Systemic Meology
―A Soft Systems Approach on The Method to Find One's Essence―

竹村 哲(Akira Takemura)著
A5・168頁・定価(本体2,800円+税)
ISBN978-4-303-72472-6
日本学術振興会助成出版
初版2009年8月発行

※本書はすべて英語で書かれています


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 OUTLINE
Trifled by distorted and incorrect information, we are often buried in a world of our own thoughts and suffer from our own inventions. It is indeed difficult to capture transient signals that we sensed, signs of transference, interpretation based on distortion, replacement and even self-respect, which we are supposed to have all the time. It is becoming more and more difficult to grasp “one's essence” -in other words, one's value system- in this modern society.

An effective way of grasping “one's essence”, which many people have depended on for years, was to adjust their mental models arbitrarily and to ignore their own emotions occasionally. For example, in the world of religions and socialism, it is considered to be a discipline to include such an artificial structure as doctrines and ideologies into a spiritual world and everyone involved is encouraged to copy a “given standard model (how they should be)”. Traditionally, other characteristics were considered meaningless and their influence was denied. In the same way, human emotions were slighted and alienated in the supreme rationalistic society until recently.

However, our spiritual world naturally lies within ourselves. As indicated in Sartre's famous words, “human dignity lies in forming an image of what one should be on one's own responsibility”, one's essence cannot be taught by someone else. That is because you are the foremost authority in transdisciplinarity of “Meology”. Therefore, unless you ask yourself what your essence is and you accept your answer to that question, your essence has no value at all. The ego needs autonomy.

Having said this, while many young people understand an already systemised study method of specialist areas, it is hard to say that they fully understand the meaning of “self study” or the definition of “the autonomous ego” as they have been taught in the conventional “hasty” educational system.

With this in mind, I groped for a new educational method. Since 2000 I have been teaching hypothetical experiment lessons in the subject of “Self Discovery” to find one's essence. I believe that “real education causes behavioural changes” and encourage changes in my students' autonomous ego. To be more specific, I co-ordinate the hypothetical experimental approach so that my students may find their essence. My approach is based on Soft Systems Methodology by Checkland. This is a student participating study approach to find feasible and desirable improvements to an open system problem of the object by following Checkland's circular diagram. As every participant grasps the problem in their own way, this method is based on a premise that there is more than one awareness of the problem.

I dared to develop hypothetically and eventually spun out feasible and desirable behavioural changes to discover one's essence. This creates a behavioural experiment model, with which we try to probe into the identity (as a personality) in our dynamically changing selves (phenomenal selves). The method that I suggest is to repeat the following process; first without creating off-limits zones to the conscience, recognise unique qualia of oneself, then interpret and cope with them as a problem, and finally reflect upon subjective experiences and enjoy them (discovery of “conscious amenity”).

This behaviour experimental model is not only based on a behaviourist approach or psychoanalytic approach. Nor does it depend on an experimental scientific approach of cranial nerves or Naikan (introspection) Method. This is because a unique and emotional quality of “me” is dynamic and not reproductive and to grasp this, conducting assessments, observations of behaviours or magnetic resonance imaging experiments are not quite enough. Having said this, if Naikan (introspection) Method is used solely, arbitrariness cannot be excluded. Therefore, I suggest my behavioural experiment model as a new phenomenological psychological combination of recognition, emotions and behavioural technology based on systems thinking.

Also in this book examples are taken from familiar events, such as experiences of my students and my own and lyrics of songs (incidents that anyone can experience). As well as these, included in this book are clues and keywords, which may be useful for responding to the readers' intellectual curiosity as well as deepening their awareness into their egos and the egos of others'. However, you will also see images from comic books and diagrams, which stimulate the right-side of the brain. These are inserted partly to satisfy my fun-loving personality.

I would very much like you, the readers, to participate in this lesson as you read this book.
 
 CONTENTS
PROLOGUE
  1. Outline
  2. Hypothetical Experiment Lesson Programme based on Soft Systems Methodology
  3. Reference - Checkland's Model (Soft Systems Methodology)

<CHAPTER 1> AUTONOMOUS EGO SKILLS
  1. Lie Addiction
  2. Adults With A Masked Mind - Thinking Habit Of No-Self
  3. Feeling Of Blockade In Autonomous Ego Skills Education
  4. Educational Problems Of Emotional Adjustment
  5. Educational Problem Of Ego And Autonomy
  6. Ashley's Purpose Intentionality

<CHAPTER 2> BIAS OF SELF-STUDY
  1. Bias And Defence Instinct Brought About By Self-study
  2. Motivation Of Self-study
  3. Moulting Self-concept
  4. What Maladjustment Brings About
  5. Defensive Ego Effect

<CHAPTER 3> PHENOMENOLOGICAL STUDY OF ACQUIRED UNCONSCIOUSNESS
  1. Shifts Of A Judging Eye On Others
  2. Climate Of Thinking That Is Forced Upon Us

<CHAPTER 4> UNCERTAINTY OF ONE'S ESSENCE
  1. Convergent Value Judgement Frame
  2. Uncertainty Of One's Essence

<CHAPTER 5> METABOLIC SYSTEM OF COGNITIVE STYLES
  1. Cognitive Metabolic Syndrome
  2. Addictiveness To “Off-limits Zone To The Conscience”

<CHAPTER 6> SYSTEMS THINKING OF PHENOMENOLOGICAL PSYCHOLOGY
  1. Phenomenological Systems Thinking
  2. Understanding Of Naikan (Introspection)
  3. Predecessors Of System Thinking Of Mind (Freud and Jung)
  4. Necessary Requirements For Systemic Modelling

<CHAPTER 7> COGNITIVE SKILLS
  Answer 1: Formation Of A Critical Mind: Ego Formation Model
  Answer 2: Formation Of Intentionality
  Answer 3: Formation Of Imperfect Cognitive Metabolism

<CHAPTER 8> A PRINCIPLE OF THE UNCERTAINTY OF ONE'S ESSENCE
  1. A Principle Of The Uncertainty Of One's Essence
  2. Fusion of Viewpoints

<CHAPTER 9> HOLISTIC VIEW OF HYPOTHETICAL SELF-IDENTITY
  1. A Change From A Defensive Ego To An Autonomous Ego: Self-respect
  2. A Conscientious Cognitive Style

<CHAPTER 10> BEHAVIOURAL EXPERIMENT MODEL OF SELF-STUDY
  1. Operation Of Understanding

<CHAPTER 11> EMOTIONAL INTELLIGENCE AND POSITIVE THINKING
  1. Projection Of Emotional Phenomena On To Consciousness Screen
  2. Positive Psychology

<CHAPTER 12> ARCHAEOLOGY OF MIND
  1. Feelings Curve And A Cognitive Style
  2. To Create A Self-schema

<CHAPTER 13> ROOTS THAT SUPPORT SELF-RESPECT
  1. Basic Theory Of Addition Of Utilities Rule: The AHP Method
  2. Self-evaluation Of Self-esteem
  3. Roots That Support Self-respect

EPILOGUE
 
 ABOUT THE AUTHOR
Dr. Akira Takemura

Professor of Environment and Humanity, Faculty of Human Development, University of Toyama
(Gofuku 3190, Toyama City, Toyama Pref., 930-8555 Japan)

Academic Society Memberships:
  International Society for The Systems Sciences
  Japanese Association of Educational Psychology
  Japan Creativity Society
  The Japan Society for Socio-Information Studies
  Asia Pacific Society for Computers in Education
 


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