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Intro; Greeting Note; Preface; References; Contents; Part I: In-Depth Introductions to Theme-Centered Interaction in Theory and Practice; Theme-Centered Interaction for Educating Future Leaders. Applied Social Psychology for Teaching Academics to Act Socially Sustainably in Organisations; 1 Young Academics in Need of Social Skills for Future Leadership Positions; 2 Concept of 'Resonance' in the Classroom by Hartmut Rosa; 2.1 Psychological Excursion 1: Contact-Encounter-Relationship-Bonding; 2.2 Psychological Excursion 2: Dynamic Paradigm of the Psychology of Work
2.3 … And Back to Rosa's Train of Thought3 Theme-Centered Interaction (TCI) by Ruth Cohn; 3.1 Attempts of Didactics Beyond Tedious Teacher-Upfront-Style; 3.2 Theme-Centered Interaction (TCI) by Ruth C. Cohn for Higher Education; 3.2.1 Living Learning / Dead Learning; 3.2.2 Four Factors in a Dynamic Balance
I, We, Topic, and Globe; 3.2.3 The Leadership Role in a TCI Workshop; 3.2.4 Axioms, Postulates and Auxiliary Rules of TCI in the Seminar; Three Axioms: Philosophical Reference Points and Invitation to Ethical Reflection; Two Postulates in Support of Personal Growth
Why Some Auxiliary Rules Can Be Useful in the Seminar3.2.5 About Difficult Group Decisions and 'Attention for the Shadow'; 4 Empirical Experiences with TCI in Teaching/Learning at the University; 5 Summary, Conclusions and Outlook; References; Theme-Centered Interaction by Ruth C. Cohn: An Introduction; 1 What Is Theme-Centered Interaction?; 2 Involvements; 3 The Inspiration of a Famous Jewish Immigrant; 3.1 Childhood, Youth, and Nazi Terror; 3.2 Emigration to Switzerland and the Psychoanalytic Couch; 3.3 Emigration to the United States and the Discovery of TCI
3.4 A Vital Dream: The Birth of TCI3.5 The Couch Is Too Small: Therapy and Education for All; 3.6 "To Give Too Little Is Theft; to Give Too Much Is Murder"; 3.7 Back to Europe; 4 The Basics of TCI; 4.1 Primary and Secondary Literature on TCI: An Overview of Sources; 4.2 Being Your Own Chairperson: Self-Responsibility and (Conditional) Freedom in the Dialectic of Autonomy and Interdependency; 4.3 Dialectic Opposites and the Synthesis of Autonomy and Interdependence; 4.4 Be Your Own Chairperson: The Humanistic Call to Activate Self-Responsibility and Self-Assertiveness to Decide
4.5 Respect Is Due All Living Things4.6 The Pragmatic-Political Axiom: Free Will Within Limitations; 5 Dealing with Living-Learning Processes; 5.1 The Triangle in the Sphere; 5.2 The Theme as the Focus of a Learning Process; 5.3 Structuring Learning Processes; 6 Participative Leadership in Living-Learning Groups; 7 When It Doesn't Work as It Should: Disturbances and Passionate Involvements in Living-Learning Processes; 8 Summary; References; Concrete Methods and Case Experiences with Theme-Centered Interaction; 1 Introduction; 2 Dynamic Balance and the First Axiom
2.3 … And Back to Rosa's Train of Thought3 Theme-Centered Interaction (TCI) by Ruth Cohn; 3.1 Attempts of Didactics Beyond Tedious Teacher-Upfront-Style; 3.2 Theme-Centered Interaction (TCI) by Ruth C. Cohn for Higher Education; 3.2.1 Living Learning / Dead Learning; 3.2.2 Four Factors in a Dynamic Balance
I, We, Topic, and Globe; 3.2.3 The Leadership Role in a TCI Workshop; 3.2.4 Axioms, Postulates and Auxiliary Rules of TCI in the Seminar; Three Axioms: Philosophical Reference Points and Invitation to Ethical Reflection; Two Postulates in Support of Personal Growth
Why Some Auxiliary Rules Can Be Useful in the Seminar3.2.5 About Difficult Group Decisions and 'Attention for the Shadow'; 4 Empirical Experiences with TCI in Teaching/Learning at the University; 5 Summary, Conclusions and Outlook; References; Theme-Centered Interaction by Ruth C. Cohn: An Introduction; 1 What Is Theme-Centered Interaction?; 2 Involvements; 3 The Inspiration of a Famous Jewish Immigrant; 3.1 Childhood, Youth, and Nazi Terror; 3.2 Emigration to Switzerland and the Psychoanalytic Couch; 3.3 Emigration to the United States and the Discovery of TCI
3.4 A Vital Dream: The Birth of TCI3.5 The Couch Is Too Small: Therapy and Education for All; 3.6 "To Give Too Little Is Theft; to Give Too Much Is Murder"; 3.7 Back to Europe; 4 The Basics of TCI; 4.1 Primary and Secondary Literature on TCI: An Overview of Sources; 4.2 Being Your Own Chairperson: Self-Responsibility and (Conditional) Freedom in the Dialectic of Autonomy and Interdependency; 4.3 Dialectic Opposites and the Synthesis of Autonomy and Interdependence; 4.4 Be Your Own Chairperson: The Humanistic Call to Activate Self-Responsibility and Self-Assertiveness to Decide
4.5 Respect Is Due All Living Things4.6 The Pragmatic-Political Axiom: Free Will Within Limitations; 5 Dealing with Living-Learning Processes; 5.1 The Triangle in the Sphere; 5.2 The Theme as the Focus of a Learning Process; 5.3 Structuring Learning Processes; 6 Participative Leadership in Living-Learning Groups; 7 When It Doesn't Work as It Should: Disturbances and Passionate Involvements in Living-Learning Processes; 8 Summary; References; Concrete Methods and Case Experiences with Theme-Centered Interaction; 1 Introduction; 2 Dynamic Balance and the First Axiom