In lieu of an abstract, here is a brief excerpt of the content:Like an Elephant Pricked by a Thorn:Buddhist Meditation Instructions as a Door to Deep ListeningWilla B. MillerThe phrase “deep listening” has been circulating in recent years in the contexts of contemplative education, psychotherapy, pastoral care, and the arts. This article is a reflection on deep listening from a Buddhist perspective, as it might support the ongoing development of career educators, although this reflection might apply equally well to ministers (...) and (in the Buddhist world) dharma teachers. My motivation to contribute to this discourse of listening is spurred by the belief that the effectiveness of educators, ministers, and dharma teachers might be enhanced by training in the art of listening. These career professionals share a key aspect of their role in common: They get up in front of groups of people to teach or preach. In this performative role, it is possible for teachers (or preachers) to become so accustomed to being the source of information that a dynamic is created, inside and outside the classroom or pulpit, in which discourse is weighted primarily in one direction. This dynamic, I would argue, prevents optimal learning and stunts the feedback loop necessary for pedagogical health, both for students and for their educators.Listening, as a valued pedagogical discipline on the part of the teacher, has the potential to rebalance this dynamic. To educate effectively, we need to come to know the hearts and minds of those we educating, not as a theoretical group but as individuals. It takes time, effort, patience, and a dose of curiosity to listen attentively to students, to get to know them. But this effort is worth it. Only once we begin to listen to the voice of their interests, passions, and history can we begin to understand or assess their needs. Every human being is in formation. Every human being is completely unique. Listening, with curiosity and attention, is a window into the formation of the human being in his or her uniqueness. To the degree that we become familiar with the unique in our students is the degree to which we can effectively meet them where they are.There are as many definitions of deep listening as there are theorists. On a panel on the topic of deep listening at the 2013 American Academy of Religions meeting, Duane Bidwell of the Claremont School of Theology aptly noted that deep listening is [End Page 15] “an undertheorized category.” It is not a term that has been claimed by only one field or person, but it has become popular in some religious circles and psychotherapeutic circles as a term that implies that listening can dive below the surface contents of a narrative. Two years ago, in a chapter of an anthology titled The Arts of Contemplative Care, I proposed that Buddhist practices of self-cultivation may provide models that can be adapted for applications of deep listening in a context of spiritual care.1 In that chapter, I noted that Patrul Rinpoche’s three points of “how not to listen” found in The Words of My Perfect Teacher (Kun bzang bla med zhal lung)2 can help us reflect on the difference between poor and effective listening techniques in the context of spiritual care. In this article, taking a similar approach but with different material, I will explore how instructions on meditation culled from the Tibetan Buddhist tradition can be adapted to develop a discipline of deep listening for educators. In exploring this topic, I will also propose a definition of deep listening to act as support for the discipline itself. Specifically, I draw on religious instructions found in a Tibetan genre called “māhamudrā meditation instructions” (phyag chen sgom khrid), from within the Kagyu (‘brug pa bka’ brgyud) school of Tibetan Buddhism, to construct a definition of deep listening for use in educational contexts.The term “deep” (zab mo) often appears in Tibetan religious exegesis as an adjective modifying the word “dharma” (teaching). There, we find the term “deep teaching” (chos zab mo) juxtaposed with the term “vast teaching” (chos rgya che ba) in Tibetan commentaries. To say that a teaching is deep (zab mo) in the Buddhist context is to indicate that it... (shrink)

BackgroundThis study aimed to determine what, how, and under what circumstances individual-focused interventions improve well-being and decrease burnout for critical care healthcare professionals.MethodThis realist approach, expert opinion interview, was guided by the Realist And Meta-narrative Evidence Synthesis: Evolving Standards II guidelines. Semi-structured interviews with critical care experts were conducted to ascertain current and nuanced information on a set of pre-defined individual interventions summarized from a previous umbrella review. The data were appraised, and relationships between context, mechanisms, and outcomes were extracted, (...) which created theory prepositions that refined the initial program theory.ResultsA total of 21 critical care experts were individually interviewed. By understanding the complex interplay between organizational and personal factors that influenced intervention uptake, it was possible to decipher the most likely implementable intervention for critical care healthcare professionals. The expert recommendation suggested that interventions should be evidence-based, accessible, inclusive, and collaborative, and promote knowledge and skill development. Unique mechanisms were also required to achieve the positive effects of the intervention due to the presence of contextual factors within critical care settings. Mechanisms identified in this study included the facilitation of self-awareness, self-regulation, autonomy, collaboration, acceptance, and inclusion.ConclusionThis validation of a theoretical understanding of intervention that addressed well-being and burnout in critical care healthcare professionals by expert opinion demonstrated essential mechanisms and contextual factors to consider when designing and implementing interventions. Future research would benefit by piloting individual interventions and integrating these new theoretical findings to understand better their effectiveness for future translation into the “real-world” setting. (shrink)

This book applies Augustine's thought to current questions of teaching and learning. The essays are written in an accessible style and is not intended just for experts on Augustine or church history.

This paper owes its inspiration to a remark made by Professor M. Rostovtzeff; in a note in his Social and Economic History of the Roman Empire on the widespread social unrest of the first two centuries A.D., having cited other literary authorities such as Dio Chrysostom, Aelius Aristides, etc., he writes: ‘The social problem as such, the cleavage between the poor and the rich, occupies a prominent place in the dialogues of Lucian; he was fully aware of the importance of (...) the problem.’ No one, as far as I know, has attempted to collect and discuss the main passages in Lucian on this topic, and the latest writer on this aspect of Lucian reaches a conclusion quite opposed to Rostovtzeff and one which I believe to be wholly misleading. The aim of this paper is to collect and discuss the main references in Lucian to the social problem interpreting them in the light of Lucian's life and background, and the social and economic conditions of his age. In particular I shall stress the importance of the Cynic tradition as it bears on Lucian's attitude, but shall endeavour to show that this tradition is firmly rooted in practical politics and actual participation in social revolutionary movements and goes far beyond the repetition of mere ethical cliches generally ascribed to it. (shrink)

A. A. Barrett's recent addition of a raeda to Juvenal 1.155 is a novel and ingenious contribution to the ago-old debate over the text and meaning of the passage in question. His proposal is, however, vulnerable to the following objections. First, it is worth emphasizing that there is no manuscript variant for the traditional reading taeda. In a passage so fraught with problems and textual discrepancies, this is probably suggestive.

We study when classes can have the disjoint amalgamation property for a proper initial segment of cardinals. Theorem A For every natural number k, there is a class $K_k $ defined by a sentence in $L_{\omega 1.\omega } $ that has no models of cardinality greater than $ \supset _{k - 1} $ , but $K_k $ has the disjoint amalgamation property on models of cardinality less than or equal to $\mathfrak{N}_{k - 3} $ and has models of cardinality $\mathfrak{N}_{k (...) - 1} $ . More strongly, we can have disjoint amalgamation up to $\mathfrak{N}_\alpha $ for α > ω, but have a bound on size of models. Theorem B For every countable ordinal a, there is a class $K_\alpha $ defined by a sentence in $L_{\omega 1.\omega } $ that has no models of cardinality greater than $ \supset _{\omega 1} $ , but K does have the disjoint amalgamation property on models of cardinality less than or equal to $\mathfrak{N}_\alpha $ . Finally we show that we can extend the $\mathfrak{N}_\alpha $ to $ \supset _\alpha $ in the second theorem consistently with ZFC and while having $\mathfrak{N}_i \ll \supset _i $ for 0 > i < α. Similar results hold for arbitrary ordinals α with |α|= K and $L_{k + ,\omega } $. (shrink)

Let $\mathbf{I}(\mu,K)$ denote the number of nonisomorphic models of power $\mu$ and $\mathbf{IE}(\mu,K)$ the number of nonmutually embeddable models. We define in this paper the notion of a diverse class and use it to prove a number of results. The major result is Theorem B: For any diverse class $K$ and $\mu$ greater than the cardinality of the language of $K$, $\mathbf{IE}(\mu,K) \geq \min(2^\mu,\beth_2).$ From it we deduce both an old result of Shelah, Theorem C: If $T$ is countable and (...) $\lambda_0 > \aleph_0$ then for every $\mu > \aleph_0,\mathbf{IE}(\mu,T) \geq \min(2^\mu,\beth_2)$, and an extension of that result to uncountable languages, Theorem D: If $|T| < 2^\omega,\lambda_0 > |T|$, and $|D(T)| = |T|$ then for $\mu > |T|$, $\mathbf{IE}(\mu,T) \geq \min(2^\mu,\beth_2).$. (shrink)

The method of approximate reasoning using a fuzzy logic introduced by Baldwin (1978 a,b,c), is used to model human reasoning in the resolution of two well known paradoxes. It is shown how classical propositional logic fails to resolve the paradoxes, how multiple valued logic partially succeeds and that a satisfactory resolution is obtained with fuzzy logic. The problem of precise representation of vague concepts is considered in the light of the results obtained.

Jean-Paul Sartre (1905–1980), nephew of the Alsatian theologian, Albert Schweitzer, was born in Paris, passed his agrégation at the Ecole Normale Superieure in 1929, and was a lycée teacher between 1931 and 1945. He was called up to the French Army in 1939, captured by the Germans in 1940 and released after the armistice. In 1938 he published a novel, La Nausée, translated by Robert Baldick as Nausea (Harmondsworth: Penguin, 1965), and in 1940, L'Imaginaire: Psychologie phénoménologique de l'imagination, translated by (...) Bernard Frechtman as The Psychology of Imagination (London: Methuen, 1972). His major philosophical work, L'Etre et le Neant, was published in 1943, and translated by Hazel E. Barnes as Being and Nothingness (London: Methuen, 1957). As a novelist he is best known for a trilogy, Chemins de la Liberté (Roads to Freedom), comprising L'Age de raison (1945) translated by E. Sutton as The Age of Reason (Harmondsworth: Penguin, 1961), Le Sursis (1945), translated by E. Sutton as The Reprieve (Harmondsworth: Penguin, 1963) and La Mort dans l'āme (1949), translated by G. Hopkins as Iron in the Soul (Harmondsworth: Penguin, 1965). His main work of literary criticism is Qu'est-ce que la littérature? (1947), translated by B. Frechtman as What is Literature? (London: Methuen, 1950). Plays includeLes Mouches (1943) and Huis Clos (1944), both translated by S. Gilbert and published in one volume, as The Flies and In Camera (London: Hamish Hamilton, 1965). (shrink)

Objectives—To evaluate a departmental computer system.Design—a. Direct comparison of the time taken to use a manual system with the time taken to use a computer system for lung function evaluation, loan of equipment and production of correspondence. b. Analysis of the accuracy of data capture before and after the introduction of the computer system. c. Analysis of the comparative running costs of the manual and computer systems.Setting—Within a department of respiratory medicine serving a hospital of 1323 beds.Main Outcome Measures—a. Time (...) taken to perform functions with the assistance of computerised methods, in comparison to the manual method used alone. b. Accuracy of data capture. c. Relative running costs.Results—a. The computer system (CS) was significantly faster than the manual system (MS) for lung function evaluation (CS=7.63 min/test, MS=12.25 min/test), loan of equipment (CS=0.40 min/loan, MS=2.07 min/loan), and checking for overdue equipment (CS=0.49 s/record, MS=9 s/record). The production of correspondence was slightly slower with the computer (CS=9.30 min/letter, MS=8.54 min/letter). b. All outpatient episodes, but only 43 of 65 (66%) of inpatient episodes, were captured. Lung function and managerial report data were accurate using both manual and computerised methods. The manual system for equipment loans was inefficient, and use of the computer resulted in the recovery of 221 nebulisers. c. Development costs for 1988–1990 were high (£72 178). Only £1200 to £1845 per year was recovered directly from staff time saved by the computer but larger savings resulted from changes in work practice (£4049–4765). After 10 years the projected deficit is £10 000 per annum in running costs.Conclusions—In comparison with the manual methods, the computer system has shown significant advantages which provide accurate information, with significant favourable effects on working practices. In evaluating computer systems used in clinical practice it is essential to ensure that the projected work practice benefits are achieved without unacceptable costs in staff time, inaccurate data and high financial outlay. (shrink)

Objectives—To evaluate a departmental computer system.Design—a. Direct comparison of the time taken to use a manual system with the time taken to use a computer system for lung function evaluation, loan of equipment and production of correspondence. b. Analysis of the accuracy of data capture before and after the introduction of the computer system. c. Analysis of the comparative running costs of the manual and computer systems.Setting—Within a department of respiratory medicine serving a hospital of 1323 beds.Main Outcome Measures—a. Time (...) taken to perform functions with the assistance of computerised methods, in comparison to the manual method used alone. b. Accuracy of data capture. c. Relative running costs.Results—a. The computer system was significantly faster than the manual system for lung function evaluation, loan of equipment, and checking for overdue equipment. The production of correspondence was slightly slower with the computer. b. All outpatient episodes, but only 43 of 65 of inpatient episodes, were captured. Lung function and managerial report data were accurate using both manual and computerised methods. The manual system for equipment loans was inefficient, and use of the computer resulted in the recovery of 221 nebulisers. c. Development costs for 1988–1990 were high. Only £1200 to £1845 per year was recovered directly from staff time saved by the computer but larger savings resulted from changes in work practice. After 10 years the projected deficit is £10 000 per annum in running costs.Conclusions—In comparison with the manual methods, the computer system has shown significant advantages which provide accurate information, with significant favourable effects on working practices. In evaluating computer systems used in clinical practice it is essential to ensure that the projected work practice benefits are achieved without unacceptable costs in staff time, inaccurate data and high financial outlay. (shrink)

Efforts to develop a coherent role for white people in racial justice initiatives in the USA are often stymied by the defensiveness, paternalism, and guilt of many white liberals. Such efforts are also undermined by critiques of whiteness that conflate white identity and white supremacy. I address this dilemma by developing an account of antiracist white identity politics, conceived of here as taking responsibility for the effects of being socially defined as white. I locate conceptual resources for this project in (...) James Baldwin’s reflections on tragedy, love, and identity. In contrast to those who invoke Baldwin to argue for abolishing white identity, I make a case for politicizing it. I draw on Baldwin’s articulation of a tragic sensibility to argue that white antiracism requires accepting a morally compromised identity one has not chosen. It also requires accepting that serious efforts to end white supremacy inevitably lead to mistakes, misunderstandings, and counterproductive outcomes. By adopting a tragic perspective on these aspects of white antiracism, white people would become more capable of forging antiracist white identities through robust engagement in struggles for racial justice. (shrink)

The argument rests on earlier work questioning the Russellian separation of levels and arguing that Russellian levels should be taken to include the levels of particle and aggregate, and generality and detail. That earlier work argues from the non-separation of particle and aggregate that predictability is limited and that physics cannot come to an end. This leads to a view of the world as flux. Identifiable objects demanding explanation can only be temporary entities emerging from flux and explanation can only (...) be local and historical. This precludes explanation of totality and leads us to reject Leibniz’s question. Baldwin’s argument from possible worlds theory that a null world is possible is examined and questioned. Koon’s combination of the kalam argument with the grim reaper paradox is not queried but a way is found of circumventing it. It is noted in passing that the argument does not have the anti-theistic implications which may appear. (shrink)

Søren Kierkegaard has been called many things, from brooding genius and "melancholy Dane" to the father of existentialism. Yet, rather than clarify the nature of Kierkegaard's writings, such labels have often obscured other important aspects of his authorship. Such, indeed, is the case with Kierkegaard's standing as a spiritual author. In From Despair to Faith: The Spirituality of Søren Kierkegaard, Christopher B. Barnett endeavors to remedy this problem. He does so in two overarching ways. First, he orients the reader to (...) Kierkegaard's grounding in the Christian spiritual tradition, as well as to the Dane's own authorial stress on themes such as upbuilding, spiritual journey, and faith. Second, Barnett maintains that Kierkegaard's spirituality is best understood through the various "pictures" that populate his authorship. These pictures are deemed "icons of faith," since Kierkegaard consistently recommends that the reader contemplate them. In this way, they both represent and communicate what Kierkegaard sees as the fulfillment of Christian existence. In the end, then, From Despair to Faith not only offers a new way of approaching Kierkegaard's writings, but also shows how they might serve to illuminate and to deepen one's relationship with the divine." -- Publisher's description. (shrink)

The publication of Ta-Nehisi Coates's "letter to his son," Between the World and Me,1 has been met with mixed and widespread reviews and reactions. Responses have ranged from a critique of his "pessimism" to a grand celebratory remark announcing him as the next great intellectual and social critic in the mold of James Baldwin.2 Yet there are few reviews that have acknowledged Coates's project as a materialist cosmology of the body. What does this mean? In short, it means that (...) while Coates embraces terrestriality over transcendence, he nevertheless sees great possibilities in the body, the greatest of which is the creation and destruction of "galaxies of reality." More than... (shrink)

ABSTRACT The publication of Ta-Nehisi Coates's Between the World and Me has been met with mixed and widespread reviews and reactions. Responses have ranged from a critique of his “pessimism” to a grand celebratory remark announcing him as the next great intellectual and social critic in the mold of James Baldwin. Yet there are few reviews that have acknowledged Coates's project as a materialist cosmology of the body, meaning that while Coates embraces terrestriality over transcendence, he nevertheless sees great (...) possibilities in the body, the greatest of which is the creation and destruction of “galaxies of reality.” More than just examining race and race relations in the midst of one of the highest incidences of black death, Coates's book examines the meaning of this lived reality at the level of the body and its capacities to both open up and close down material possibilities of life and death. This article will investigate the meaning of the body in Coates's book, its relationship to “race,” and will argue that while Coates does not offer us a solution to the problem of racial embodiment, he does offer the idea that one can and must make peace within the chaos of existence. (shrink)

A fanciful re-shuffling of Kantian words and hints from such works as Baldwin's Dictionary into a metaphysic involving an existential "I-in-itself" which posits subsistent things-in-themselves to constitute its world. --L. K. B.

This anthology will be appropriate for administrative ethics classes and professional thinking in public administration at both the masters and doctoral levels. It is a collection of administrative ethics articles published in journals of the American Society for Public Administration (ASPA) from 1941 (the earliest publication) through 1983 (the year that the first ASPA Code of Ethics was established). The articles are organized by themes of enduring importance to the field in order to provide graduate students with ready access to (...) the classic works on ethics in public administration. Reading this collection will enhance student’s knowledge and skills to think and act ethically and contribute to their ability to view current practices in light of traditional perspectives. The ASPA Classics volume serves to bridge the practice of public policy and administration with the empirical research base that has accrued and the models for practice that may be deduced from the research. (shrink)