In an attempt to learn from COVID-19, this essay features six responses to the question: what did COVID-19 teach us, expose in us, or purge out of us when it comes to spiritual formation in Christ? Each response was written independently of the others by one of the coauthors. Diane J. Chandler focuses in on how COVID-19 exposed grievous inequities for ethnic groups in the American church and broader society. Kelly M. Kapic reminds us of the goodness of human finitude (...) and how COVID restrictions have forced many of us to embrace our limitations. Siang-Yang Tan reflects on eight lessons he has learned during this pandemic year in his role shepherding a local church. James C. Wilhoit calls us to consider the structures that are needed for local church leadership to make wise and godly decisions in times of crisis. Richard Peace draws our attention to what might be learned from the forced monasticism brought about by COVID-19 quarantines. Finally, Ruth Haley Barton pauses to consider the interdependence of human life that has been dramatically illustrated by this pandemic. While these six responses certainly do not exhaust all there is for the church to learn from COVID, we present them in the spirit of “O Lord, teach us what we do not see” and hope they will inspire your own reflections. (shrink)

Centering prayer was developed to make accessible the rich Christian contemplative prayer tradition to young North American spiritual seekers. In the fifty years since its development it has become the centerpiece of an international movement, which promotes contemplative prayer through the practice of centering prayer. This paper looks at the history of this movement and its theological assumptions and its connection with mindfulness.

Adrian van Kaam authored an eleven volume integrated work on spiritual formation, authored or co-authored some ninety books on formation, and established two respected graduate programs in formative spirituality. This paper presents some of his major conclusions found in his writings in psychology and formative spirituality. A difficulty in accessing Fr. van Kaam's work is its sheer volume and technical vocabulary. The author suggests an approach for using his theory to address both theoretic and practical concerns in the area of (...) spiritual formation. (shrink)

One of the human dynamics that spiritual formation must address is the set of messages that play over and over in our minds. This self-talk or personal commentary frames our reactions to life and its circumstances and shapes how we relate to God and others. Often, the pattern of self-talk that we employ is negative, and in the past decade Christopher Germer and Kristin Neff have developed a series of self-compassion exercises designed to dispute this negative thinking. Their research and (...) program of Mindful Self-Compassion have been widely reported in the mainstream media and are marketed as being secular and religiously neutral. This article explores ways in which self-compassion practices can be used as a Christian spiritual practice. This article also examines some of the implicit theological assumptions in what is presented as a religiously neutral program and considers how Christians, from a spiritual formation standpoint, might view both self-critical self-talk and its remediation through the practice of self-compassion. (shrink)

This article examines a model of formation within higher education that is committed to educationally based spiritual formation, desiring to see students formed as people who love God and neighbor, devoting their lives to redemptive labor in the world. Deeply influenced by the evolving relationship between the department, the institution, and the broader evangelical culture, the Christian Formation and Ministry department of Wheaton College seeks to equip students with the theological and theoretical foundation, the personal maturity of character and faith, (...) and the practical ministry skills necessary to lead and participate in the formational and caring mission of the church in the world. Wheaton College’s unique approach to teaching spiritual formation and soul care in both their undergraduate and graduate programs is examined through a historical context of the department, a liberal arts and learning-centered approach to education that includes biblical foundations, philosophical framework, pedagogy, and teaching curriculum and assessment. (shrink)

This article is intended to serve as a reminder of the themes that have been present in Christian spiritual formation through the centuries. In a WISDOM orientation we ground our approach to CSF in Scripture, in theology, and in “best practices,” yet we also seek to thoughtfully locate CSF within specific contexts. The WISDOM acronym reminds us that formation must involve: Wise planning, where the leaders prayerfully seek to implement what is needed in a specific situation; Intentionality, calling people to (...) commit to walk differently from the ways of the world; Scripture, salvation, and Spirit, where the Salvation message and the Spirit-led mission of the whole of Scripture provides the framework for CSF; Discipleship, where the end of CSF is the imitation of Jesus Christ; Optimism, where we pursue our formation in an atmosphere of hope and expectation of change; and Means. (shrink)

In recent years, scholars have urged those working in Christian higher education to attend more purposefully to student spiritual and character formation. Anchored by the belief that college is a formative time for the development of values, commitments, identity, and life purpose, these calls have taken many different forms. One consistent theme, however, has been the need to expand character formation beyond ethical training and moral decision-making. While such tools are necessary, these scholars note, there is also a pressing need (...) for the development of righteous virtues, affections, commitments, and patterns of living rooted in a right understanding of God and self. How can professors encourage spiritual attentiveness and transformation within the academic setting of a college classroom? What assignments foster spiritual focus and growth into Christlikeness? What helpful practices from the historic Christian tradition can be included in syllabi and course experiences? As professors committed to educationally-based spiritual formation, we are concerned with how to best encourage student spiritual growth. This article is the culmination of conversations, as well as trial and error in our classrooms, in an attempt to answer these questions. (shrink)

Integrated Information Theory (IIT) identifies consciousness with having a maximum amount of integrated information. But a thing’s having the maximum amount of anything cannot be intrinsic to it, for that depends on how that thing compares to certain other things. IIT’s consciousness, then, is not intrinsic. A mereological argument elaborates this consequence: IIT implies that one physical system can be conscious while a physical duplicate of it is not conscious. Thus, by a common and reasonable conception of intrinsicality, IIT’s consciousness (...) is not intrinsic. It is then argued that to avoid the implication that consciousness is not intrinsic, IIT must abandon its Exclusion Postulate, which prohibits overlapping conscious systems. Indeed, theories of consciousness that attribute consciousness to physical systems, should embrace the view that some conscious systems overlap. A discussion of the admittedly counterintuitive nature of this solution, along with some medical and neuroscientific realities that would seem to support it, is included. (shrink)

A timely and accessible synthesis of the strengths, weaknesses and reality of science through the eyes of a practicing scientist.

Posterior parietal cortex has traditionally been considered to be a sensory association area in which higher-order processing and intermodal integration of incoming sensory information occurs. In this paper, evidence from clinical reports and from lesion and behavioral-electrophysiological experiments using monkeys is reviewed and discussed in relation to the overall functional organization of posterior parietal association cortex, and particularly with respect to a proposed posterior parietal mechanism concerned with the initiation and control of certain classes of eye and limb movements. Preliminary (...) data from studies of the effects of posterior parietal lesions on oculomotor control in monkeys are reported.The behavioral effects of lesions of posterior parietal cortex in monkeys have been found to be similar to those which follow analogous damage of the minor hemisphere in humans, while behavioral-electrophysiological experiments have disclosed classes of neurons in this area which have functional properties closely related to the behavioral acts that are disrupted by lesions of the area. On the basis of current data from these areas of study, it is proposed that the sensory association model of posterior parietal function is inadequate to account for the complexities of the present evidence. Instead, it now appears that many diverse neural mechanisms are locatedin partin parietal cortex, that some of these mechanisms are involved in sensory processing and perceptual functions, but that others participate in motor control, and that still others are involved in attentional, motivational, or emotional processes. It is further proposed that the elementary units of these various neural mechanisms are distributed within posterior parietal cortex according to the columnar hypothesis of Mountcastle. (shrink)

Ludwig Wittgenstein's _Tractatus Logico-Philosophicus_ and _Philosophical Investigations_ are among the most influential philosophical books of the twentieth century, and also among the most perplexing. Wittgenstein warned again and again that he was not and would not be understood. Moreover, Wittgenstein's work seems to have little relevance to the way philosophy is done today. In _Wittgenstein in Exile_, James Klagge proposes a new way of looking at Wittgenstein -- as an exile -- that helps make sense of this. Wittgenstein's exile (...) was not, despite his wanderings from Vienna to Cambridge to Norway to Ireland, strictly geographical; rather, Klagge argues, Wittgenstein was never at home in the twentieth century. He was in exile from an earlier era -- Oswald Spengler's culture of the early nineteenth century. Klagge draws on the full range of evidence, including Wittgenstein's published work, the complete Nachlaß, correspondence, lectures, and conversations. He places Wittgenstein's work in a broad context, along a trajectory of thought that includes Job, Goethe, and Dostoyevsky. Yet Klagge also writes from an analytic philosophical perspective, discussing such topics as essentialism, private experience, relativism, causation, and eliminativism. Once we see Wittgenstein's exile, Klagge argues, we will gain a better appreciation of the difficulty of understanding Wittgenstein and his work. (shrink)

In this book, he also demonstrates a skill shared by the greatest radical thinkers: to reveal positions we've been taught to think of as extremism to be emanations of simple human decency and common sense.

Victor and Cullen (1988) identified several dimensions of ethical climate that exist in organizations and organizational subunits. We tested the relationship between these dimensions of ethical climate and ethical behavior at different levels of analysis. Using Within and Between Analysis (WABA) (cf. Dansereau, Alutto and Yammarino, 1984), partial support was found for a relationship between dimensions of ethical climate and ethical behavior.

In the process of challenging epistemological assumptions that preclude relationships between knowers and the objects of knowing, feminist epistemologists Lorraine Code and Donna Haraway also can be interpreted as troubling forms of argumentation predicated on positivist-derived logic. Against the latter, Christopher Tindale promotes a rhetorical model of argument that appears able to better engage epistemologies of situated knowledges. I detail key features of the latter from Code, especially, and compare and contrast them with relevant parts of Tindale’s discussion of context (...) on the rhetorical model, and I suggest ways that his work could be expanded to accommodate rhetorical implications of situated knowledges. (shrink)

The purpose of this study was to determine whether the ethical climate dimensions identified by Victor and Cullen (1987, 1988) could be replicated in the subunits of a multi-unit organization and if so, were the dimensions associated with particular types of operating units. We identified three of the dimensions of ethical climate found by Victor and Cullen and also found a new dimension of ethical climate related to service. Partial support was found for Victor and Cullen's hypothesis that certain ethical (...) climate dimensions are associated with particular forms of organizational governance and control. (shrink)

One of the fundamental principles of good corporate governance is transparency, i.e., the disclosure of private information to external stakeholders, so that they may make judgments and decisions relating to the corporation. Equally important, but less discussed, is the competing value that corporations need to protect legitimate secrets. Corporations thus need a communication strategy for dealing with external stakeholders which addresses the conflict between disclosure and secrecy. This article focuses on an important element of that communication strategy in the context (...) of financial reporting: the possibility that corporate insiders may consider it in their interest, or in the interest of specific stakeholders, to alter or manipulate the financial information that it discloses publicly. Using concepts from the corporate governance and financial reporting literatures, it addresses the ethical question of who (management or the board of directors) should be responsible for making the fundamental strategic choices whether and (if so) how the corporation alters or manipulates the financial information. This article argues that the board of directors is responsible for formulating (and monitoring) the corporation's communication strategy, and that management is responsible for carrying it out. (shrink)

The paper examines how supervisory influence and cognitive moral development influence subordinates' ethical decision-making and ethical behavior. The proposed interactive effect these major variables have on subordinates' ethical considerations are examined with respect to: (1) before an ethical dilemma occurs, (2) when faced with an ethical dilemma, (3) during the decision process, and (4) after ethical or unethical behavior has been executed. Propositions are presented and implications for research and practice are discussed.

The few extant arguments concerning the autonomy of science in the rational acceptance of hypotheses are examined. It is concluded that science is not morally autonomous, and that the attendant notion of rationality in science decisionmaking is inadequate. A more comprehensive notion of scientific rationality, which encompasses the old one, is proposed as a replacement. The general idea is that scientists qua scientist ought, in their acceptance decisions, to take into account the ethical consequences of acceptance as well as the (...) consequences with regard to the attainment of "purely scientific" or "epistemic" objectives. The result constitutes an argument for a (presumably cooperative) game theoretic treatment of inductive logic. (shrink)

This article reviews models of the cerebellum and motor learning, from the landmark papers by Marr and Albus through those of the present time. The unique architecture of the cerebellar cortex is ideally suited for pattern recognition, but how is pattern recognition incorporated into motor control and learning systems? The present analysis begins with a discussion of exactly what the cerebellar cortex needs to regulate through its anatomically defined projections to premotor networks. Next, we examine various models showing how the (...) microcircuitry in the cerebellar cortex could be used to achieve its regulatory functions. Having thus defined what it is that Purkinje cells in the cerebellar cortex must learn, we then evaluate theories of motor learning. We examine current models of synaptic plasticity, credit assignment, and the generation of training information, indicating how they could function cooperatively to guide the processes of motor learning. (shrink)

In 1844 Marx held that labor alienation was wholly eliminable, primarily through the abolition of private property. Work in the context of private property was alienating because it was performed for wages and the production of exchange-value. With such purposes, work was experienced as selfish and forced. With the abolition of private property, work would be performed for the production of use-¥alue, to satisfy human needs. With this human purpose, work would be experienced as a free and fulfilling expression of (...) life. (shrink)