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Excerpt from Psychological Principles

A belated patchwork, mostly of antiquated rags  such, then, is the sort of censorious criticism the author may expect to hear and must endeavour to anticipate.

Adaptability (Psychology)

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Adaptability (Psychology).

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« Il n'y a rien de plus naturel que le hasard ni de plus constant que l'imprévu. L'ordre, en somme, est une entreprise antinaturelle », dit Paul Valéry. L'imprévu surgit dans nos vies sans prévenir, quel que soit le moment : une rencontre de hasard, une rupture subite, une dépression, une grossesse surprise, une infertilité, un accident, un deuil, un coup de foudre, un rêve, un malheur ou un bonheur inattendu. L'imprévu peut se cacher dans n'importe quelle circonstance – un lapsus, la découverte d'un secret, qui peut suffire à abolir l'équilibre que l'on croyait conquis. Heureux ou malheureux, l'imprévu désordonne l'organisation psychique, ébranle la sécurité d'un ordre connu et bouleverse nos capacités à réagir face aux événements de la vie. Il fragilise soudainement notre assurance, perturbe l'attention, jusqu'à paralyser nos capacités à affronter les infortunes comme les opportunités de notre existence. À quelles ressources vitales faisons-nous appel pour répondre de manière adaptée à ce qui parfois constitue un traumatisme ? À quels mécanismes psychiques, somatiques, neurologiques, cognitifs… avons-nous recours pour nous armer de nouvelles forces devant l'inattendu ?Comment pouvons-nous aiguiller différemment nos stratégies existentielles et avoir assez confiance en nos capacités pour vivre avec l'idée que tout peut arriver d'un instant à l'autre ?

Adaptability (Psychology)

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Flexibility has become a watchword in modern education, but its implementation is by no means a straightforward matter. Flexible Pedagogy, Flexible Practice sheds light on the often taken-for-granted assumptions that inform daily practice and examines the institutional dynamics that help and hinder efforts toward flexibility. The collection in international in scope, drawing on the experience of specialists in distance education from North America, the United Kingdom, Australia and New Zealand, South Africa, Singapore, and Japan. Contributors to the volume were asked to reflect candidly and critically on a series of questions, including: What precisely is flexible learning? Who or what is driving the flexibility agenda, and for whose benefit? And who or what is resisting it? What challenges must be overcome in order to achieve flexibility, and what are some of the compromises it can entail?

Distance education. --- Adaptability (Psychology)

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"A century of progress! The name is certainly appropriate for the last hundred years, especially in the fields of science and invention. The more you learn of the recent progress of science, the more impressed and even thrilled you become; and the more you reflect on our modern improvements the more you are amazed at the distance we have come in this short span of a mere one hundred years. And the end is not in sight. Science and invention are advancing at a more rapid pace than ever, and so accustomed have we grown to this advance that we fully expect to see it continue. We are less attached to the old ways than we used to be and more willing to adopt new ways and new ideas. To call a person progressive nowadays is to praise him, and the same with a town, a nation, or a century; for progress has become one of our great ideals. How then can anyone venture to raise the question whether progress is good for us? This book discusses adjustment and mastery in individuals"--Introduction. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Adaptability (Psychology) --- Adjustment (Psychology)