Discusses interpretations of a key Nietzschean concept, "Selbstuberwindung," translated as "self-overcoming," which challenges the concept of "self-mastery" or "self-control" found in traditional educational thought. Also discussed is Nietzsche's construction of images of self-overcoming individuals,…

Offers advice on how to develop good interpersonal skills and good relationships with others. (SR)

Employees must take responsibility for their own career development by (1) linking career goals with organizational strategy; (2) being realistic about their supervisors' career management skills; (3) building an individual action plan; (4) using organizational resources; (5) having realistic expectations; and (6) making choices in the best…

Over 200 works of an older woman artist were analyzed on 240 variables to assess structural and symbolic relationships to the artist's influences and intentions. Three themes emerged: the need to tell one's own unique story; the desire to share with others through the creative process; and the use of the arts for personal healing and problem…

Envisions mentoring as a blend of human development in three dimensions: socialization, task development, and lifespan development. Views the mentoring relationship as a tool to use throughout the lifespan for managing transitions. (SK)

Views personal growth through long-term work in various literary genres, including haiku-senryu sequencing, as a continuous process. Demonstrates how self-integration can be enhanced through the creative processing of dream material. (SR)

Counseling for recovery from divorce may be significantly enhanced if a general model of emotional health/deficiency can be applied. This article introduces an amalgam of Erik Erikson's developmental stages and Abraham Maslow's motivational hierarchy as a means of understanding the rigors of marital dissolution. The paradigm promotes client…

Reviews the concept of self-actualization and fourteen points which characterize the self-actualized person. Examines the conflict between this concept and social norms of Hong Kong's collectivist culture. Concludes with suggestion for overcoming counseling difficulties engendered by this conflict. (JDH)

There are six separate features that are the building blocks of a positive self-concept. They are uniqueness, affection, belongingness, usefulness, competence, and influence. (RM)

Suggests that performance can be improved by discovering how one learns and performs in practice. Outlines a framework for integrating on- and off-the-job development activities, based on Kolb's cycle of problem solving. (SK)

Differentiating between mentors and sponsors, Burke describes the roles of mentors and apprentices. He explains the implications for organizations of career achievements that are motivated by identification with a role model rather than compensation for felt inadequacies. (SK)

Draws an analogy between preparing students for a work world and for a moral world. Education should nurture the talent, culture, and virtue of students with the understanding that legitimate, conditional tests of these attributes exist in the external world. (KC)

The author reviews theories of human motivation: Lewin's force field analysis, Skinner's operant reinforcement theory, and Maslow's hierarchy of needs. He then extracts the implications of these theories for adult learning. SK)

Argues that the study of speech may present the characteristics of a "tao"--a path leading to an increase in humane being. Calls for speech teachers to profess the primacy of speech: "...the source of life of the human mind, the source of the compassion of the human spirit." (PD)

Contends that the mission of contemporary rhetoric is fundamentally humanistic and more specifically epistemic inasmuch as the humanistic value to which rhetoric must be committed is the generation of humane knowledge. (PD)