Harmonious Passion vs Obsessive Passion

Vallerand dubs harmonious passion and an “unhealthy” type that he labels obsessive passion. Although distinguishable, they can co-occur and – interestingly – both contribute to one’s self-image. The difference is that a harmonious passion has no psychological strings attached other than its enjoyment. In contrast, an obsessive passion entails dependence on the passionate activity. Consider two passionate joggers who injure themselves. The one who has harmonious passion about running will take time off and heal. The other who has obsessive passion will keep running and make the injury worse. (Peterson, 2013:53)

Peterson, Christopher (2013) Pursuing the Good Life: 100 reflections on positive psychology. New York: Oxford University Press.

「正向心理學」協作學習課程 – 初班 (第三屆)

「正向心理學」的理論及證實為有效的方法，除了能助人防治心理疾病，更可提升個人心理健康及潛能。本課程以哈佛公開課為基礎，以小組形式進行，注重學員彼此交流及在生活上的實踐和操練，自助助人提升其「正向力」，建立可持續的學習社群。

課程名稱:         「正向心理學」協作學習課程 – 初班 (第三屆)

開課日期:                      2016年10月8日

課堂:                共8課，每課1.5小時 (逢星期六，每兩星期一課)

時間:                晚上6:30 – 8:00

地點:                                    九龍塘 樂融雅敍(社企餐廳)

內容:                初班以哈佛公開課1-10課為基礎，協作領袖導師將作領課示範，同學亦可參與領課。

名額:                6人

費用:                HK$120     (請存入恆生: 288-396575-001，入數紙以What's App 送交本會)          

要求:                上課前請自行在家中修看youtube片段備課。

共享資源:         1. 參加者可在課程期內參與漂書、換書，不設借閱期限。

2. 參加者可共同建立學習網絡，在網誌/FB頁發表文章。

主辦:                                    國際協作動力 (非牟利機構)

參考:                網誌: 快樂學堂          | FACEBOOK專頁:      快樂學堂School of Happiness

查詢:                9033 4604 (What's App) Desmond Chan 

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Hedonic vs Eudaimonic Well-being

In positive psychology, the shift from a hedonic view of well-being to a eudaimonic perspective is clearly a shift in a more humanistic direction and is explicitly inspired by the humanistic philosophy of Aristotle. Whereas hedonic well-being is defined in terms of the ratio of pleasure to pain in one’s life, eudaimonic well-being is understood to be a reflection of a person who is flourishing in terms of his or her character strengths and virtues, including, among other things: autonomy, mastery of the environment, personal growth, positive interpersonal relationships, purpose in life, and self-acceptance. The concept of eudaimonic well-being derives from Aristotelian virtue theory. Aristotle and his followers conceptualized well-being as composed of an individual’s virtuous traits, and only a happiness that flows from legitimate harmony of the virtues was thought to be a genuine happiness. All other forms of happiness were understood to be superficial and fleeting.

Stephen Joseph (ed.), “Positive Psychology in Practice: promoting human flourishing in work, health, education, and everyday life”, (New Jersey: Wiley, 2015)

積極心理學研究的三個層面

主觀的層面

研究積極的主觀體驗：幸福感和滿足(對過去)、希望和樂觀主義(對未來)，以及快樂和幸福流(對現在)，包括它們的心理機制以及獲得的途徑。

個人的層面

研究積極的個人特質：愛的能力、工作的能力、勇氣、人際交往技巧、對美的感受力、毅力、寬容、創造性、關注未來、靈性、天賦和智慧，目前這方面的研究集中於這些品質的根源和效果上。

群體的層面

研究公民美德，和使個體成為具有責任感、利他主義、有禮貌、寬容和有職業道德的公民的社會組織，包括健康的家庭、關係良好的社區、有效能的學校、有社會責任感的媒體等。

岳曉東：《做個A+青少年：積極心理學必修的8堂課》，(香港：香港城巿大學出版社，2008)，頁6。