Tomasello argues in the target article that a sense of moral obligation emerges from the creation of a collaborative “we” motivating us to fulfill our cooperative duties. We suggest that “we” takes many forms, entailing different obligations, depending on the type of the relationship in question. We sketch a framework of such types, functions, and obligations to guide future research in our commentary.

We agree with Grossmann that fear often builds cooperative relationships. Yet he neglects much extant literature. Prior researchers have discussed how fear (and other emotions) build cooperative relationships, have questioned whether fear per se evolved to serve this purpose, and have emphasized that human cooperation takes many forms. Grossmann's theory would benefit from a wider consideration of this work.

ABSTRACTClose relationship partners often respond to happiness expressed through smiles with capitalization, i.e. they join in attempting to up-regulate and prolong the individual’s positive emotion, and they often respond to crying with interpersonal down-regulation of negative emotions, attempting to dampen the negative emotions. We investigated how people responded when happiness was expressed through tears, an expression termed dimorphous. We hypothesised that the physical expression of crying would prompt interpersonal down-regulation of emotion when the onlooker perceived that the expresser was experiencing (...) negative or positive emotions. When participants were asked how they would behave when faced with smiles of joy, we expected capitalization responses, and when faced with tears of joy, we expected down-regulation responses. In six experimental studies using video and photographic stimuli, we found support for our hypotheses. Throughout our investigations we test and discuss boundaries of and poss... (shrink)

Baumard et al.'s definition of morality is narrow and their review of empirical work on human cooperation is limited, focusing only on economic games, almost always involving strangers. We suggest that theorizing about mutualisms will benefit from considering extant empirical behavioral research far more broadly and especially from taking relational context into account.

Two studies document that people are more willing to express emotions that reveal vulnerabilities to partners when they perceive those partners to be more communally responsive to them. In Study 1, participants rated the communal strength they thought various partners felt toward them and their own willingness to express happiness, sadness and anxiety to each partner. Individuals who generally perceive high communal strength from their partners were also generally most willing to express emotion to partners. Independently, participants were more willing (...) to express emotion to particular partners whom they perceived felt more communal strength toward them. In Study 2, members of romantic couples independently reported their own felt communal strength toward one another, perceptions of their partners’ felt communal strength toward them, and willingness to express emotions to each other. The communal strength partners reported feeling toward the participants predicted the participants’ willingness to express emotion to those partners. This link was mediated by participants’ perceptions of the partner’s communal strength toward them which, itself, was a joint function of accurate perceptions of the communal strength partners had reported feeling toward them and projections of their own felt communal strength for their partners onto those partners. (shrink)

The central problem of social theory is 'structure and agency'. How do the objective features of society influence human agents? Determinism is not the answer, nor is conditioning as currently conceptualised. It accentuates the way structure and culture shape the social context in which individuals operate, but it neglects our personal capacity to define what we care about most and to establish a modus vivendi expressive of our concerns. Through inner dialogue, 'the internal conversation', individuals reflect upon their social situation (...) in the light of current concerns and projects. On the basis of a series of unique, in-depth interviews, Archer identifies three distinctive forms of internal conversation. These govern agents' responses to social conditioning, their individual patterns of social mobility and whether or not they contribute to social stability or change. Thus the internal conversation is seen as being the missing link between society and the individual, structure and agency. (shrink)

In The Art Instinct, Denis Dutton promoted a theoretical framework that “has more validity, more power, and more possibilities than the hermetic discourse that deadens so much of the humanities.”1 This framework is Charles Darwin’s theory of evolution by natural and sexual selection. Dutton proposed to seek “human universals that underlie the vast cacophony of cultural differences and across the globe” (AI, p. 39), based on a shared, evolved human nature.This contrasts with the relativistic presumptions of those falling under the (...) shadow of Margaret Mead and Clifford Geertz, or “the dogmas of Freud, the speculations of Jung, the sterile formulations of behaviorism, all variously empty or misleading” (p. 37). Also .. (shrink)

I compare Margaret Archer's model of agency and the internal conversation with personal relations theory and some recent work by Marcia Cavell. In §1, I conclude that the forms of reflexivity and associated stances towards society that Archer defines can be seen as developments of the different forms of attachment, which personal relations theory can account for. This raises questions about the relationship between attachment-based notions of psychological health and reflexivity-based approaches to social transformation. I suggest a way in (...) which this might be investigated empirically. In §2, I note similarities and differences between Archer's work and personal relations theory. To illustrate the personal relations approach I describe a model first developed by Donald Davidson, and what Cavell calls ‘the dialectic of the first and third person views of the self’ to account for personal transformation between stances and the move towards mature dependency as described by Ronald Fairbairn. I suggest that Archer's and Fairbairn's models could be directly related if Archer's model is seen as equivalent to Fairbairn's notion of the central self under mature dependence. I argue that a critical realist account of both the psychological and social selves would require both models. (shrink)

Morrison and Morgan argue for a view of models as 'mediating instruments' whose role in scientific theorising goes beyond applying theory. Models are partially independent of both theories and the world. This autonomy allows for a unified account of their role as instruments that allow for exploration of both theories and the world.

In this wide-ranging interview Professor Margaret Archer discusses a variety of aspects of her work, academic career and influences, beginning with the role the study of education systems played in...

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 40.4 (2002) 549-550 [Access article in PDF] Book Review The Millenarian Turn: Millenarian Contexts of Science, Politics, and Everyday Anglo-American Life in the Seventeenth and Eighteenth Centuries James E. Force and Richard H. Popkin, editors. The Millenarian Turn: Millenarian Contexts of Science, Politics, and Everyday Anglo-American Life in the Seventeenth and Eighteenth Centuries. Vol. 3 of Millenarianism and Messianism in Early Modern European (...) Culture. Dordrecht: Kluwer Academic Publishers, 2001. Pp. xxv + 190. Cloth, $85.00. In the late 1960s and early 1970s, a significant body of scholars called attention to the idea of the millennium in English thought during the seventeenth century. These scholars argued that, especially during the epoch of the Civil Wars and Commonwealth, 1640 to 1660, religious speculation that history was moving toward its imminent consummation in a thousand-year reign of Christ exercised powerful influence on English politics and society, both in England itself and in colonial New England. To a lesser extent, scholars also noted the persistence of millennial anticipation after the Restoration, including speculation by mathematicians and scientists such as Isaac Newton.Richard H. Popkin, in addition to his well-known work on the history of skepticism, has played an important role in fostering and contributing to continued scholarship on millenarian and messianic ideas in the early modern era. In The Millenarian Turn: Millenarian Contexts of Science, Politics, and Everyday Anglo-American Life in the Seventeenth and Eighteenth Centuries, Popkin collaborates with James E. Force to publish eleven papers from a 1998 conference at the William Andrews Clark Memorial Library, UCLA. The book interprets the work of biblical exegetes, theologians, and scientists in the two centuries from 1600 to 1800 and places millenarian ideas in such varied contexts as Whig politics, the production of almanacs, Jewish-Christian relations, and early modern theories of geological history.The essays that comprise The Millenarian Turn are most successful when they reconstruct the millennial ideas of particular thinkers, relate these ideas to other aspects of a given individual's thought, and trace the revision of millennial ideas through successive generations. For example, Sarah Hutton of the University of Hertfordshire carefully describes the influential commentary on the Book of Revelation by the Cambridge biblical scholar Joseph Mede (1586-1638), in order to demonstrate the paradoxical point that Mede's theories were appropriated for dramatically different political and ecclesiastical purposes by Puritan radicals and by Church of England apologists. Margaret J. Osler of the University of Calgary shows that the physicist and chemist Robert Boyle (1627-1691) was not only preoccupied with questions about the extent and limitations of human knowledge, but also consistently extended these questions into his views on the afterlife, in which he identified heaven with enlarged capacities for knowing the beauty and harmony of the cosmos. And Reiner Smolinski of Georgia State University expertly traces the series of exegetical and theological shifts from early seventeenth-century millenarians to the New England minister Cotton Mather (1663-1728), who became "the first American to develop a fully coherent premillennialist system in the modern sense" organized around the idea that Christ's return at the beginning of the millennium would purify the world from "wickedness, death, and destruction" (166).As these three examples suggest, The Millenarian Turn makes an important contribution through the chronological span of its essays. Chapters usefully describe the principal millenarian exegetes of the early seventeenth century (Thomas Brightman, Joseph Mede, J. H. Alsted), but nine of the book's eleven chapters focus on the continued vitality of millenarian ideas after 1660. In this regard, the book stakes out an important agenda for future scholarship on the cultural history of millenarian and messianic beliefs and movements.At the same time, it must be said that Force, Popkin, and their colleagues could have done more to explore the cultural work done by millenarianism in the seventeenth and eighteenth centuries. Having provided extensive evidence of the... (shrink)

In Culture and Agency, I distinguished between the ‘Cultural System', namely all items logged into the universal cultural archive, and ‘Socio-Cultural' interaction, na...

This book, the last volume in the Social Morphogenesis series, examines whether or not a Morphogenic society can foster new modes of human relations that could exercise a form of 'relational steering', protecting and promoting a nuanced version of the good life for all. It analyses the way in which the intensification of morphogenesis and the diminishing of morphostasis impact upon human flourishing. The book links intensified morphogenesis to promoting human flourishing based on the assumption that new opportunities open up (...) novel experiences, skills, and modes of communication that appeal to talents previously lacking any outlet or recognition. It proposes that equality of opportunity would increase as ascribed characteristics diminished in importance, and it could be maintained as the notion of achievement continued to diversify. Digitalization has opened the cultural 'archive' for more to explore and, as it expands exponentially, so do new complementary compatibilities whose development foster yet further opportunities. If more people can do more of what they do best, these represent stepping stones towards the 'good life' for more of them. (shrink)

Many scholars continue to accord routine action a central role in social theory and defend the continuing relevance of Bourdieu's habitus. Simultaneously, most recognize the importance of reflexivity. In this article, I consider three versions of the effort to render these concepts compatible, which I term "empirical combination," "hybridization," and "ontological and theoretical reconciliation." None of the efforts is ultimately successful in analytical terms. Moreover, I argue on empirical grounds that the relevance of habitus began to decrease toward the end (...) of the 20th century, given major changes in the structures of the advanced capitalist democracies. In these circumstances, habitual forms prove incapable of providing guidelines for people's lives and, thus, make reflexivity imperative. I conclude by arguing that even the reproduction of natal background is a reflexive activity today and that the mode most favorable to producing it—what I call "communicative reflexivity"—is becoming harder to sustain. (shrink)

Volume 18, Issue 5, October 2019, Page 535-544.

Recent studies in music education have investigated the ways in which different groups construe music and music education, and the ways in which these constructions are culturally bound. A Cultural Psychology of Music Education explores the ways in which the discipline of cultural psychology can contribute to our understanding of how music learning and development occurs in a range of cultural settings, and the subsequent implications of such understanding for the theory and practice of music education. The book opens with (...) an overview of the theoretical underpinnings of a cultural psychology of music education. Ten eminent music education scholars and researchers provide chapters that illustrate the application of this approach to key issues in music education; its theory and practice. These chapters provide opportunities to look more deeply into the practices of music education in order to understand the role culture plays in shaping children's musical learning and thinking, the learning and teaching of music teachers, the formal and informal institutions and structures within and through which learning and teaching occur, and, the intersection of these processes and structures in the development of musical thought and practice. As the first major publication to explore a cultural psychology of music education, this volume signals new directions for the study of music educational theory and practice, and the continuing transformation of the discipline. It draws together a number of music education researchers working within a cultural psychology framework establishing a basic reference in this developing field. A fascinating subject, this volume will be of interest to music educators, students and researchers of music education, and music psychologists. (shrink)

This dissertation examines Sigmund Freud's psychoanalysis with particular regard to the problem of nihilism, and the philosophy of history that Edmund Husserl and Georg Lukacs argue is needed in its wake to restore reason's capacity to give order and direction to human life. I understand nihilism not merely as the theory that life is devoid of value, but rather as an historical crisis in the sense of autonomy that results from the separation of fact and value in the thoroughly rationalized (...) modern world. How, I ask, does Freud respond to this crisis? And how does his response stand in relationship to those offered by philosophers? Does psychoanalysis too provide a philosophy of history? ;To answer these questions, I first examine the development of psychoanalysis in response to the suffering of neurotics as a crisis in the authority of science to address human needs. I then explicate the problem of nihilism as it is registered by both Husserl and Lukacs, examine the philosophies of history that they each construct in response to it, and consider Freud's theory of civilization in relationship to them. ;By constructing philosophical methodologies to defend reason's teleology, I argue that both Husserl and Lukacs implicitly disavow the problem that they purport to address by presupposing the autonomy of reason, and treating the problem of nihilism as the result merely of a misconception concerning its place and function in the world. As late as 1923 Freud too presupposes reason's autonomy from the terror expressed in religion. However, with his subsequent recognition of the problem presented by the unconscious sense of guilt, Freud no longer treats the rational overcoming of illusion as an intrinsic good. He sees civilization too as radically ambivalent and revises his social theory as a critique of the discontent that immanently plagues it. Rather than a philosophy of history, I argue that Freud constructs a critique of the problem presented by the persistent demand for teleological orientation in a post-historical world. (shrink)

ABSTRACTThe role of Concrete Utopias in the works of Roy Bhaskar are contrasted with the ‘Real Utopias’ of Erik Olin Wright. Critical Realism treats them as ‘possibilities’ that are real because re...

The educational reform movement in social studies has focused on constructivist and inquiry-oriented approaches to the teaching of history. Since many social studies teacher education students have had little experience with such approaches in their own schooling, special attention needs to be given to these topics within teacher preparation programs if they are to be implemented in schools. One pathway for accomplishing this is through investigations of local history. This article presents an exploratory qualitative research study investigating pre-service teachers' understanding (...) of inquiry and the impact of a set of lessons in a methods class using local history in the service of inquiry-oriented learning. The results suggest that local history can be an effective tool for stimulating interest in and a deeper understanding of inquiry-oriented teaching. (shrink)

David Lockwood's distinction between System Integration and Social Integration is brought together with the Morphogenetic Approach to account for the current societal fragmentation experience...

These essays showcase the value of the narrative arts in investigating complex conflicts of value in moral and political life, and explore the philosophical problem of moral dilemmas as expressed in ancient drama, classic and contemporary ...

This study examines high school students’ responses to a public policy discussion on the topic of Internet privacy. Specifically, students discussed the question of whether search engines and social media sites should be permitted to monitor, track, and share users’ personal data or whether such practices violate personal privacy. We observed discussions of the topic in four high school classrooms in 2015–2016, prior to the presidential election in 2016. We first explain why the topic failed to work as a controversial (...) public issue with high schoolers. We then explain their responses to the issue. We found (1) students displayed a surprising trust in Facebook and Google; (2) students framed the issue of Internet Privacy as a conflict in values and a set of trade-offs; and (3) students tended to put more weight on personal responsibility than implications for democracy in their assessment of the (acknowledged) erosion of privacy as a result of social media and Internet search engines. We conclude with implications for social studies education and teacher education. (shrink)

Labioplasty is a surgical procedure performed to alter the size and shape of the labia minora. The reasons for women requesting this procedure remain largely unknown and recently girls and young women under the age of 18 years have been requesting this type of surgery. This paper examines the ethical acceptability of performing this procedure on under 18s. We will first discuss whether labioplasty can be considered to be a therapeutic technique. We will claim that, while it is difficult to (...) offer a definitive definition of what constitutes a therapeutic technique, in our view labioplasty cannot be considered as such. This conclusion has relevance for the ethical acceptability of the procedure, its legal status in regard to the Female Genital Mutilation Act and the debates over who can give consent for it. It will be concluded that in our current state of knowledge, the benefits of labioplasty are far from clear, whereas the harms are demonstrable and therefore this procedure should not be offered to those aged under 18 years. (shrink)

During the coldest winter of my life, I breathe on my fingers to give them temporary relief from numbness. They come to life momentarily, and I lean down to puff on a cigarette again. The cold hurts my bones and has gotten inside of me in a way that I have never experienced before, even in my Midwestern childhood. I tilt my head back and blow the smoke out of an open window. There’s something thrilling about smoking indoors, and something (...) deeply uncomfortable that I don’t want to face about smoking inside of a hospital.I am standing in a hallway between wards of a Chinese hospital in the outskirts of Beijing. I’ve been here for weeks but have lost track of the days in a pleasantly disorienting way, almost like... (shrink)

A three‐tiered legal structure of the substances constitutive of human beings can accommodate property rights in new products created by the investment of labor in human tissue.

Although the term psychotherapy evokes the idea of an incisive intervention, psychotherapy is fundamentally different from any procedure found in medicine or surgery aimed at curing a disrupted body. Psychotherapy does not aim to cure the body or even the brain; it aims to persuade a person in distress to think and behave differently. It is a method common in some form to all cultures. The late Jerome Frank, a psychiatrist and esteemed scientific investigator of psychotherapy, used the study of (...) therapies that succeeded and failed to define several characteristics common to all successful therapies (Frank and Frank 1991). In addition, he found that patients seek psychotherapy for reassurance, hope, and support .. (shrink)

Volume 19, Issue 3, June 2020, Page 217-221.

Abstract:In this forum, Marilyn Strathern and Jade S. Sasser review Adele Clarke and Donna Haraway's edited volume Making Kin, Not Population: Reconceiving Generations (Prickly Paradigm Press, 2018). Responses from multiple authors featured in the book follow.

This paper addresses whether, how, and to what extent social studies student teachers who have been introduced to inquiry-oriented teaching (as manifest in the National Council for the Social Studies C3 Framework) in their secondary social studies methods course incorporate this approach into the planning for their practicum experience. Based on analysis of lesson plans used in the practicum and follow-up interviews with a small subset of student teachers, this paper analyzes the factors that promote or inhibit use of this (...) approach to teaching in their practicum experience. Results indicate the C3-oriented teaching approach, as taught in the methods course, did appear in the student teachers’ lesson plans. A small subset of student teachers used the framework competently while two smaller subsets were less adept in their application. The degree of application was affected by student teachers’ perceptions of their school placements and students’ needs. (shrink)

Emotional intelligence abilities relate to desirable outcomes such as better well-being, academic performance, and job performance. Previous research shows that coping strategies mediate the effects of ability EI on such outcomes. Across two cross-sectional studies, we show that coping strategies mediate the relationships of ability EI with both well-being and ill-being. Study 1 assessed EI with the Situational Test of Emotion Understanding and Situation Test of Emotion Management. Avoidant coping significantly mediated the relationship of both the STEU and STEM with (...) depression, anxiety, stress, and psychological well-being. EI was associated with lower avoidant coping, higher well-being and lower ill-being. Study 2 assessed EI with the Mayer–Salovey–Caruso Emotional Intelligence Test. Avoidant coping mediated the relationship between EI and ill-being, but not the relationship between EI and well-being. These effects were significant for three of the four EI branches—emotion perception, understanding, and management. We discuss possible reasons why avoidant coping may be an active ingredient by which lower EI relates to lower well-being. We also discuss a possible application of our findings—that EI training programs might benefit from including content aimed at reducing avoidant coping. (shrink)

(2009). Mellow Monday and furious Friday: The approach-related link between anger and time representation. Cognition & Emotion: Vol. 23, No. 6, pp. 1166-1180.