” diverse elements of the personality. This includes, for example, an integration of both the constructive and destructive forces in one’s life, where evil becomes transformed into a positive force. In a similar manner, the individual learns to perceive both his/her anima/feminine and animus/masculine traits and integrates these parts of the personality.

transcendence

Gamliel, T. (2001). A Social Version of Gerotranscendence: Case Study. Journal of Aging and Identity, 6(2), 105-114.

Weenolsen (1988) describes three modes of transcendence: situational, dispositional, and general.
The first is external in nature; it involves dealing with a specific situation, rituals, and other activities. The second is mainly internal and comprises defense mechanisms as well as personality traits that may be defensive. The third mode is often used to minimize the effect of everyday losses or to escape, such as, meditation, athletics, travel, or religious experience.

Csikszentmihalyi (1975) refers to these examples as “flow activities” by which one tends to lose one’s sense of time and forget one’s problems. According to these definitions, gerotranscendence should
be classed as “dispositional” only because it implies internal and developmental changes of self.

Following Csikszentmihalyi (1975), Turner (1982) summarizes the “six qualities”

 of flow experience as follows:
1. an experience that combines action and awareness
2. centering of attention on a limited stimulus field
3. loss of ego
4. control of one’s action and environment
5. non-contradictory demands for action
6. autotelia—in which no goals or rewards outside the action itself are needed

Turner’s discussion alludes to the first as mentally “another paradigm” by exposing the connection between flow and Zen experience. Turner contends that flow reaches out to nature and to other people in
what Csikszentmihalyi calls “intuitions of unity, solidarity, repletion and acceptance.”

---Turner, V. (1982). From Ritual to Theatre. The Human Seriousness of Play. New York: Performing
Arts Journal Publications.

transcended the borders of past and future time to live in a “sacred present” (Kearl, 1989) or a “limbo time” (Hazan, 1980). By ignoring movements and sounds around them, they also transcended space. They seemed disengaged from the institutional context, seeing themselves and others as one unity.

Kearl, M. C. (1989). Endings. A Sociology of Death and Dying. New York: Oxford University Press.
Hazan, H. (1980). The Limbo People: A Study of the Constitution of Time Universe among the Aged.

London: Routledge and Paul.
Ring, K. (1980). Life at Death: A scientific Investigation of the Near Death Experience. New York:

Coward, McCann and Geohegan.

buddhism and self

Manheimer, R. (1999). Wave of Memory. Journal of Aging and Identity, 4(3), 185-201.

Buddhism and embrace the idea of the self as an illusion of separateness based on certain common sense but erroneous preoccupations with the world of appearances. Stephen Levine's (1982) Who Dies?, just such a Buddhist approach to compassionately caring for the terminally ill person.

 relational concept  of self

Buber (1958)

Manheimer, R. (1999). Wave of Memory. Journal of Aging and Identity, 4(3), 185-201
Buber (1958) proposed a distinction between apprehending people, nature,
animals, even oneself, as object-like (which he called an "I-It" relationship), and apprehending these as intimately and simultaneously part of oneself and yet as subjects in their own right (an "I-Thou" relationship). He presented a peculiar idea: that in a truly I-Thou experience, the quality of exchange could not be located in either of the relating minds or beings, but "between" them. In the immediacy of consciousness, the relationship itself becomes a third and inclusive consciousness. An example might be the feeling of compassion.

For Buber (1958), compassion meant that one experienced a relation from both sides: that the presupposition of separateness was transcended in a fundamental sense of belonging both to one another and to something ineffable, some ground of being that made such an experience possible—a unity that preserved the personhood of both individuals. Running against the mainstream of early twentieth- century philosophy, Buber was criticized as obscure in his use of language, unscientific in his epistemology of intersubjectivity, and prone to mysticism. He had a deep and lifelong interest in the Jewish mystical and communal Hasidic movement, and he spoke of endowing with a sense of the sacred, or "hallowing," the world and life itself.

Yet in his discussion of compassion Buber (1958) was making a practical, even empirical, observation. As finite creatures, we all share a common destiny. That common end—the fact that we all die, that life is not endless, is a third element in such an exchange, a "ground of being" on which we all stand. In moments of
closeness to the pain, vulnerability and frailty of others we can impose an artificial distance, a denial of relatedness, or we can draw near in recognition of belonging to a unity of life.
 
And how was this notion of dialogue different from narrative theory? Buber (1958) emphasizes the transcendent quality of language: that speech, most importantly, brings us to silence. And in that silence, the most important experiences take place. Thus, narrative is only a means, not an end. With Buber, we must take a leap. The truth we are to discover, says Buber, is that the self is fundamentally relational. The singular self and the hyphenated selves of modern philosophy and psychology are, for Buber, constructs of denial, deceptions of pseudo-science useful for manipulating the world and other people, but misleading in causing us to deny the living sacredness of each moment, each encounter. A reality too intense, perhaps, to bear.

premodern, modern , postmodern paradigm of aging

Moss, S. (1998). Life Stages, Paradigms, and Patterns in the Twentieth Century. Journal of Aging and Identity, 3(4), 231-240

premodern life stages were marked by certain universal characteristics that emanated from an omnipresent god and his mystical dilatation into the natural world.

Modern theorists who see repetitive characteristics postulate various structures based upon this repetition. However, these forms are for the most part dynamic rather than static. Unlike their Ancient counterparts,
modern life structures emerge out of an interaction between, rather than a conflation of, the internal and external world of the individual. Perceptions of reality are continuously restructured as individuals age. Twentieth-century structures are, therefore, the product of an interplay between the socialized subject and the society that conditions that socialization.

modern developmental theory emerges not out of a magico-sacred cosmology but from the interdisciplinary and fragmented society of modern times. It emanates from the heteroglossia of philosophy, psychology, law, and medicine that marks twentieth-century life. Lawyers, judges, doctors, educators, demographers, anthropologists, and sociologists each study human development from a different perspective, using different language to different ends. Despite the problematics of human communication that result from the idioms of professional vocabularies, the multiplicity of that discourse couples with the instability of language to create flexibility.

Stereotypes that emerge from language are, accordingly, socially constructed, and socially constructed ideas of age, gender, or race are subject to moderation and change; those that emerge from the rigid dictates of
biology are not.

Karl Marx and Frederick Nietzsche declared the death of God, thereby proclaiming a secular society
no longer ruled by the dictates of an omniscient power.

self in sufism (Islam)

Chaudhury, H. (1999). Self and Reminiscence of Place: A Conceptual Study. Journal of Aging and Identity, 4(4), 231-253.

In Sufism, just as in some other East Asian philosophies (e.g., Taoism and Buddhism), there is no state of duality between the individual self and the Universal Self, due to the dominating idea of the Unity of Existence. This being the case, the doctrine of the Unity of Existence promotes the idea of Many as One and One as Many. This leads in turn to the negation of the dualism between the ego-substance and other, external, substantial objects. Accordingly, man conceives of himself as an unseparated part of "other-than-self" and, thus, does not recognize any duality between his "own" self and others' selves.

Lewin, F. A. (2000). Development Towards Wisdom and Maturity: Sufi Conception of Self. Journal of Aging and Identity, 5(3), 137-149