Beyond Original Sin: A Paradigm Shift for the Age of Neuroscience

In this article I explore the implications of Jesus?? location of the kingdom of heaven in the lived experience of the individual and of the findings of neuroscientific research for a paradigm shift in Christian theology, one that moves us beyond the Adamic myth and belief in original sin. Support for a theological paradigm shift based on lived experience is provided by Capps (1993) and for this particular paradigm shift by Pagels (1989) and Ricoeur (2004). I point out that the doctrine of original sin supports and fosters the negativity bias of the brain and inhibits the resculpting of the brain. Drawing on Hanson??s (2009) evidence in support of the brain??s neuroplasticity (i.e., its capacity to change itself) and on Brach??s (2003) critique of the ??trance of unworthiness,?? I make the case for meditative and mindful awareness practices in Christianity and other religious traditions as proven methods for the resculpting of the brain in order that individuals may experience greater joy, contentment, and awareness of the goodness of life and of God??s creation. A longitudinal neuroscientific research study of Roman Catholic nuns (Newberg and Waldman 2009) provides evidence in support of the role of contemplative prayer and meditation in generating the joy and serenity that Jesus?? allusion to the hidden treasure envisions.     

Disrupting the Coloniality of Being: Toward De-colonial Ontologies in Philosophy of Education

This essay works to bridge conversations in philosophy of education with decolonial theory. The author considers Margonis?? (1999, 2011a, b) use of Rousseau (1979) and Heidegger (1962) in developing an ontological attitude that counters social hierarchies and promotes anti-colonial relations. While affirming this effort, the essay outlines a coloniality of being at work in Rousseau and Heidegger through thier reliance on the colonial conceptualization of African Americans and Native Americans as savage and primitive. The essay turns to decolonial theory and the work of Maldenado-Torres (Cult Stud 21(2?C3):240?C270, 2007, 2009) to highlight how a decolonial attitude complicates, yet enriches Margonis?? philosophical framework.     

Semantic plasticity and epistemicism

This paper considers the connections between semantic shiftiness (plasticity), epistemic safety and an epistemic theory of vagueness as presented and defended by Williamson (1996a, b, 1997a, b). Williamson explains ignorance of the precise intension of vague words as rooted in insensitivity to semantic shifts: one??s inability to detect small shifts in intension for a vague word results in a lack of knowledge of the word??s intension. Williamson??s explanation, however, falls short of accounting for ignorance of intension.     

New Directions for Research on the Role of Parents and Teachers in the Development of Gender-Related Math Attitudes: Response to Commentaries

We frame our response to the commentaries by Cheryan (2011), Lane (2011), and Shapiro and Williams (2011), in terms of two broad points made by Lane (2011). First, we agree that the various constructs that we termed “math attitudes”—including math-gender stereotypes, math anxiety, math self-concepts, and achievement motivation in math—are in fact distinct (Gunderson et al. 2011b). Nevertheless, we argue that investigating common mechanisms underlying the transmission of these constructs from adults to children is a productive approach because it can lead to general interventions to boost children’s performance and dispositions toward math. Second, we argue that research on the development of gender-related math attitudes exists at the intersection of multiple research areas, including research on attitudes (broadly defined), math, gender, social learning, and child development, and that drawing on well-developed theories in these areas can lead to novel research questions and predictions. The three excellent commentaries broaden the scope of our article on gender-related math attitudes to include the transmission of implicit attitudes from adults to children, stereotype threat, and gender roles in math-related careers (Cheryan 2011; Gunderson et al. 2011b; Lane 2011; Shapiro and Williams 2011).     

Margaret R. Miles’ Augustine and the Fundamentalist’s Daughter: An Eriksonian Perspective

My perspective on Margaret R. Miles’s Augustine and the Fundamentalist’s Daughter is informed by Erik H. Erikson’s life cycle model (Erikson 1950, 1959, 1963, 1964, 1968a, b, 1982; Erikson and Erikson 1997) and, more specifically, by my relocation of his life stages and their accompanying human strengths (Erikson 1964) according to decades (Capps 2008). I interpret Miles’s account of her life from birth to age forty as revealing the selves that comprise the composite Self (Erikson 1968a) that come into their own during the first four decades of the life cycle, i.e., the hopeful, willing, purposeful, and competent selves     

Indeterminism is a modal notion: branching spacetimes and Earman’s pruning

The paper defends an Aristotelian notion of indeterminism, as rigorously formulated in the framework of branching space-times (BST) of Belnap (1992), against criticism by Earman??s (2008) based on a model-theoretic characterization of indeterminism. It delineates BST branching against the background provided by Earman??s (2008) distinction between individual versus ensemble branching. Partly in order to motivate our responses to Earman, it describes a construction of physically motivated BST models, in which histories are isomorphic to Minkowski spacetime. Finally it responds to Earman??s criticisms leveled against BST by addressing a topological issue, the question of an actual future, the past/future asymmetry, and some semantical questions.     

New Directions for Clergy Experiencing Stress: Connecting Spirit and Body

This paper describes an online course on self care based on current research on clergy stress by Francis et al. (Pastoral Sciences/Sciences Pastorales 24(2):101–120, 2005), motivation by Miller and Rollnick (2012), self compassion by Barnard and Curry (Pastoral Psychology 61(2):149–163, 2012), will power by Baumeister and Tierney (2011), and habits by Duhigg (2012). This practical theological learning experience connects body and spirit by integrating an authentic spirituality into one’s daily experiences of coping with stress. Students shared Google document journals about implementing spiritual practices and a stress-relieving habit. Self reflection and peer support fostered a practical theological process of change in their lived theology of values, beliefs, and spiritual practices. Espoused values and beliefs were incorporated into spiritual and self care practices fostering compassion. This lived theology of compassion revealed and counteracted embedded values and beliefs, notably about God’s judgment.     

Importing Logics

The novel notion of importing logics is introduced, subsuming as special cases several kinds of asymmetric combination mechanisms, like temporalization [8, 9], modalization [7] and exogenous enrichment [13, 5, 12, 4, 1]. The graph-theoretic approach proposed in [15] is used, but formulas are identified with irreducible paths in the signature multi-graph instead of equivalence classes of such paths, facilitating proofs involving inductions on formulas. Importing is proved to be strongly conservative. Conservative results follow as corollaries for temporalization, modalization and exogenous enrichment.     

Reasoning About Games

A mixture of propositional dynamic logic and epistemic logic that we call PDL + E is used to give a formalization of Artemov??s knowledge based reasoning approach to game theory, (KBR), [4, 5]. Epistemic states of players are represented explicitly and reasoned about formally. We give a detailed analysis of the Centipede game using both proof theoretic and semantic machinery. This helps make the case that PDL + E can be a useful basis for the logical investigation of game theory.     

The Laborers in the Vineyard: Putting Humor to Work

This article focuses on Jesus?? parable popularly known as ??The Laborers in the Vineyard?? (Matt. 20:1?C16). I propose that a psychoanalytic reading of the parable offers insights that are missing or overlooked in more traditional readings. In support of this proposal, I discuss the interpretation of the parable by Richard Q. Ford (1997) and his emphasis on the critical role of the listener in effecting the reconciliation of disputing parties; and then turn to Freud??s analysis of beggar jokes (Freud 1905/1960) to explore the generosity vs. envy issue to which the landowner alludes in his response to the complaining workers. I also employ Freud??s view that humor (Freud 1927/1963) reflects the superego??s comforting side to suggest that humor may assist in the effort to get the disputing parties to listen to one another and even perhaps to resolve their differences.     

The Parable of the Squirrel: Alleviating the Anxiety of Agoraphobia

This article focuses on agoraphobia, one of the anxiety disorders, and draws on William James (James 1890/1905), the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association 2000) and Aaron T. Beck and Gary Emery (1985) to present and explore the psychodynamics of agoraphobia, including its behavioral manifestations, the personality features that may predispose a person to become agoraphobic, and the factors that may precipitate its emergence at a particular time in one??s life. A parable concerning a squirrel having difficulty crossing the street frames the discussion.     

The relationship between intrinsic motivation and academic achievement for first generation Latino college students

Hispanic students are pursuing higher education more than in previous years and they often represent their family as the first member to attend college (Strage in Coll Stud J 33:198–205, 1999). Past educational research has studied the influence of intrinsic motivation on academic achievement in various ethnically diverse elementary, middle school and high school student populations (Areepattamannil in Soc Psychol Educ 15:367–386, 2012; Crumpton and Gregory in J Educ Psychol 104:42–53, 2011; Lepper et al. in J Educ Psychol 92:184–196, 2005). Despite the fact that many studies using college student samples have also shown the positive role of intrinsic motivation with achievement outcomes (Harackiewicz et al. in Educ Psychol 33:1–21, 1998; Simons et al. in Br J Educ Psychol 74:343–360, 2004; Vallerand and Bissonnette in J Pers 60:599–620, 1992), few studies focus on Latino samples. We expect that intrinsic motivation may play an important role in the academic achievement of Latino students, particularly first generation college students. The current review will examine self-determination theory, including intrinsic motivation and extrinsic motivation, as well as relevant research pertaining to the connection between intrinsic motivation and academic achievement. The relationship between intrinsic motivation and academic achievement for first generation Latino college students will be examined along with ways to increase intrinsic motivation and academic achievement in turn. Implications for future research will be discussed.     

ESCOLEX: A grade-level lexical database from European Portuguese elementary to middle school textbooks

In this article, we introduce ESCOLEX, the first European Portuguese children’s lexical database with grade-level-adjusted word frequency statistics. Computed from a 3.2-million-word corpus, ESCOLEX provides 48,381 word forms extracted from 171 elementary and middle school textbooks for 6- to 11-year-old children attending the first six grades in the Portuguese educational system. Like other children’s grade-level databases (e.g., Carroll, Davies, & Richman, 1971; Corral, Ferrero, & Goikoetxea, Behavior Research Methods, 41, 1009–1017, 2009; Lété, Sprenger-Charolles, & Colé, Behavior Research Methods, Instruments, & Computers, 36, 156–166, 2004; Zeno, Ivens, Millard, Duvvuri, 1995), ESCOLEX provides four frequency indices for each grade: overall word frequency (F), index of dispersion across the selected textbooks (D), estimated frequency per million words (U), and standard frequency index (SFI). It also provides a new measure, contextual diversity (CD). In addition, the number of letters in the word and its part(s) of speech, number of syllables, syllable structure, and adult frequencies taken from P-PAL (a European Portuguese corpus-based lexical database; Soares, Comesaña, Iriarte, Almeida, Simões, Costa, …, Machado, 2010; Soares, Iriarte, Almeida, Simões, Costa, França, …, Comesaña, in press) are provided. ESCOLEX will be a useful tool both for researchers interested in language processing and development and for professionals in need of verbal materials adjusted to children’s developmental stages. ESCOLEX can be downloaded along with this article or from http://p-pal.di.uminho.pt/about/databases.     

Psychotherapy as Moral Encounter: A Crisis of Modern Conscience

Psychotherapy can no longer be understood as a morally neutral or value-free practice. Many have argued that psychology is implicitly and inevitably laden with moral assumptions and has a significant impact on the moral and ethical fabric of its clients and surrounding society (Browning 1987; Doherty 1995; Dueck and Reimer 2003; Kelly and Strupp 1992; Rieff 1987, 2006). In this work, the authors highlight the profound identity crises within the field of psychology around the place of morality/ethics in its theories and practices. Chronicling some of the shifts between modern and postmodern theory will allow for a meaningful engagement with this issue. The postmodern shifts in the field have left clinicians ideologically hampered in their ability to attend to the moral dimensions of their clients’ lives. In conclusion, the authors posit a virtue ethics and consider avenues of holistically and meaningfully infusing clinical practice with moral sensibilities.     

The Logical Form of Interventionism

This paper argues that, notwithstanding the remarkable popularity of Woodward??s (2003) interventionist analysis of causation, the exact definitional details of that theory are surprisingly little understood. There exists a discrepancy in the literature between the insufficient appreciation of the logical details of interventionism, on the one hand, and the amount of theoretical work interventionism is expected to do, on the other. The first part of the paper distinguishes four significantly different readings of the logical form of Woodward??s analysis and identifies the two readings that best capture Woodward??s intentions in (2003) and (2008a), respectively. In the second part, I show that these different readings are not clearly kept apart in the literature, and, moreover, that neither of them can do all the work that interventionists would like the theory to do.     

Keith Lehrer on the basing relation

In this paper, we review Keith Lehrer??s account of the basing relation, with particular attention to the two cases he offered in support of his theory, Raco (Lehrer, Theory of knowledge, 1990; Theory of knowledge, (2nd ed.), 2000) and the earlier case of the superstitious lawyer (Lehrer, The Journal of Philosophy, 68, 311?C313, 1971). We show that Lehrer??s examples succeed in making his case that beliefs need not be based on the evidence, in order to be justified. These cases show that it is the justification (rather than the belief) that must be based in the evidence. We compare Lehrer??s account of basing with some alternative accounts that have been offered, and show why Lehrer??s own account is more plausible.     

The importance of perceived autonomy support for the psychological health and work satisfaction of health professionals: Not only supervisors count, colleagues too!

Previous studies show that supervisors?? autonomy-supportive style predicts greater psychological health (Baard et al. in J Appl Soc Psychol 34:2045?C2068, 2004; Blais and Brière 1992; Lynch et al. in Prof Psychol Res Pract 36:415?C425, 2005) and lower psychological distress (Deci et al. in Personal Soc Psychol Bull 27:930?C942, 2001). The goal of the present study is to extend these results and investigate the contribution of colleagues?? perceived autonomy support in the prediction of health professionals?? work satisfaction and psychological health. The combined impact of supervisors?? and colleagues?? perceived autonomy support is also examined. A sample of 597 health professionals from the province of Quebec (Canada) completed a questionnaire, which included measures of perceived supervisors?? and colleagues?? autonomy support and outcome variables. Results confirm that supervisors?? and colleagues?? perceived autonomy support predict health professionals?? work satisfaction and psychological health. Results also show that colleagues?? perceived autonomy support adds to the prediction of health professionals?? work satisfaction, subjective well-being, and suicidal ideation above and beyond supervisors?? perceived autonomy support.     

The free will of corporations (and other collectives)

Moderate holists like French (Collective and corporate responsibility, 1984), Copp (J Soc Philos, 38(3):369–388, 2007), Hess (The Background of Social Reality – A Survey, 2013), Isaacs (Moral responsibility in collective contexts, 2011) and List and Pettit (Group agency: The possibility, design, and status of corporate agents, 2011) argue that certain collectives qualify as moral agents in their own right, often pointing to the corporation as an example of a collective likely to qualify. A common objection is that corporations cannot qualify as moral agents because they lack free will. The concern is that corporations (and other highly organized collectives like colleges, governments, and the military) are effectively puppets, dancing on strings controlled by external forces. The article begins by briefly presenting a novel account of corporate moral agency and then demonstrates that, on this account, qualifying corporations (and similar entities in other fields) do possess free will. Such entities possess and act from their own “actional springs”, in Haji’s (Midwest Stud Philos, 30(1):292–308, 2006) phrase, and from their own reasons-responsive mechanisms. When they do so, they act freely and are morally responsible for what they do.