Whether as New Year's resolutions, birthday wishes, or daily promises, most everyone vows at some point to make a major life change. But change is easier said than done, especially when it comes to better managing our wellness amidst the chaos of everyday living. Fortunately, wellness coach and award-winning writer Brett Blumenthal has devised a way to inspire and motivate her readers to live healthier and make positive changes in their lives. Although Blumenthal's method is not a quick fix, it (...) is a surprisingly simple one: make one small change per week, for fifty-two weeks, and at the end of a year, you'll be happier and healthier. After all, it is the small changes that are the most realistic, instead of trying to overhaul your lifestyle all at once. 52 Small Changes addresses all areas of wellbeing, including nutrition, exercise, stress management, mental wellness, and even the health of one's home environment. By guiding readers through these changes at an easy, manageable pace, Blumenthal provides an engaging roadmap to lasting results and "happier, healthier you."'. (shrink)

The majority of the studies underlined how adolescent and young adult Cancer Survivors had no significant differences in their well-being and quality of life compared with a control group of healthy counterparts, although French et al. found less years of education among cancer survivors. The present study aimed at comparing AYA cancer survivors and a control group of peers who had no history of serious illness, in terms of well-being, cognitive functioning, and perceptions of life. Participants in this study were (...) 205 AYA cancer survivors, 126 males, off therapy from a mean of 10.87 years, with a mean age of 18.96, recruited during follow-up visits and healthy counterparts, matched for age and gender. They all completed self-report questionnaires: Ladder of Life, BSI-18 and Cognitive problems. Paired t test evidenced significant differences between survivors and controls in perceptions of quality of life regarding 5 years before the current time [t = −3.39; p = 0.001], with a lower level for childhood cancer survivors. Specifically, Hierarchical regression identified a shorter time since the completion of treatment and a trend of stem cell transplantation experience as factors associated with negative perception of precedent quality of life. The AYA cancer survivors reported lower cognitive difficulties than controls [t = −3.41; p = 0.001]: in memory [t = −4.52; p = 0.001], in concentration [t = −4.66; p = 0.001] and in mental organization skills [t = −2.56; p = 0.01], even if they had a lower educational attainment [X2 = 131.28; p = 0.001]. They showed similar satisfaction with their psychological well-being and their lives as healthy counterparts, except for past life perceptions associated with the cancer period. Important recommendations for future research and clinical suggestions could be given. (shrink)

The Ikhwan al-Safa (Brethren of Purity), the anonymous adepts of a tenth-century esoteric fraternity based in Basra and Baghdad, hold an eminent position in the history of science and philosophy in Islam due to the wide reception and assimilation of their monumental encyclopaedia, the Rasa'il Ikhwan al-Safa (Epistles of the Brethren of Purity). This compendium contains fifty-two epistles offering synoptic accounts of the classical sciences and philosophies of the age; divided into four classificatory parts, it treats themes in mathematics, logic, (...) natural philosophy, psychology, metaphysics, and theology, in addition to didactic fables. The Rasa'il constitutes a paradigmatic legacy in the canonization of philosophy and the sciences in mediaeval Islamic civilization, as well as having shown a permeating influence in Western culture. This is the fifth volume in a series presenting the very first critical edition of the Rasa'il in its original Arabic, complete with the first fully annotated English translation. Epistle 52: On Magic is the last in the corpus, and presents the short version of the 'Epistle on Magic, Incantations, and the Evil Eye'. Within its pages the authors of the epistle argue for the legitimacy of magic and the other occult sciences, and seek confirmation of their views in authorities as diverse as Plato, the Qur'ân, the Torah, the astrologer Abû Ma'shâr, and the mysterious sect of pagan star-worshippers known as the Sabians of Harrân. As in all other volumes of the series, this volume provides the first critical edition of the Arabic text, together with an English translation and a substantial range of notes. An extensive introduction highlights the unique relevance of this treatise within the framework of the Brethren's encyclopaedia itself, and to the history of science in general. (shrink)

Sarah Patterson; III*—The Anomalism of Psychology, Proceedings of the Aristotelian Society, Volume 96, Issue 1, 1 June 1996, Pages 37–52, https://doi.org/10.109.

IntroductionWith the normalization of COVID-19 prevention and control, a large number of intergenerational audiences with different cognition preferences and value orientations have started to pour into non-acquaintance virtual communities to address their social needs by disclosing their own thoughts, feelings and experiences toward certain topics. To avoid the negative impacts of self-disclosure, this study introduced the concept of social integration into cyber society among non-acquaintance VCs, such as the topic-based VCs. Our theoretical model considers both the psychological antecedents and consequences (...) of VC audiences’ social integration and our findings have implications for public online social life. Moreover, this research could play a guiding role in improving VC audiences’ social integration status in future online learning and telecommuting scenarios.MethodTo assess the theoretical model constructed in this manuscript, we conducted an online survey in two different topic-based VCs among Microblog and yielded 472 useable responses from intergenerational audiences, among which 28.81% were born before 1985, 26.67% were born from 1985 to 1995, and 48.52% were born after 1995. Our sample consisted of 208 individuals from Health Regimen VC and 264 individuals from Star Chasing VC, 200 were men and 272 were women.ResultsOur structural equation model indicated that individuals’ self-disclosure in topic-based VCs might not directly guide them to acquire social integration. However, intimacy and cognitive communion derived from VC audiences’ self-disclosure might not only enhance their social integration, but also improve their psychological well-being. In addition, VC audiences’ social integration mediated the relationship between intimacy and psychological well-being, and the relationship between cognitive communion and psychological well-being. Moreover, VC audiences’ intimacy was found to have a direct influence on their cognitive communion.ConclusionIn the context of topic-based VCs, audiences’ self-disclosure could significantly foster their intimacy and cognitive communion with others, and both intimacy and cognitive communion are conductive to VC audiences’ social integration. Thus, audiences in topic-based VCs who wish to improve their psychological well-being need to disclose themselves and build corresponding psychological foundations to enhance their social integration. Meanwhile, topic-based VCs should pay attention to the cultivation of intimacy and cognitive communion among audiences while encouraging them to reveal themselves. (shrink)

The aim of this study was to investigate whether the quality of the sibling relationship moderates the association between parental psychological distress and child maladjustment. We extended previous literature by studying mothers and fathers separately and by including an observational measure of the quality of the sibling relationship. Participants were 52 two-parent families from a community sample who had at least two children living at home. Only one child was targeted for the study and studied in relation to his/her siblings. (...) Mothers and fathers completed a self-reported questionnaire on their psychological distress and individually assessed their child’s social-emotional maladjustment. The targeted child’s interactions with his/her siblings were observed by independent judges during a home-visit. Results indicate that both maternal and paternal psychological distress are significant predictors of child social-emotional maladjustment. Moderation analyses reveal that children of distressed fathers are at lower risk of social-emotional maladjustment when they engage in highly positive interactions with their siblings. Post hoc analyses suggest that only sibling empathy is a significant moderator of the association between paternal psychological distress and child maladjustment. The results of this study provide further evidence of the influence that fathers have in their child’s development and highlight the importance of using a systemic family approach to promote children’s social-emotional adaptation in the context of parental distress. (shrink)

Individuals with high risk of internet gaming disorder showed abnormal psychological performances in response inhibition, impulse control, and emotion regulation, and are considered the high-risk stage of internet gaming disorder. The identification of this population mainly relies on clinical scales, which are less accurate. This study aimed to explore whether these performances have highly accurate for discriminating HIGD from low-risk ones. Eye tracking based anti-saccade task, Barratt impulsiveness scale, and Wong and Law emotional intelligence scale were used to evaluate psychological (...) performances in 57 individuals with HIGD and 52 matched low risk of internet gaming disorder. HIGD group showed significantly increased BIS total, attention, motor, and non-planning scores, but significantly decreased WLEIS emotion regulation score and correct rate of eye tracking anti-saccade task compared with LIGD group. BIS total score was negatively correlated with the WLEIS total and WLEIS emotion regulation scores. A combination of the WLEIS emotion regulation score and the correct rate of anti-saccade task could discriminate HIGD from LIGD with 91.23% sensitivity, 82.69% specificity, and 87.16% accuracy. Participants with higher gaming hours daily were 40 times more likely to be high risk than their counterparts. Hence, psychological performances were worse in HIGD. A combination of abnormal emotion regulation and response inhibition might be a potential marker to identify HIGD individuals. (shrink)

In the prospectus for his later work pronounced in 1952, Merleau-Ponty announced that his move beyond the phenomenological to the ontological level of analysis is motivated by issues of sociality, notably communication with others.' I propose to interrogate this priority attributed by the author to this interpersonal bond in his reflections on corporeality in general, marking a departure from The Structure of Behavior and The Phenomenology of Perception, which privileged the starting point of consciousness and the body proper. My interest (...) lies particularly in exposing the psychological sources of Merleau-Ponty's thinking about the primacy of sociality. Referring to his lectures on Child Psychology and Pedagogy, which he delivered as Professor at the Sorbonne in Paris in 1949-52,2 I will develop the contention that the developmental psychology of child sociality significantly informed his understanding of relations between self and other laid out in the later texts, and henceforth informed also his conception of the flesh. Specifically, the psychological hypotheses about the anonymous and fusional form initially taken by human sociality appears to play a determining role in his conception of interpersonal life formulated on the ontological plane. I will then point to the internal tensions involved in the theory of sociality based on the thesis of anonymity and disclose an alternative theoretical account, which has the merit of preserving the advantages of the anonymity thesis while avoiding its drawbacks; it also facilitates continued dialogue between Merleau-Ponty's philosophy and recent developmental psychology. (shrink)

BackgroundMental stress and imbalance of its two neural stress systems, the autonomic nervous system and the hypothalamic–pituitary–adrenal axis, are associated with chronic prostatitis/chronic pelvic pain syndrome and erectile dysfunction. However, the comprehensive analyses of psychological stress and stress systems are under-investigated, particularly in CP/CPPS patients complicated by lower urinary tract symptoms and ED.Materials and methodsParticipants were 95 patients in CP/CPPS+ED group, 290 patients in CP/CPPS group, 124 patients in ED group and 52 healthy men in control group. The National Institutes (...) of Health Chronic Prostatitis Symptom Index, the International Index of Erectile Function-5 and the International Prostate Symptom Score were used for assessing the disease severity of CP/CPPS, LUTS and ED. Psychometric self-report questionnaires including the Beck Anxiety Inventory, Perceived Stress Scale, Type A Personality Test and Symptom Checklist 90 were completed for distress from physical symptoms. Twenty-five subjects per group were randomly selected for further investigating the changes of the HPA axis and ANS. Saliva samples were taken on 3 consecutive days at 8 specific times with strict reference to time of morning awakening for evaluation of free cortisol. Heart rate variability as marker of the ANS was measured using 24 h electrocardiography, and time-and frequency-domain variables were analyzed.ResultsThe BAI and SCL-90 scores were significantly higher in the CP/CPPS+ED, CP/CPPS and ED groups compared with the control group. The PSS scores of both groups with ED were significantly higher than the control group. Compared with the CP/CPPS group, the differences of PSS, SCL-90 and TAPT scores were statistically significant in CP/CPPS+ED patients. The IPSS scores were shown to have significantly positive correlations with BAI, PSS and SCL-90 in the CP/CPPS patients. However, in all subjects, the IIEF-5 scores were shown to have significantly negative correlations with BAI, PSS, SCL-90 and quality of life score in NIH-CPSI. Cortisol awakening response parameters and diurnal cortisol levels did not significantly vary between the four groups. Time-dependent parameters of HRV also did not differ significantly across groups. In the frequency domain analysis, low frequency was significantly lower in ED patients when compared with CP/CPPS+ED patients and healthy controls, high frequency power was significantly higher in healthy controls compared to patients with ED, CP/CPPS and CP/CPPS+ED, and the CP/CPPS+ED group had significantly higher LF/HF ratio than the control group.ConclusionCP/CPPS and ED patients score exceedingly high on most psychosocial variables. The symptom scores of LUTS and ED positively correlate with the severity of psychological stress. Our findings also suggest that the ANS sympathovagal imbalance is associated with ED and LUTS in CP/CPPS, whereas HPA axis activity is not. (shrink)

Journal of Social Philosophy, Volume 52, Issue 1, Page 50-71, Spring 2021.

Volume 52, Issue 11, October 2020, Page 1116-1119.

In lieu of an abstract, here is a brief excerpt of the content:Recent and Classic References at the Interface of Philosophy, Psychiatry, and Abnormal PsychologyArticlesAggernaes, A. 1972. The expanded reality of hallucinations and other psychological phenomena. Acta Psychiatrica Scandinavica 48: 220–238.Anonymous. 1991. Child sexual abuse and the limits of responsibility. Lancet 337: 890.Anonymous. 1993. Mental incapacity and medical treatment. Lancet 341: 1123–1124.Appelbaum, M. D., and A. Creer. 1993. Confidentiality in group therapy. Hospital and Community Psychiatry 44: 311–312.Beatson, J. A. 1993. (...) The psychiatrist and peer review—a psychodynamic review of the literature. Australia and New Zealand Journal of Psychiatry 27: 311–318.Berrios, G. E. 1987. Dementia during the seventeenth and eighteenth centuries: a conceptual history. Psychological Medicine 17: 829–837.Blackburn, R. 1988. On moral judgments and personality disorders: the myth of psychopathic personality revisited. British Journal of Psychiatry 153: 505–512.Blackmon, W. D. 1993. Are psychoanalytic billing practices ethical? American Journal of Psychotherapy 47: 613–620.Blashfield, R. K., and J. G. Draguns. 1976. Evaluative criteria for psychiatric classification. Journal of Abnormal Psychology 85, no. 2: 140–150.Blashfield, R. K., J. Sprock, and A. K. Fuller. 1990. Suggested guidelines for including or excluding categories in the DSM-IV. Comprehensive Psychiatry 31, no. 1: 15–19.Blashfield, R. K., J. Sprock, D. Haymaker et al. 1989. The family resemblance hypothesis applied to psychiatric classification. Journal of Nervous and Mental Disease 177: 492–497.Borys, D. S. 1994. Maintaining therapeutic boundaries: the motive is therapeutic effectiveness not defensive practice. Ethics and Behavior 4, no. 3: 267–273.Brown, W. M. 1985. On defining disease. Journal of Medicine and Philosophy 10: 311–328.Bub, J. 1994a. Is cognitive neuropsychology possible? Proceedings of the Biennial Meetings of the Philosophy of Science Association 1: 417–427.Bub, J. 1994b. Testing models of cognition through the analysis of brain-damaged performance. British Journal of Philosophy of Science 45, no. 3: 837–855.Buck, C. 1989. Problems with the Popperian approach: A response to Pearce and Crawford-Brown. Journal of Clinical Epidemiology 42: 185–187.Buck, R. 1994. The neuropsychology of communication: spontaneous and symbolic aspects. Journal of Pragmatics 22, no. 3-4: 265–278.Camp, N. M. 1993. The Vietnam war and the ethics of combat psychiatry. American Journal of Psychiatry 150: 1000–1009.Crockett, C. 1961. Ethics, metaphysics, and psychoanalysis. Inquiry 4: 37–52.Dalton, E., K. Hopper, and S. Reiner. 1976. Ethical issues in behavior control. Values and Ethics in Health Care 2: 1–40.Faust, D. 1993a. Use and then prove, or prove and then use? Some thoughts on the ethics of mental health professionals’ courtroom involvement. Ethics and Behavior 3, no. 3-4: 359–380.Fodor, J., and E. Lepore. 1994. What is the connection principle? Philosophy and Phenomenological Research 54: 4.Foss, L. 1994. Putting the mind back into the body: a successor scientific medical model. Theoretical Medicine 15, no. 3: 291–313.Galletly, C. A. 1993. Psychiatrist-patient sexual relationships: the ethical dilemmas. Australia and New Zealand Journal of Psychiatry 27: 133–139.Glymour, C. 1994. On the methods of cognitive neuropsychology. British Journal of Philosophy of Science 45, no. 3: 815–835.Gottlieb, M. C. 1994. Ethical decision making, boundaries, and treatment effectiveness: a reprise. Ethics and Behavior 4, no. 3: 287–293.Gutheil, T. G. 1994. Discussion of Lazarus’s “How certain boundaries and ethics diminish therapeutic effectiveness”. Ethics and Behavior 4, no. 3: 295–298.Helme, T. 1993. A special defence—a psychiatric approach to formalising euthanasia. British Journal of Psychiatry 163: 456–466.Kovel, J. 1976–77. Therapy in late capitalism. Telos 30: 73–92.Lazarus, A. A. 1994a. How certain boundaries and ethics diminish therapeutic effectiveness. Ethics and Behavior 4, no. 3: 255–261.Lazarus, A. A. 1994b. The illusion of the therapist’s power and the patient’s fragility: my rejoinder. Ethics and Behavior 4, no. 3: 299–306.Lehrman, N. S. 1980. Psychiatric power and responsibility: Abuse and abdication, a proposed corrective conference. The Humanist 40: 9–13.Lockhart, T. 1992. Professions, confidentiality, and moral uncertainty. Professional Ethics: A Multidisciplinary Journal 1, no. 3-4: 33–52.Margolin, S. G. 1964. The scientific status of psychoanalytic clinical evidence (II). Inquiry 7: 37... (shrink)

This study proposed and examined a conceptual framework on the influence of real estate brokers’ personalities, psychological empowerment, social capital, and knowledge sharing on their innovation performance, and used moral hazard as a moderating variable. We used structural equation modeling for data analysis and estimation. The participants were real estate brokers in Kaohsiung City. A total of 1,000 questionnaires were administered to 100 branch offices of real estate companies, 571 of which were later recovered from 80 branch offices. After removing (...) 52 for being invalid, we were left with 519 valid questionnaires, indicating a 51.9% recovery rate. The empirical results suggest that the real estate brokers’ personalities and psychological empowerment positively and significantly influence social capital; personality and psychological empowerment also positively and significantly influence their innovation performance; and social capital significantly influences knowledge sharing, which in turn positively and significantly influences the brokers’ innovation performance. In environments with higher levels of moral hazard, the influence of social capital on the brokers’ knowledge sharing is significantly diminished. (shrink)

Constructive deviance describes acts that benefit the organization by deviating from outdated organizational norms. Despite emerging interest in this behavior, questions remain about why and how constructive deviance occurs. This paper integrates social learning and uncertainty reduction theories, and develops a multilevel model linking team-level ethical leadership to employee constructive deviance. Surveying 313 subordinates and 52 supervisors from 15 different companies in eastern China, we find that team-level ethical leadership has a positive impact on employee constructive deviance, and that both (...) psychological safety climate and employee moral self-efficacy partially mediate this relationship. In addition, we find a positive cross-level moderating effect of psychological safety climate. These findings contribute to understanding employees’ constructive deviance in the workplace, and provide valuable implications for managerial practices. (shrink)

The Philosophical Forum, Volume 52, Issue 3, Page 263-272, Fall 2021.

The physiological blind spot corresponds to the optic disc where the retina contains no light-detecting photoreceptor cells. Our perception seemingly fills in this gap in input. Here we suggest that rather than an active process, such perceptual filling-in could instead be a consequence of the integration of visual inputs at higher stages of processing discounting the local absence of retinal input. Using functional brain imaging, we resolved the retinotopic representation of the physiological blind spot in early human visual cortex and (...) measured responses while participants perceived filling-in. Responses in early visual areas simply reflected the absence of visual input. In contrast, higher extrastriate regions responded more to stimuli in the eye containing the blind spot than the fellow eye. However, this signature was independent of filling-in. We argue that these findings agree with philosophical accounts that posit that the concept of filling-in of absent retinal input is unnecessary. (shrink)

Organizational deviance represents a costly behavior to many organizations. While some precursors to deviance have been identified, we hope to add to our predictive capabilities. Utilizing social cognitive theory and psychological contract theory as explanatory concepts, we explore the role of moral disengagement and turnover intentions, testing our hypotheses using two samples: a sample of 44 nurses from a hospital system in the Southwestern United States (Study 1), and a sample of 52 working adults collected from an online survey system (...) (Study 2). Results strongly supported our hypotheses in both samples, indicating that the self-regulatory deactivation inherent in moral disengagement led to increased organizational deviance; effects that were much more pronounced when turnover intentions were high. Our findings support the increased role of cognition in determining behavior when environmental pressures stemming from the psychological contract have been altered, leading to a number of theoretical and practical implications, particularly in industries with high turnover rates. (shrink)

As a 52-year-old academic and mother of three, this research explores the ethics of the question ‘do I have time to go skateboarding?’ Using the themes of time, injury, ageing and learning, it explores the question in relation to Simone de Beauvoir’s ethics of ambiguity. The approach employs autoethnographic and sensory methods to document the authors own experience of learning to skateboard in her late forties and uses learning to skateboard as a vehicle from which to consider time and productivity. (...) Embracing Beauvoir’s ethics of transcendence in navigating the psychological burden of ageing and informing the ongoing methodological approach required for making time to play, the author subverts ideas of progression and knowledge acquisition from childhood to adulthood and explores instead the converse transition from adult to child. The article draws conclusions about the value of lifelong learning and what expanded ideas about productivity mean for our ethical positioning in the world. How being in the skatepark together requires an ethical contract between skateboarders, an unambiguous ethics of being together where adhering to a system of unwritten rules means that everyone has enough space to stay safe. Risk and the time implications of injury are explored throughout in terms of the choices we make at different stages of our lives as we navigate a balance between personal desire and social good. (shrink)

Note: Sections at a more advanced level are indicated by ∞. Preface ix Acknowledgments x Introduction 1 I Nicolaus Copernicus: The Loss of Centrality 3 1 Ptolemy and Copernicus 3 2 A Clash of Two Worldviews 4 2.1 The geocentric worldview 5 2.2 Aristotle’s cosmology 5 2.3 Ptolemy’s geocentrism 9 2.4 A philosophical aside: Outlook 14 2.5 Shaking the presuppositions: Some medieval developments 17 3 The Heliocentric Worldview 20 3.1 Nicolaus Copernicus 21 3.2 The explanation of the seasons 25 3.3 (...) Copernicus and the Copernican turn 28 3.3.1 A philosophical aside: From empirical adequacy to theoretical validity 32 3.4 Copernicus consolidated: Kepler and Galileo 32 4 Copernicus was not a Scientifi c Revolutionary 37 4.1 The Copernican method 39 4.2 The relativity of motion 42 5 The Transition to Newton 43 5.1 On hypotheses 45 6 Some Philosophical Lessons 47 6.1 The loss of centrality 48 6.2 Was Copernicus a realist? 51 6.2.1 Lessons for instrumentalism and realism 52 6.3 Modern realism 55 6.4 The underdetermination of theories by evidence 58 6.4.1 The Duhem--Quine thesis 59 ∞ 6.4.2 The power of constraints 61 ∞ 6.5 Theories, models, and laws 64 ∞ 6.5.1 Theories and models 64 ∞ 6.5.2 Laws of nature, laws of science 68 ∞ 6.5.3 Philosophical views of laws 69 ∞ 6.5.3.1 The inference view 69 ∞ 6.5.3.2 The regularity view 70 ∞ 6.5.3.3 The necessitarian view 73 ∞ 6.5.3.4 The structural view 75 7 Copernicus and Scientifi c Revolutions 77 8 The Anthropic Principle: A Reversal of the Copernican Turn? 83 Reading List 87 Essay Questions 91 II Charles Darwin: The Loss of Rational Design 93 1 Darwin and Copernicus 93 2 Views of Organic Life 94 2.1 Teleology 94 2.1.1 The Great Chain of Being 97 2.1.2 Design arguments 99 2.1.3 Jean Baptiste Lamarck 104 3 Fossil Discoveries 106 3.1 Of bones and skeletons 108 3.2 The antiquity of man 110 4 Darwin’s Revolution 112 4.1 The Darwinian view of life 114 4.1.1 Principles of evolution 116 4.2 The descent of man 119 5 Philosophical Matters 124 5.1 Philosophical presuppositions: Mechanical worldview, determinism, materialism 125 5.2 From biology to the philosophy of mind 129 5.2.1 Empiricism 129 5.2.2 Philosophy of mind 132 5.2.3 Emergent minds 134 5.3 The loss of rational design 136 5.4 Intelligent design 139 6 A Question of Method 143 6.1 Darwinian inferences 143 6.2 Philosophical empiricism 147 6.3 Some principles of elimination 149 ∞ 6.4 Essential features of eliminative induction 150 6.5 Falsifi ability or testability? 155 6.6 Explanation and prediction 157 ∞ 6.7 Some models of scientifi c explanation 159 ∞ 6.7.1 Hempel’s models 160 ∞ 6.7.2 Functional models 161 ∞ 6.7.3 Causal models 163 6.7.3.1 A counterfactual-interventionist account 163 6.7.3.2 A conditional model of causation 165 ∞ 6.7.4 Structural explanations 169 6.8 A brief return to realism 172 6.9 Darwin and scientifi c revolutions 174 6.9.1 Philosophical consequences 176 Reading List 177 Essay Questions 183 III Sigmund Freud: The Loss of Transparency 185 1 Copernicus, Darwin, and Freud 185 2 Some Views of Humankind 187 2.1 Enlightenment views of human nature 188 2.2 Nietzsche’s view of human nature 190 3 Scientism and the Freudian Model of Personality 191 3.1 Freud’s model of the mind 192 3.1.1 A summary of psychoanalytic theory 192 3.1.2 Analogy with physics 195 3.1.3 Freud as an Enlightenment thinker 200 3.1.4 The scientifi c status of the Freudian model 202 3.1.4.1 Freud’s methods 202 ∞ 3.1.4.2 The method of eliminative induction, again 205 3.1.5 Freud stands between the empirical and the hermeneutic models 208 3.1.6 The role of mind in the social world 209 4 The Social Sciences beyond Freud 210 4.1 Two standard models of the social sciences -- some history 210 4.1.1 The naturalistic model 211 4.1.2 The hermeneutic model 213 4.2 Essential features of social science models 218 4.2.1 Essential features of the naturalistic model 218 4.2.2 Essential features of the hermeneutic model 221 4.3 Questions of methodology 224 ∞ 4.3.1 What is Verstehen? 225 ∞ 4.3.2 Weber’s methodology of ideal types 229 ∞ 4.3.3 Verstehen and objectivity 234 ∞ 4.4 Causation in the social sciences 236 ∞ 4.4.1 Weber on causation 236 ∞ 4.4.2 On the existence of social laws 239 4.4.3 Explanation and prediction in the social sciences 242 4.4.4 Underdetermination 243 4.4.5 Realism and relativism 244 ∞ 4.4.6 Reductionism and functionalism 248 5 Evolution and the Social Sciences 253 5.1 Sociobiology -- the fourth revolution? 254 5.2 Evolutionary psychology 257 6 Freud and Revolutions in Thought 261 6.1 Revolutions in thought vs. revolutions in science 263 Reading List 263 Essay Questions 269 Name Index 271 Subject Index 274. (shrink)

According to St. Thomas, the natures of material things are the proper objects of human understanding.Thomas claims only that the natures of things are the proper objects of the intellect, not that they are its only objects: he does not deny that we have intellective cognition also of the contingent states and situations of particular material things. And he holds that, at least in this life, humans cognize these natures, not through innate species or by perceiving the divine exemplars, but (...) only by abstraction from phantasms (ST Ia, 84.7, 85.1).This claim applies to the exercising of concepts already acquired, as well as their initial acquisition (ST Ia 84.7). Here and throughout, I use “cognition” to translate “cognitio.” As Scott MacDonald (“Theory of Knowledge” in Cambridge Companion to Aquinas, ed., N. Kretzmann and E. Stump [Cambridge: Cambridge University Press, 1993], p. 162) points out, translating “cognitio” with “knowledge” is misleading, given that cognitiones can, on Thomas’s account, be false (see, for example, ST Ia 17.3). I discuss Aquinas’s conception of cognition in section I.1. More precisely, the human intellect’s active component, the agent intellect, produces cognition of the natures of material things by abstracting intelligible forms from phantasms and informing them on its passive component, the possible intellect, to actualize the latter’s potency to understand.This division of the intellect into an active and a passive component originates in Aristotle’s cryptic remark that in the soul “there is a mind for becoming all things” and “a mind for producing all things” (DA III 5, 430a10). This passage has been subject to myriad interpretations. Aristotle’s Arabic commentators read him as saying that (one or both) of these intellects are single and separate from individual human souls. In opposition to these interpretations, Aquinas holds that the agent and possible intellects are both immanent powers of each individual soul. Since these interpretations enjoyed considerable popularity in Aquinas’s day, we often find him developing his account of the human intellect in explicit opposition to them (cf. OUIAA). The aim of the present piece is to clarify Thomas’s account of this intellective abstraction, and thereby the precise force of the conceptual empiricism it asserts.Important recent work by several scholars has advanced our understanding of many central aspects of Aquinas’s philosophy of mind and epistemology, including his account of intellective abstraction. See Eleonore Stump, “Aquinas on the Foundations of Knowledge,” Canadian Journal of Philosophy (Supplementary Volume) 17 (1992); “Aquinas’s Account of the Mechanisms of Intellective Cognition,” Revenue Internationale de Philosophie 52 (1998): 287–307; “Aquinas on Sensory Cognition,” in Medieval Analyses in Language and Cognition, eds. Sten Ebbesen and Russell L. Friedman, volume 77 in the series Det Kongelige Danske Videnskabernes Selskab, Historisk-Filosofiske Meddelelser (Copenhagen: Munksgaard, 1999), pp. 377–395. Norman Kretzmann, “Infallibility, Error, and Ignorance,” Canadian Journal of Philosophy 17 (1992); Kretzmann, “Philosophy of Mind,” in Cambridge Companion to Aquinas; Robert Pasnau, Theories of Cognition in the Later Middle Ages (Cambridge: Cambridge University Press, 1997); and Scott MacDonald (“Theory of Knowledge,” in Cambridge Companion to Aquinas).Many of these discussions share a salutary focus on Aquinas’s claims regarding the reliability of our faculties, so that their treatments of intellective abstraction tend to center on his prima faciae wildly implausible claim to its infallibility: “The proper object of intellect is the quiddity of a thing, and this is why intellect is not fallible regarding the quiddity of a thing, speaking of it just as such” (ST Ia 85.6). Kretzmann provides an interesting and detailed treatment of this claim. Drawing on a range of texts, he argues that the intellect’s apprehension of the quiddity of a thing is such that one acquires an initial, crude concept of that thing, and that this apprehension must be distinguished from the intellect’s act of compounding, in judgments, the aspects of things so apprehended: it is only through a fallible, and extended process of making such judgments that we arrive at more adequate concepts of things (see the final section of “Infallibility, Error, and Ignorance”). MacDonald also makes insightful, and complementary, observations along similar lines (pp. 183–84). However, though helpful, these points do not suffice to explain, let alone render defensible, Thomas’s claim of infallibility: why can’t some of our acts of intellective abstraction yield false cognitions (however rudimentary), in the sense Thomas specifies?; in other words; why can’t the agent intellect sometimes produce in the possible intellect forms which do not correspond to the forms that actually inhere, or even could inhere, in material things? I think that Stump is right to take this optimism to be one striking instance of Thomas’s general epistemic optimism rooted in his conviction that God designed our cognitive faculties (Stump, “Foundations of Knowledge,” pp. 145–48).The interpretation of his intellective abstraction provided here complements Stump’s insight. For it, in effect, elaborates how Aquinas’s theistic metaphysics grounds his epistemic optimism about the first operation of our intellect. In particular, it explains how the agent intellect, as the human participating likeness in the divine light of understanding, has the active potency to order phantasms in such a way that it can produce in the possible intellect intelligible species which are determinate likenesses of the particular material things of which we have experience (cf. Section III iv, below). Examining his distinction between sensible and intellectual cognition, and his account of the way the former, in phantasms, supplies the data for intellective abstraction, will lead us to reassess the nature of Thomas’s antinativism—arguably the most important historical and philosophical legacy of his cognitive psychology. (shrink)

The first line of Merleau-Ponty’s 1951-52 lecture “The Question of Method in Child Psychology” reads, “In child psychology (as in psychopathology, the psychology of primitives, and the psychology of women), the situation of the object of study is so different from that of the observer that it cannot be grasped on its own terms.” [F, 465] Is there any hope for a feminist reading of Merleau-Ponty’s psychology with such a statement, or are women relegated in (...) Merleau-Ponty’s corpus alongside the childlike, the insane, and the primitive? This paper endeavors to demonstrate that Merleau-Ponty’s understanding of the psychology of women is not a false or bigoted placing of women in an infant-like position. Rather, he demonstrates that it is precisely this relationship of man to woman that must be the starting point of analysis for both a philosophy and psychology of sex.À la première ligne du cours de Merleau-Ponty intitulé “Methode en psychologie de I’enfant,” on peut lire: “En psychologie de I’enfant, comme en psychpathologie, en psychologie des primitifs et en psychologie de la femme, I’objet à connaître est dans une situation si differente de celle de I’observateur qu’il est difficile de le saisir tel qu’il est. “À la lumière de cette citation, peut-on espérer faire une lecture féministe de la psychologie de Merleau-Ponty, ou les femmes sont-elles reléguées, dans le corpus merleau-pontien, à I’infantile, I’insensé et le primitif? Le présent article tente de démontrer que la compréhension merleau-pontienne de la psychologie des femmes ne place pas indûment ou de façon sexiste les femmes dans une position infantile. Il démontre plutôt que cette relation même entre I’homme et la femme doit constituer le point de départ de I’analyse pour une philosophie et une psychologie sexuelles. (shrink)

The current study examines patterns of attachment/self-protective strategies and rates of unresolved loss/trauma in children and adolescents presenting to a multidisciplinary gender service. Fifty-seven children and adolescents (8.42–15.92 years; 24 birth-assigned males and 33 birth-assigned females) presenting with gender dysphoria participated in structured attachment interviews coded using dynamic-maturational model (DMM) discourse analysis. The children with gender dysphoria were compared to age- and sex-matched children from the community (non-clinical group) and a group of school-age children with mixed psychiatric disorders (mixed psychiatric (...) group). Information about adverse childhood experiences (ACEs), mental health diagnoses, and global level of functioning was also collected. In contrast to children in the non-clinical group, who were classified primarily into the normative attachment patterns (A1-2, B1-5, and C1-2) and who had low rates of unresolved loss/trauma, children with gender dysphoria were mostly classified into the high-risk attachment patterns (A3-4, A5-6, C3-4, C5-6, and A/C) (χ2= 52.66;p< 0.001) and had a high rate of unresolved loss/trauma (χ2= 18.64;p< 0.001). Comorbid psychiatric diagnoses (n= 50; 87.7%) and a history of self-harm, suicidal ideation, or symptoms of distress were also common. Global level of functioning was impaired (range 25–95/100; mean = 54.88;SD= 15.40; median = 55.00). There were no differences between children with gender dysphoria and children with mixed psychiatric disorders on attachment patterns (χ2= 2.43;p= 0.30) and rates of unresolved loss and trauma (χ2= 0.70;p= 0.40).Post hocanalyses showed that lower SES, family constellation (a non-traditional family unit), ACEs—including maltreatment (physical abuse, sexual abuse, emotional abuse, neglect, and exposure to domestic violence)—increased the likelihood of the child being classified into a high risk attachment pattern. Akin to children with other forms of psychological distress, children with gender dysphoria present in the context of multiple interacting risk factors that include at-risk attachment, unresolved loss/trauma, family conflict and loss of family cohesion, and exposure to multiple ACEs. (shrink)

Here, we report on a quasi-experimental study to explore the applicability and perceived benefits of the CRAFT program, which is based on mindfulness, yoga, positive psychology, and emotional intelligence, to improve higher education student musicians’ health and well-being during the lockdown. A subset of student musicians at a Higher Conservatory of Music in Spain followed the CRAFT program during the academic year 2019/2020, 1 h per week as part of their curriculum. Students enrolled in CRAFT-based elective subjects formed the (...) CRAFT program group, while other students represented the control group. The onset of the national lockdown elicited by the COVID-19 pandemic occurred halfway through the program, which was subsequently delivered in an online format. We administered an online survey to explore the effect that the exposure to the CRAFT program had in terms of how participants dealt with various health and well-being concerns arising from the COVID-19 lockdown. There was a significantly higher proportion of proactive participants in the CRAFT program group, 92%, than in the control group, 58%, in terms of implementing practices to improve their health and well-being during the lockdown. Additionally, significantly more participants acknowledged perceived benefits from their practices in the CRAFT program group, 78%, than in the control group, 52%. Among proactive participants, yoga/meditation was the most implemented in the CRAFT program group, followed by exercise, and other yoga/meditation practices, whereas in the control group, exercise and Alexander technique-based practices were the most applied. In the CRAFT program group, the highest rate of perceived benefits was from yoga/meditation CRAFT-based practices, 51%, followed by exercise, 32%, and other yoga/meditation practices, 27%, whereas in the control group, benefits were reported by 29% of exercising participants and 16% for those having practiced the Alexander technique. A similar pattern was observed when excluding participants with previous yoga/meditation experience. This study revealed how participants can independently apply learned skills from the CRAFT program in response to a naturally occurring life event of unprecedented global impact, suggesting that previous exposure to mindfulness and yoga is likely to have a beneficial effect on how young adults react towards exceptionally stressful conditions. (shrink)

Background:Suffering in a suicidal crisis includes feelings such as despair, loneliness, anxiety, fear, shame, guilt and hopelessness. This study highlights the experiences of patients in the aftermath of suicide attempts. The research question was, what do suicidal patients see as meaningful help in care and treatment situations?Methodology:The methodology is inspired by Gadamer’s hermeneutics, where the parts are understood in light of the whole, and the whole is understood in light of the parts. Qualitative interviews were employed.Participants and research context:A total (...) of 10 persons, 4 women and 6 men 21–52 years old, were informed and asked to participate by specialists in psychology at two emergency psychiatric wards and by one crisis resolution team. Nine of the participants had experienced one or more suicide attempts using drugs and alcohol. Forced hospitalization prevented one of the 10 participants from attempting suicide.Ethical considerations:Before the participants signed an informed consent form, the interviewer met all participants to provide the written information, talking about the interview. A meeting to terminate contact was arranged after the participants had read their own interviews.Findings:Three themes were generated by the methodology we applied: experiencing hope through encounters, experiencing hope through the atmosphere of wisdom and experiencing a ray of hope from taking back responsibility.Discussion:The findings are discussed in the light of Eriksson’s suffering theory and Lindström’s theory about psychiatric care, as well as earlier research and theories about suicidality.Conclusion:The study reinforces possibilities that hope in suicidal patients can be inspired in encounters with healthcare personnel and within caring cultures. Through dialogue and cooperation, patients’ safety and ability to cope with suffering is created and thereby the hope and will to struggle for life. (shrink)

Mental health surveys are used extensively in epidemiological research worldwide. The ethical questions that arise regarding their risk of causing psychological distress or other potential harm have not been studied in the general population. We have investigated how study participants serving as controls in a population-based study perceived an anonymous postal questionnaire focusing on mental health and wellbeing. Parents were contacted from the Swedish Census Bureau as part of a larger follow-up study on palliative care conducted in 2001. Eligible parents (...) had a child of the same gender, year of birth and were from the same counties in Sweden as parents who had lost a child to cancer. Five percent reported being negatively affected. The principle negative effect on participants was that self-reflection reminded them of their difficulties. Of the 418 respondents, 52% reported that they were positively affected by study participation and 95% perceived the inquiry as valuable. These findings support the use of population-based controls in future research. (shrink)

The study analyses the external (distance from home to work and a public transport stop), socio-economic (age, gender, education, income, living with minors, access to a car), and socio-psychological (attitudes, subjective social norms, perceived behavioural control) predictors of the commuting behaviour of persons working in the city of Kaunas. During the study, an online survey was conducted, which was filled out by 228 respondents (of whom 169 (74.1%) women, 59 (25.9%) men; the respondents’ average age 39.52 years). A multinomial logistic (...) regression analysis was performed, the results of which revealed that commuting behaviour was predicted by environmental attitudes towards non-motorised transport and walking, perceived behavioural control towards public transport, instrumental attitudes towards the car and public transport, and access to a car. The study provides useful information about the type of measures promoting sustainable commuting that can be effective in the city of Kaunas. (shrink)

In “Compliance, Complicity, and the Nature of Nonideal Conditions” (2003), Tamar Schapiro suggests a framework that deontological theories might use to mitigate the stringency of the moral law in certain cases. This framework depends on a crucial distinction between two forms of non-compliance: transgression and subversion. Schapiro considers several possibilities for cases of subversive non-compliance including an intriguing fictional example from L.A. Confidential2003, p. 347) and Kant’s infamous murder at the door scenario (2006, p. 52). For the purpose of this (...) essay, I will focus on Schapiro’s analysis of the murderer at the door scenario. While her analysis is nuanced and insightful, I contend that Schapiro has mistaken the nature of the murderer’s non-compliance in this case. I highlight this by developing the game analogy further. I suggest that the murderer is not refusing to play, as Schapiro would have it, rather he is cleverly playing the game by exploiting its rules. Seen in this light, his wrongdoing in this scenario would not be enough to subvert, or corrupt, the entire practice. Given this, disobedience to the moral law (lying in this case) would not be justified. I go on to suggest that further development of the game analogy could provide potential new insights into the nature of non-compliance and non-ideal conditions. (shrink)

What exactly is that quality of resilience that carries people, organizations, and communities through traumatic times? As a construct, resilience is built on the underlying assumption that an individual or organization has undergone a situation of ‘significant adversity’ and has adapted positively, returning to or increasing in performance and psychological wellbeing : 227–233, 2003; Sutcliffe and Vogus 2003). Definitions of resilience range on a continuum from survival to adaptation to competence to healing to hardiness to robustness to wellness : 205–220, (...) 1998; Luthar et al. Child Development, 71: 573–575, 2000; Coutu Harvard Business Review, 80: 46–52, 2002; Maddi 2002). Resilience is an important quality for leaders who are committed to the health of organizations. Organizational health is negatively impacted by organizational trauma; parallel to individuals’ experiences, group and organizational cultures and dynamics are wounded by trauma. While leaders cannot always protect organizations from trauma, leaders can strengthen resilience, recognize when trauma occurs, address the trauma effectively, and protect the system from spiraling into traumatization : 52–57, 2002). This paper offers recommendations for addressing organizational trauma as well as strengthening resilience, individually and collectively. Stories are shared from several organizations, demonstrating the importance of leadership and resilience in the face of trauma. (shrink)

Introducción: El maltrato infantil se define como el abuso y la desatención de que son objeto los menores de 18 años; incluye el maltrato físico o psicológico, abuso sexual, desatención, negligencia y explotación comercial o de otro tipo que puedan causar un daño a la salud, al desarrollo o la dignidad del niño, y poner en peligro su supervivencia, en el contexto de una relación de responsabilidad, confianza o poder. Método: Se realizó un estudio prospectivo, con enfoque cuali-cuantitativo, modalidad de (...) campo, descriptivo, analítico y longitudinal en la escuela Manuela Espejo del cantón Ambato, provincia Tungurahua, Ecuador, durante el periodo 2013-2015 con el objetivo de determinar la incidencia de maltrato infantil y brindarle la atención o tratamiento adecuado. Resultados: El 7,67 % de los niños eran maltratados, predominó el sexo masculino con un 74 %, fundamentalmente en el medio familiar con un 52,17 % en la modalidad de maltrato psicológico en un 62,16 %. Conclusiones: La violencia infantil, continúa siendo un problema a nivel internacional. La asistencia continua a las víctimas del maltrato y a sus familias puede ayudar a reducirlo y a paliar sus consecuencias. Introduction: Child abuse is defined as mistreatment and neglect of children who are under 18. It includes physical or psychological abuse, sexual abuse, neglect, negligence and commercial exploitation or any other kind of exploitation that may cause damage to children´s health, physical development or dignity, and may endanger their survival in the context of a relationship of responsibility, trust or power. Method: A prospective, descriptive, analytical, longitudinal study was conducted using qualitative and quantitative approaches at Manuela Espejo School in Canton Ambato, Tungurahua province, Ecuador, during the period of 2013-2015 in order to determine the incidence of child abuse and provide adequate care or treatment. Results: 7.67% of children were abused; of those, males predominated at 74%. The abuse took place mainly in the family environment in the form of psychological maltreatment. Conclusions: Child abuse remains a problem internationally. Continuous assistance to victims of abuse and their families can help reduce and mitigate its consequences. (shrink)

The aim of the study was verifying, whether speech development is conditioned by a preterm birth, multiple pregnancy or pregnancy complicated with TTTS. We examined 52 preterm children, 15 of which were born after a single pregnancy and 42 after a multiple pregnancy. 23 children came from a pregnancy complicated by TTTS. The average age of the subjects was 32.5 months. The research methods used in our study were as follows: analysis of medical documentation, a structured clinical interview and psychological (...) conversation. Speech development of a child was assessed using BSID-III. An analysis of the results we obtained showed that there was a lower level of EC in the TTTS children in comparison to multiple-birth children without TTTS and single-birth children. We also found statistically significant relations between the EC scores and gender, age at the time of testing, disability, gestational age, birth weight. (shrink)

This study aims to determine the opinions of teachers of Religious Culture and Ethics Course (DKAB) about subject-based classroom application in-depth. The research has been carried from qualitative research methods with a case study design. In order to determine the working group of the study, criteria sampling was used in the first stage, and the maximum diversity sampling method was used in the next step. The sample of this research consists of 8 DKAB teachers working in Ankara province. A semi-structured (...) interview form has been used as a data collection tool in the study. The data of the qualitative of this research has been analyzed with both descriptive and content analysis by NVivo 10 program. In order to ensure validity and reliability in the study, credibility, transferability, consistency, and verifiability strategies have been used. When the research data were analyzed, four themes were formed: positive opinions about the application, negative opinions and problems related to the application, contribution of the practice to religious education and training, and recommendations about the application. DKAB teachers find the application more positive than the classroom system. It has been found that the practice of subject-based classrooms is a motivational tool for Primary School students, while it causes some problems for lower secondary school and upper secondary school students.Summary: Learning environments are among the key elements in the acquisition of 21st-century skills. Classrooms are also a part of the learning environment. Classes are the learning environment in which teachers and students spend most of their education and training process. In this context, subject-based classroom application is one of the preferred methods in the arrangement of classrooms.Subject-based classroom application means that the teachers have a special classroom related to their branches in the school building, and students attend the teacher's classroom according to the syllabus. In this practice, the teacher can decorate walls, floor, ceiling, column, and beam of the classroom with students’ study materials such as banner, poster, painting, cartoon to make the course more effective and efficient and to create a psychological atmosphere called classroom atmosphere-air.This application aims to activate the student by enriching the classroom and make learning effective and efficient. The classroom equipped with appropriate equipment and materials provides a favorable environment for the implementation of effective teaching strategies. The application can create “class/classroom culture” by using ordinary meanings and symbols related to the course. It provides students the opportunity to exhibit their products and contributes to students' self-regulation skills development. Besides, real-life practices or practices close to reality can be brought into the classroom. As a result, permanent learning can be realized with the possibility of creating a shared living space and the number of sensory organs participating in learning.This current study aims to address in-depth information about the opinions of Religious Culture and Moral Ethics (DKAB) teachers in primary, secondary, and high schools regarding the subject-based classroom application. When the studies in the literature are examined, it is seen that the studies related to the subject-based classroom application have increased since 2010. However, it is clear that this research is directed towards social studies, geography, science, and mathematics courses and is based on the opinions of students, teachers, and administrators at the secondary school level. In the context of DKAB course, there has been no research including the views of teachers, students, or school administrators regarding the application of subject-based classrooms. This study is carried out revealing perspectives of DKAB teachers by examining their opinions on the subject-based classroom application and contribute to the field. The research was conducted with a case study design from the qualitative research methods. The participants consist of 8 DKAB teachers working in Ankara province. A mixed purposive sampling method was used to determine the study group. In the first stage, the teachers implementing the DKAB classrooms application were taken as criteria. In the next step, the study group was determined within the framework of the maximum diversity sampling method by considering the variables such as school level, gender, age, education level, duration of teachers' work. The data were collected through a semi-structured interview form with expert opinion. In the form, there are nine main questions and probe questions, which include questions related to subject-based classrooms application, the contribution of the application to religious education and training, the contribution of teachers to professional and personal development, the effect of teachers' belonging to the school, the effectiveness, and improvement of the application. Permission has been obtained from the Ankara Provincial Directorate of National Education and participants via consent form for the interview. The interviews were recorded in audio, 169.58-minute audio recording transcripts, and 52-page interview data obtained. The qualitative data of this research has been analyzed with both descriptive and content analysis by NVivo 10 program. In order to ensure validity and reliability in the study, credibility, transferability, consistency, and verifiability strategies have been used.When the data of the research were analyzed, the opinions of DKAB teachers about the subject-based classrooms application categorized under four themes; positive and negative opinions/problems about the practice, the contribution of the practice to religious education and teaching and practical suggestions. Under the theme of positive opinions on the application, positive aspects for the teacher, student, parents, and comparison with the classroom system were formed. According to the participants, the practice of DKAB classroom is a “facilitation” element for the teacher because of the factors such as the teacher not moving around the classroom, not carrying material, having freedom to organize the classroom, and material regularity. In this application, since the teacher has a class of his own, the teacher adopts and owns the classroom and the sense of belonging to school increases. This sense of belonging is felt so strongly that there is even a participant who plans to retire if the application is abandoned. The positive aspects of the application for the students are that; a classroom is a motivating tool, the boards and walls can be used, and the student has the opportunity to exhibit their activities. When compared with the classroom system, it was stated that as a result of the branch classroom practice, the school equipment could be better protected, class order and cleaning easier, and the success of the students would be increased.The negative views of the participants on the application were grouped under the categories of students, teachers, and parents. Not having a fixed class of their own, continually relocating and losing time in recess, staying in the classroom door when the classroom is locked, not adopting the classroom and lack of lockers constitute the negative aspects of the application for the students. The overuse of classrooms, less use of teachers' rooms, lack of communication between colleagues are the negative aspects of the application for the teachers. It was stated by (75%) most of the participants that branch classroom application contributed to the continual learning of students in religious education and teaching. To make the application more functional, DKAB teachers have proposed arrangements such as improving physical infrastructure, enriching teaching materials, and arranging school syllabus and keeping classrooms open. As a result, teachers find the application more positive than the classroom system. While it is a motivation tool for primary school students, it causes some problems for secondary and high school students, such as carrying bags, staying at the door, and wasting time. In this sense, the application is recommended to be applied in primary schools that have a sufficient number of classrooms. Also, the system should be applied in secondary and high schools where the number of students is low, or the number of classrooms is sufficiently provided that the problems experienced by the students are eliminated. School administrations and teachers need to take necessary measures to make the application effective and efficient. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Editors’ NoteJames M. DuBois, Ana S. Iltis, and Heidi A. WalshFrom childhood, David Slakter had undergone tests and invasive procedures to monitor his nephritis. It was not a surprise when in 2015, doctors told him he needed a kidney transplant. The wife of a childhood friend was a close match and gave him one of her kidneys. Before his transplant, aerobic exercise was difficult; a few months after transplant, (...) Slakter could ride his bike, hike, and work out with a personal trainer. He no longer had to weigh food or gauge his potassium consumption, a concern for people with kidney failure. For Slakter, “life post-transplant has been a significant improvement.”Individuals or family members of those who have received an organ transplant from a living or deceased donor share their stories in this issue of Narrative Inquiry in Bioethics. The symposium is titled “Receiving the Gift of Life: Stories from Organ Transplant Recipients.” Organ transplantation can extend an individual’s life by decades. It can also greatly improve an individual’s quality of life, as was Slakter’s experience. At the same time, organ transplantation is expensive and stressful. Recipients can experience complications, including organ rejection, and there are few appealing alternatives.After her heart transplant, author Leilani R. Graham required four open-heart surgeries, ECMO, and an intra-aortic balloon pump. She experienced delirium, necrotizing pneumonia, and severe muscular atrophy that required her to re-learn how to walk. She struggled with weight gain, explosive mood swings, hair loss, and was terrified that her body would reject the new heart. For Graham, “[Transplant] was not the miracle [she] was hoping for.” Graham says she felt unprepared for and inadequately informed about what to expect after her transplant, which left her “battered, beaten, and bruised” with a 12-inch line from neck to navel and “bullet holes” up and down her torso from the chest tubes. When reflecting on her experience post-transplant, Graham says, “It wasn’t the physical trauma that hurt the most. It was that no one seemed surprised [by the aftereffects of transplant].” Seemingly no one, that is except Graham, who calls on transplant providers to “prioritize empathy.”The symposium editors are Jason T. Eberl and Tristan McIntosh. Three commentary articles, written by Macey Leigh Levan, Heather Lannon, and Vidya A. Fleetwood, Roslyn B. Mannon & Krista L. Lentine, offer important insights into the authors’ stories. The editors thank Mid-America Transplant, the UCSF Lung Transplant Program, Donor Connect, William L. Freeman, MD, MPH, MJIL, CIP, Janet Monk, and the individuals who gave anonymous donations to support the publication of this issue, an open-access VOICES edition of the symposium, and accompanying teaching guides.The research article in this issue, “‘A Shell of My Former Self’: Using Figurative Language to Promote Communication about Patient Suffering,” was written by Tyler Tate, Elizabeth Stein, and Robert A. Pearlman. The relief of suffering is a primary goal of medicine. However, the authors note that clinicians often miss or ignore suffering because they focus on the causes rather than the experience of suffering, or the subjective nature of suffering makes it difficult to discuss. The authors believe that “the key to communicating about suffering lies in finding [End Page vii] the right kind of words to describe the experience” and say that figurative language offers a promising approach. In their research, the authors performed qualitative analysis on 52 works of literature and identified 254 excerpts of figurative language with themes of non-physical or psychological suffering. The authors found 13 salient themes: brokenness, diminishment, disorientation, drowning, emptiness, imprisonment, battle, darkness, isolation, invisibility, lifelessness, punishment, and torture. The authors reiterate that developing a shared language of suffering could foster a therapeutic patient-clinician relationship and improve clinicians’ ability to recognize and address a patient’s experience of suffering.María Susana Ciruzzi wrote the first of two case studies included in this issue. “The Sword of King Solomon” addresses a tragic and difficult subject—how to navigate the situation posed by conjoined twins when “any decision will produce damage and suffering.” The case involves two infant male patients born at 37 weeks gestation as omphalo-ischiopagus conjoined twins... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 10.4 (2003) 369-372 [Access article in PDF] Unity of Agency and Volition:Some Personal Reflections Stephen Weiner The issues of unity of agency, self-as-narrative, and more generally, volition are highly personal to me. Indeed, I would say I have frequently been obsessed with them. I am 52 years old, and date the onset of my psychiatric symptoms—my long-term misery—very specifically: 11:00 pm Pacific Standard Time, (...) August 28, 1965. At almost precisely that time, I started obsessing that I was homosexual and, in fact, turning into a girl. Within days, derealization followed: for instance, the houses in my neighborhood seemed one-dimensional—they seemed as though they were painted, as though I could stick my hand or an object through them. Colors seemed less bright as well—but I hardly had words for all this at the time: it was an overwhelmingly preverbal feeling, but I found some words for it.I was also depressed, and knew I was depressed—that is, I was worried, had trouble sleeping, and had suicidal thoughts and feelings. Within weeks, I asked my parents if I could see a psychiatrist, and I did. I remember asking my psychiatrist if he ever thought about the possibility that everything might be an illusion, and he quoted the refrain from "Row, Row, Row Your Boat": "merrily, merrily, merrily, merrily, life is but a dream." But just asking him produced a chilling feeling that he did not exist and, largely for this reason, I did not mention unreality feelings again to therapists for another 20 years.So, like Dr. Wells' patient Edward, described by James Phillips (2003), I was in trouble; like Edward, I was starting to construct a narrative. I started feeling that I had "to tell my story" at about this time—before then, I had not felt a need to do that. That may be partly because young children take life for granted (at least, I did), and it may be partly because suffering, by its very nature, demands explanation; both reasons were probably operating—certainly, both my parents told me years later that I had seemed emotionally distressed as a child, and my mother told they would have given me Ritalin if it had been available. So, to other people (my parents and my teachers) I was mentally ill in some sense, and I have some pretty clear memories of what I now recognize as depression, especially in the second and third grades; but I did not think of myself as sick and I did not think of myself as suffering—and I did not experience the duality (at least) of selves that I started to experience almost immediately in August 1965.Phillips further points out that the "future Edward" could look back in his narrative, at a later age, and reconstruct his history either as someone with a continuing mental illness, or as someone who had attained a secure, healthy adulthood and saw his experience as adolescent pain in the service of ultimate adult health and integration. I see my story, I am sorry to report, as [End Page 369] one of unremitting basic pain but with the positive dimension that I was able to go on, obtain a good education, work a good deal in my adult life, and father a child. But my narrative—and am I not, as a highly verbal person, almost constrained to think of my life as a narrative?—has been one, as Phillips (following Kleinman) realizes, of suffering. It is, above all else, an illness narrative. I find the approach of J. Melvin Woody (2003)—of privileging performing and performing arts and spatial metaphors over story—less relevant and true to myself, although I see no reason to argue with Mary's preference for such forms. It may be that the temporal discontinuities she has experienced predispose her to see herself in such terms—may, in fact, necessitate doing so. I am not exactly sure why, but it probably has to do with acting, with trying on and performing one role... (shrink)

There is the famous anecdote about Freud: upon being reminded by a disciple that to smoke cigars is clearly a phallic activity, Freud, cigar in hand, is said to have responded, “Sometimes a good cigar is just a good cigar.” The anecdote demonstrates, it seems to me, a problematic central to psychoanalysis: the discipline which insists on transference and, perhaps even more significantly, on displacement as fundamental principles, ultimately must insist in turn on seeing everything as being “really” something else. (...) Such an ideology of metamorphosis is so much taken for granted that unlike the rest of the world, which generally has difficulty in being convinced that a pipe, for example, is not necessarily a pipe at all, psychoanalysis needs at times to remind itself, in a type of return to an adaequatio, that it is possible for a cigar really to be a cigar. Psychoanalysis, in other words, has not only an economy which is hydraulic , but has as well an economy of seepage: each apparent object, whether in dream, literature, or psychic narrative, splashes over onto at least one “something else.” Not only is there always a remainder, but the remainder generally proliferates, multiplies, from more than one quotient, such that the original “thing” in question becomes merely the agent for production. Its status as thing-in-the-world is easily lost.Such seepage has, of course, appeared almost everywhere. Psychoanalysis has infiltrated such diverse areas as literature , linguistics, philosophy, anthropology, history, feminism, psychology, archeology, neurology, to name some. And it is in the notion of “some,” perhaps, that lies the crux of the problem. For there is in psychoanalysis an overt conviction that it exists as the ultimate totality, of which everything else is a part. Not content to see itself as one in a number of enterprises, the psychoanalytic project has at its foundation a vision of itself as the meaning which will always lie in wait; the truth which lies covered by “the rest.” Jacques Derrida has, of course, pointed to this tendency. Psychoanalysis, he noted, wishes a peculiar logic for itself, one in which “the species would include the genus.”1 Moreover, says Derrida in the same essay, once psychoanalysis has discovered itself, what it then again proceeds to discover around it is always itself.2 What happens, then, is that psychoanalysis becomes a ubiquitous subject, assimilating every object into itself. But it is also a Subject which sees itself as omnipresent, omniscient, and without a center—precisely the terms in which God has been described. It is not then by chance that the unconscious is likened to a divinity: always present but revealing itself only obliquely and at privileged moments, the unconscious takes the place of the Judeo-Christian God. It is within every being, but inaccessible unless it “chooses” to manifest itself. And in a peculiar reversal of the notion of the partitive, psychoanalysis would have the unconscious reveal itself in fleeting moments and fragments, thereby suggesting its fullness and totality; and it would have “other” intellectual enterprises be only apparent totalities which are revealed through psychoanalysis alone to be “really” incomplete because they exist without recognizing the unconscious and its mother, psychoanalysis itself. 1. Jacques Derrida, “Graphesis,” “The Purveyor of Truth,” trans. Willis Dominggo et al., Yale French Studies 52 : 32.2. See the syllogism with which Derrida opens his “Purveyor of Truth,” p. 31. Part of what I am calling the “syllogism” appears at the beginning of Stephen Melville’s article in the present issue. (shrink)

There is limited knowledge about cancer patients' experiences of uncertainty while waiting for genome sequencing results, and whether prolonged uncertainty contributes to psychological factors in this context. To investigate uncertainty in patients with a cancer of likely hereditary origin while waiting for genome sequencing results, we collected questionnaire and interview data at baseline, and at three and 12 months follow up. Participants had negative attitudes towards uncertainty at baseline, and low levels of uncertainty at three and 12 months. Uncertainty about (...) genome sequencing did not change significantly over time [t = 0.660, p = 0.510]. Greater perceived susceptibility for cancer [r = 0.14, p < 0.01], fear of cancer recurrence [r = 0.19, p < 0.01], perceived importance of genome sequencing [r = 0.24, p < 0.01], intention to change behavior if a gene variant indicating risk is found [r = 0.29, p < 0.01], perceived ability to cope with results [r = 0.36, p < 0.01], and satisfaction with decision to have genome sequencing [r = 0.52, p < 0.01] were significantly correlated with negative attitudes towards uncertainty at baseline. Multiple primary cancer diagnoses [B = −2.364 [−4.238, −0.491], p = 0.014], lower perceived ability to cope with results [B = −0.1.881 [−3.403, −0.359], p = 0.016] at baseline, greater anxiety about genome sequencing [B = 0.347 [0.148, 0.546], p = 0.0012] at 3 months, and greater perceived uncertainty about genome sequencing [B = 0.494 [0.267, 0.721] p = 0.000] at 3 months significantly predicted greater perceived uncertainty about genome sequencing at 12 months. Greater perceived uncertainty about genome sequencing at 3 months significantly predicted greater anxiety about genome sequencing at 12 months [B = 0.291 [0.072, 0.509], p = 0.009]. Semi-structured interviews revealed that while participants were motivated to pursue genome sequencing as a strategy to reduce their illness and risk uncertainty, genome sequencing generated additional practical, scientific and personal uncertainties. Some uncertainties were consistently discussed over the 12 months, while others emerged over time. Similarly, some uncertainty coping strategies were consistent over time, while others emerged while patients waited for their genome sequencing results. This study demonstrates the complexity of uncertainty generated by genome sequencing for cancer patients and provides further support for the inter-relationship between uncertainty and anxiety. Helping patients manage their uncertainty may ameliorate psychological morbidity. (shrink)

The aim of this research was to see if there is a difference in the psychological resilience and quality of life of pupils attending elementary school and pupils attending both elementary school and elementary music school. The research also examined the potential gender differences in the results with respect to the school the pupils attended. The research included pupils of comparable age – those in the final years of elementary school and in the final years of elementary music school. The (...) convenience sample consisted of a total of 218 pupils. Ungar’s Child and Youth Resilience Measure was used, as well as the Croatian version of the Kidscreen Questionaire-52. The results are presented through descriptive statistics and processed by a two-way analysis of variance. The results show that pupils who attend both elementary school and elementary music school are more resilient with better life adjustment than pupils who attend only elementary school. There were no gender differences with respect to the school that the pupils attended. The results of the research show engagement in music as a potential protective factor in the development of psychological resilience and life adjustment in children. (shrink)

It is now well-established that physical activity has positive effects on both physical and mental health. However, the influence of organized physical activity on school adaptive behavior of adolescents with disabilities and/or behavioral disorders remains unclear. School behavior adaptation involves the ability to learn, conform to school norms and manage school activities without major behavior conflicts. A cross-sectional study was conducted to test the differences between organized physical activity and non-organized physical activity in an after school program. Eighty Romanian adolescents (...) were recruited and allocated to three groups: with disabilities [Ds;N= 17,Mage= 14.55 years, 12 males and 5 females], with conduct disorders [CDs,N= 21,Mage= 14.52 years 16 males and 5 females], and participants who had not shown signs of conduct disorders or disabilities [as a control group;N= 42,Mage= 14.2 years 20 males and 22 females]. Personality traits, school behavior, and sensorimotor coordination were assessed by using the Eysenck personality questionnaire—junior scale, school in-adaptability questionnaire scale, and Vienna Test System Sport respectively. Multivariate analysis of variance MANOVA and discriminant analysis were used to examine differences between the psychological and sensorimotor coordination outcomes across three groups and three types of physical activity context: organized physical activity, non-organized physical activity, and no physical activity. The findings indicate that not participating in an organized physical activity program results in a reduced level of physical mobility and consequently is associated with maladaptive social and psychological outcomes. Thus, we argued that attending in an organized physical activity program is more beneficial for participants with disabilities and/or behavior disorders, due to an increase in the probability of school integration and development of their motor skills. Clearly more research is needed in order to investigate these effects in neurophysiological levels. (shrink)

This multi-centre research investigates the effects of dance movement therapy (DMT) on participants diagnosed with depression. In total, 109 persons participated in the study in various locations in Finland. The participants were 39 years old, on average (range = 18–64 years), and most were female (96%). All participants received treatment as usual (TAU). They were randomised into DMT+TAU (n = 52) or TAU-only (n = 57). The participants in the DMT + TAU group were offered 20 DMT sessions twice a (...) week for 10 weeks in addition to standard care. The measurement points included pre-treatment measurement at the baseline, post-treatment measurement at the end of the intervention, and a follow-up measurement 3 months afterward. The observed effects of the intervention among participants in the DMT+TAU group were a greater reduction in depression (BDI-I) and in indicators of physical and psychological distress (CORE-OM and SCL-90) in comparison to the participants who received TAU-only. At the 3-month follow-up, the corrected between-group effect sizes (ES) were medium and in favour of the DMT+TAU group (d = 0.60–0.72). These results are in line with the increasing number of research studies showing the benefits of DMT intervention among participants with depression, and these results indicate that DMT may improve the effectiveness of standard care. (shrink)

Per Persson _Understanding Cinema: A Psychological Theory of Moving Imagery_ Cambridge: Cambridge University Press, 2003 ISBN 0-521-81328-X 52 illustrations, 281 pp.

In this unique book, popular self-help author Richo offers 52 promises individuals can make to navigate the ups and downs of daily living in a wise, ...

Nobel Prize winner Richard Thaler was among those who expected Remain to win the EU referendum. Yet on 23 June 2016, a majority in the UK voted to Leave by a margin of 52–48%. A study of over 450 Leave voters, based on the MINDSPACE framework, looks at whether behavioural factors affected the outcome and at what lessons could be learned for any future votes. It finds that voters had low levels of knowledge which may have undermined any ‘status quo (...) bias’; that messengers used by the Remain campaign didn’t work for this audience; that the Remain campaign’s loss-framed figure of £4300 per household per year was judged to be less than the Leave campaign’s figure of £350 m a week (it is six times larger); and that behaviourally-based arguments on immigration might have had an impact. It notes how behavioural science was used successfully to increase turnout. The implication for communicators is that a ‘Test, Learn, Adapt’ strategy could be helpful in future campaigns. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The King and the Crowd: Divine Right and Popular Sovereignty in the French Revolution Robert G. Hamerton-Kelly Stanford University We French cannot really think about politics or philosophy or literature without remembering that all this— politics, philosophy, literature—began, in the modem world, under the sign of a crime. A crime was committed in France in 1793. They killed a good and entirely likable king who was the incarnation of (...) legitimacy. We cannot not remember that this crime was horrible... When we speak about writing, the accent is on what is necessarily criminal in writing. (Jean-François Lyotard, "Discussion Lyotard-Rorty" 583; quoted in Dunn 165) The condemnation ofthe king is at the crux ofour contemporary history. It symbolizes the secularization of our history and the disincarnation of the Christian God. (Albert Camus, The Rebel 120; quoted in Dunn 140) Susan Dunn makes a well-documented case that the death of Louis XVI was unconsciously understood, especially by the Jacobins, as a human sacrifice that was necessary for the founding of the republic. "Louis must die because the patrie must live," said Robespierre at the king's trial, and the representative Carra considered Louis "the source of corruption and servitude... the fatal talisman ofall our ills" whose death would cause the people to be "regenerated in morality and virtue" (Dunn 15-37). The king was a monster and the source ofall the ills, and his death 68Robert G. Hamerton-Kelly had the power to alleviate those ills and regenerate the nation. This image of the king as sacrificial victim persisted throughout the first half of the nineteenth century in French literature and politics, sometimes assimilating itself to the image of Jesus Christ who died for the sins of the world. Legitimist writers like Joseph de Maistre saw his death precisely in this light as a great Christian sacrifice that would do France and the world good (Dunn 28-37). The king as a sacred monster whose life causes all ill and whose death brings healing is the classic figure of the scapegoat or sacrificial victim identified by René Girard. Susan Dunn recognizes this but because she does not know Girard's mimetic theory she is not able to explain the significance of the scapegoat king. Her work is, indeed, as Conor Cruise O'Brien says in the foreword, a work ofdemonstration rather than argument, of evidence rather than interpretation. I offer a mimetic interpretation ofthe Jacobin claim that the death ofthe king was the human sacrifice that founded the republic, and an argument that a universally operative generative mechanism forged the historical events of the revolution.1 There is no essential difference between the sovereignty ofthe king and the sovereignty of the people. In both cases sovereignty arises from a metaphorical contract that threatens death to anyone who violates it. The royal metaphors are organic while the revolutionary metaphors are legal and rational, but they all express the sacrificial structure ofpolitical power. Revolutionary democracy imports the fiction ofrationality to obscure its sacrificial structure. The desire ofthe general will for contractual equality is a transformation of mimetic desire in search of a victim around which the bad violence ofmimetic rivalry can coalesce into the good violence of sacred order. Sovereignty, therefore, is structurally single and simple; it is violence transformed through the sacred into the powers oforder. Max Weber understood this in general ifnot in its particulars when he defined sovereignty as the monopoly of the means of violence within a single territory.2 1 Mimetic theory was discovered by René Girard. I have given an account of my understanding of it in 7Ae Gospel and the Sacred 129-52. The idea of a mechanism universally operative in human history isjustified in the emerging discipline ofevolutionary psychology. Such mechanisms are the result ofthe interaction ofgenetic and environmental factors in the process of evolution (see Robert Wright). 2 The precise quotation from Weber is as follows: "The state is a human community that (successfully) claims the monopoly of the legitimate use of physical force within a The King and the Crowd69 The transition from royal to popular sovereignty is a transformation of the basic pattern of victim and group. The... (shrink)

Background: Suicidality is a life-and-death struggle in deep loneliness and psychological pain. There is a lack of knowledge about what could help the suicidal patients’ struggle for continued life. The aim of this study was to develop a deeper understanding of suicidal patients in the aftermath of suicidal attempts. The research question was ‘What resources in the person himself or herself and his or her surroundings are crucial in a suicidal crisis to maintaining the will to live and hope for (...) life’? Methodology: The study has a hermeneutic approach and an explorative design. Data were collected using semi-structured interviews with 10 participants: men and women 21–52 years of age. The context was two emergency psychiatric units and one crisis resolution team. Ethical considerations: The participants signed an informed consent before the interviews were conducted. Findings: This article presents three themes: becoming aware of the desire to live, an experience of connectedness and someone who cares. Discussion: The suicidal person’s awareness of wishes, dreams, hopes and will, but also of their feelings in the aftermath of the suicide attempt, seemed to play a crucial role in a suicidal crisis. Experiences of connectedness remind the person of the responsibility in his or her own life and in the lives of others and seemed to strengthen the urge to go on. Private and professional relationships seem to be crucial in stimulating the desire and hope to go on living. Conclusion: Becoming aware of the desire to live, being connected to others and experiencing someone who cares is necessary for life. Both private and professional networks seemed to be important resources that could remind the suicidal person of his or her own dignity as part of being human. (shrink)

Logic and Knowledge -/- Editor: Carlo Cellucci, Emily Grosholz and Emiliano Ippoliti Date Of Publication: Aug 2011 Isbn13: 978-1-4438-3008-9 Isbn: 1-4438-3008-9 -/- The problematic relation between logic and knowledge has given rise to some of the most important works in the history of philosophy, from Books VI–VII of Plato’s Republic and Aristotle’s Prior and Posterior Analytics, to Kant’s Critique of Pure Reason and Mill’s A System of Logic, Ratiocinative and Inductive. It provides the title of an important collection of papers (...) by Bertrand Russell (Logic and Knowledge. Essays, 1901–1950). However, it has remained an underdeveloped theme in the last century, because logic has been treated as separate from knowledge. -/- This book does not hope to make up for a century-long absence of discussion. Rather, its ambition is to call attention to the theme and stimulating renewed reflection upon it. The book collects essays of leading figures in the field and it addresses the theme as a topic of current debate, or as a historical case study, or when appropriate as both. Each essay is followed by the comments of a younger discussant, in an attempt to transform what might otherwise appear as a monologue into an ongoing dialogue; each section begins with an historical essay and ends with an essay by one of the editors. -/- Carlo Cellucci is Emeritus Professor of Philosophy at the University of Rome ‘La Sapienza,’ Italy. He is currently completing a book entitled, Remaking Logic: What is Logic Really? -/- Emily Grosholz is Professor of Philosophy at the Pennsylvania State University, USA. She is the author of Representation and Productive Ambiguity in Mathematics and the Sciences (Oxford University Press, 2007). -/- Emiliano Ippoliti is a Research Fellow at the University of Rome ‘La Sapienza,’ Italy. His main interests are heuristics, the logic of discovery, and problem-solving. He is currently working on a book, Ampliating Knowledge: Data, Hypotheses and Novelty. -/- TABLE OF CONTENTS -/- Foreword .................................................................................................... ix Acknowledgements ................................................................................. xxv -/- Section I: Logic and Knowledge -/- Chapter One................................................................................................. 3 The Cognitive Importance of Sight and Hearing in Seventeenthand Eighteenth-Century Logic (Mirella Capozzi) Discussion .............................................................................................. 26 (Chiara Fabbrizi) Chapter Two .............................................................................................. 33 Nominalistic Content (Jody Azzouni) Discussion ............................................................................................... 52 (Silvia De Bianchi) Chapter Three ............................................................................................ 57 A Garden of Grounding Trees (Göran Sundholm) Discussion.......................................................................................... .. 75 (Luca Incurvati) Chapter Four .............................................................................................. 81 Logics and Metalogics (Timothy Williamson) Discussion.......................................................................................... 101 (Cesare Cozzo) Chapter Five ............................................................................................ 109 Is Knowledge the Most General Factive Stative Attitude? (Cesare Cozzo) Discussion.......................................................................................... 117 (Timothy Williamson) Chapter Six .............................................................................................. 123 Classifying and Justifying Inference Rules (Carlo Cellucci) Discussion.......................................................................................... 143 (Norma B. Goethe) -/- Section II: Logic and Science -/- Chapter Seven.......................................................................................... 151 The Universal Generalization Problem and the Epistemic Status of Ancient Medicine: Aristotle and Galen (Riccardo Chiaradonna) Discussion.......................................................................................... 168 (Diana Quarantotto) Chapter Eight........................................................................................... 175 The Empiricist View of Logic (Donald Gillies) Discussion.......................................................................................... 191 (Paolo Pecere) Chapter Nine............................................................................................ 197 Artificial Intelligence and Evolutionary Theory: Herbert Simon’s Unifying Framework (Roberto Cordeschi) Discussion.......................................................................................... 216 (Francesca Ervas) Chapter Ten ............................................................................................. 221 Evolutionary Psychology and Morality: The Renaissance of Emotivism? (Mario De Caro) Discussion.......................................................................................... 232 (Annalisa Paese) Chapter Eleven ........................................................................................ 237 Between Data and Hypotheses (Emiliano Ippoliti) Discussion.......................................................................................... 262 (Fabio Sterpetti) -/- Section III: Logic and Mathematics -/- Chapter Twelve ....................................................................................... 273 Dedekind Against Intuition: Rigor, Scope and the Motives of his Logicism (Michael Detlefsen) Discussion.......................................................................................... 290 (Marianna Antonutti) Chapter Thirteen...................................................................................... 297 Mathematical Intuition: Poincaré, Polya, Dewey (Reuben Hersh) Discussion.......................................................................................... 324 (Claudio Bernardi) Chapter Fourteen ..................................................................................... 329 On the Finite: Kant and the Paradoxes of Knowledge (Carl Posy) Discussion.......................................................................................... 358 (Silvia Di Paolo) Chapter Fifteen ........................................................................................ 363 Assimilation: Not Only Indiscernibles are Identified (Robert Thomas) Discussion.......................................................................................... 380 (Diego De Simone) Chapter Sixteen ....................................................................................... 385 Proofs and Perfect Syllogisms (Dag Prawitz) Discussion.......................................................................................... 403 (Julien Murzi) Chapter Seventeen ................................................................................... 411 Logic, Mathematics, Heterogeneity (Emily Grosholz) Discussion.......................................................................................... 427 (Valeria Giardino) -/- Contributors........................................................................................ ..... 433 Index............................................................................................... ......... 437 -/- Price Uk Gbp: 49.99 Price Us Usd: 74.99. 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In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 9.1 (2002) 87-90 [Access article in PDF] Phenomenological and Biological Psychiatry:Complementary or Mutual? James Morley Keywords: phenomenology, psychiatry, psychoanalysis, ontology. We feel that even if all possible scientific questions be answered the problems of life have still not been touched at all. (Witgenstein, Tractatus, 6.52) IF ONE WAS TO PERFORM a thought experiment by imagining a scientifically explained universe, how would this explained universe (...) resolve my issues of value and meaning? Would it help me to live a better life? In one sentence, Witgenstein expressed exactly the issues dividing, and defining, the phenomenological and biophysical approaches to psychiatry. (Natural) scientific questions are concerned with relations of physical causality while phenomenology is aimed at the problems of life, i.e., the elucidation of lived personal meanings.Clarifying the relation between phenomenology and the general psychiatric literature is clearly a significant undertaking. At this juncture in the history of psychiatry where the biophysical model is so dominant, the authors' efforts are especially welcome, as I wholeheartedly appreciate, and thank the authors for this endeavor. I only wish to explicate a few issues latent within the article and perhaps add a few supportive points. Explicitly or implicitly, the need for phenomenology in psychiatry is long enduring and will always persist (Ellenberger 1981, 1993). The integration of phenomenology with general psychiatric practice would certainly serve the needs of patients and society generally. But, in the present state of affairs where the biological model is so preeminent, a full accounting of the dramatic divergences between the two approaches is necessary if there is to be authentic dialogue between them.Essentially, I want to stress that phenomenology and natural science medicine are genuinely distinct paradigms for construing reality and organizing knowledge. As distinct scientific paradigms, each one is holistically self-contained. Like soap bubbles, if pushed together too forcefully one or the other may burst. In this case, it is more likely that the smaller, less prevalent paradigm would burst by becoming absorbed into the more dominant paradigm. I believe that this is precisely the risk when phenomenology is introduced to conventional psychiatry as "complementary." Whereas one could hardly object to any application of empathy and understanding toward the experiences of patients, it would be tragic if the [End Page 87] full philosophical power of phenomenology were to be overlooked in favor of its mere utility as a preliminary stage of diagnosis and assessment, a framework for bedside manners, or worst of all, an appendage to neuroscience or pharmacology. This would not be phenomenology but the very symptomatology that the authors have has so clearly distinguished from true phenomenology.This equation of phenomenology with symptomatology is exactly the misunderstanding that the authors so effectively address. However, I would hesitate to join the authors' optimism in regard to phenomenology's potential complementary role to conventional psychiatric practice. Furthermore, in the process of paradigm mix, certain constituents of each paradigm may be taken out of context and the strength of each paradigm thus diluted. For example, the very power of the experimental method is its reduction of phenomena to measurable variables that can be altered in order to discern causality. Unmeasurable variables detract form the rigor of this entire approach. Then on the other hand, phenomenological empathy is only possible within a standpoint that is severed from the causal thinking of experimental science. This is the holistic perceptual shift that cannot be accomplished when one only appends phenomenological insights to an otherwise materialist approach to psychiatry. Thus, it is not at all clear how one can be both phenomenological and nonphenomenologically natural scientific. Instead of positioning phenomenology as a potential complimentary component of natural-science psychiatry, both world views need to be examined, on their own terms, in a framework of mutuality.Empathy or the understanding of other peoples subjective experience is indeed an essential component of the application of phenomenology to clinical assessment and especially therapeutic treatment. But, to limit phenomenology to this theme alone may not honor the profoundly radical character of this paradigm. As the authors point out, phenomenology asks the practitioner to... (shrink)

The first line of Merleau-Ponty 's 1951-52 lecture "The Question of Method in Child Psychology" readt, "In child psychology (as in psychopathology, the psychology of primitives, and the psychology ofwomen), the situation ofthe object of study is so different from that ofthe observer that it cannot be grasped on its own terms." Is there any hope for a feminist reading of Merleau-Ponty's psychology with such a statement, or are women relegated in Merleau-Ponty's corpus alongside the (...) childlike, the insane, and the primitive? This paper endeavors to demonstrate that Merleau-Ponty 's understanding of the psychology of women is not a false or bigoted placing of women in an infant-like position. Rather, he demonstrates that it is precisely this relationship of man to woman that must be the starting point of analysis for both a philosophy and psychology of sex. (shrink)

Thirty-eight individuals (mean age: 34.8 years old) participating in a 3-month yoga and meditation retreat were assessed before and after the intervention for psychometric measures, brain derived neurotrophic factor (BDNF), circadian salivary cortisol levels, and pro- and anti-inflammatory cytokines. Participation in the retreat was found to be associated with decreases in self-reported anxiety and depression as well as increases in mindfulness. As hypothesized, increases in the plasma levels of BDNF and increases in the magnitude of the cortisol awakening response (CAR) (...) were also observed. The normalized change in BDNF levels was inversely correlated with BSI-18 anxiety scores at both the pre-retreat (r = 0.40, p < 0.05) and post-retreat (r = 0.52, p < 0.005) such that those with greater anxiety scores tended to exhibit smaller pre- to post-retreat increases in plasma BDNF levels. In line with a hypothesized decrease in inflammatory processes resulting from the yoga and meditation practices, we found that the plasma level of the anti-inflammatory cytokine Interleukin-10 was increased and the pro-inflammatory cytokine Interleukin-12 was reduced after the retreat. Contrary to our initial hypotheses, plasma levels of other pro-inflammatory cytokines, including Interferon Gamma (IFN-γ), Tumor Necrosis Factor (TNF-α), Interleukin-1β (IL-1β), Interleukin-6 (IL-6), and Interleukin-8 (IL-8) were increased after the retreat. Given evidence from previous studies of the positive effects of meditative practices on mental fitness, autonomic homeostasis and inflammatory status, we hypothesize that these findings are related to the meditative practices throughout the retreat; however, some of the observed changes may also be related to other aspects of the retreat such as physical exercise-related components of the yoga practice and diet. We hypothesize that the patterns of change observed here reflect mind-body integration and well-being. The increased BDNF levels observed is a potential mediator between meditative practices and brain health, the increased CAR is likely a reflection of increased dynamic physiological arousal, and the relationship of the dual enhancement of pro- and anti-inflammatory cytokine changes to healthy immunologic functioning is discussed. (shrink)