Nature and Nationhood: Danish Perspectives

In this paper, I shall discuss Danish perspectives on nature, showing the interdependence of conceptions of ‘nature’ and ‘nationhood’ in the formations of a particular cultural community. Nature, thus construed, is never innocent of culture and cannot therefore simply be ‘restored’ to some pristine, pre-lapsarian state. On the other hand, invocations of nature are effectively calls to action, often of a sort that involves a degree of (limited) restoration and conservation.     

Insides and essences: early understandings of the non-obvious

Insides and essences are both critical concepts for appreciating the importance of non-obvious entities: neither are observable, both contrast with external appearances, and both can be more important than external appearances. The present research examined understandings of insides and essences in 3- to 5-year-old children. In Study 1, children were asked questions requiring them to think about both the insides and the outer appearances of a series of objects. In Study 2, children were tested on their understanding that insides are typically more important than outer surfaces for an object's identity and functioning. In Studies 3, 4, and 5, children were tested on their understanding of innate potential, a concept that reflects understanding of an inborn essence. Contrary to the traditional view of children as externalists (cf. Piaget, 1951), these studies demonstrate that by age 4 children have a firm grasp of the importance of both insides and essences. Even by age 3 children reason clearly about the inside-outside distinction. These results suggest that preschool children attend to non-obvious features and realize their privileged status. They may also indicate a more basic predisposition toward psychological essentialism in young children.     

The Blicket Within: Preschoolers' Inferences About Insides and Causes

Four experiments examined children's inferences about the relation between objects' internal parts and their causal properties. In Experiment 1, 4-year-olds recognized that objects with different internal parts had different causal properties, and those causal properties transferred if the internal part moved to another object. In Experiment 2, 4-year-olds made inferences from an object's internal parts to its causal properties without being given verbal labels for objects or being shown that insides and causal properties covaried. Experiment 3 found that 4-year-olds chose an object with the same internal part over one with the same external property when asked which object had the same causal property as the target (which had both the internal part and external property). Finally, Experiment 4 demonstrated that 4-year-olds made similar inferences from causal properties to internal parts, but 3-year-olds relied more on objects' external perceptual appearance. These results suggest that by the age of 4, children have developed an understanding of a relation between an artifact's internal parts and its causal properties.     

Response to Crease's review essay: Exploring Animate Form

Phenomenology and the Cognitive Sciences -     

Conservation of Physical Attributes of Animate and Inanimate Objects

Children's (N = 83 boys and girls in kindergarten and first grade) responses to a series of conservation tasks (number, length, mass, weight) which had animate and inanimate referent objects, in two experiments, showed significant differences in the proportions of conservation between animate and inanimate objects. Physical attributes were conserved more easily with inanimate objects than with animate objects, and significant conservation differences between various animate objects were found also.     

Evolutionary Perspectives and Transdisciplinary Intersections: A Roadmap to Generative Areas of Overlap in Discussing Human Nature

This essay assesses a subset of approaches to the topic of human nature(s) and endeavors to identify generative areas of overlap for transdisciplinary conversation. Rather than pursue a resolution to the problem of potentially incompatible frameworks across perspectives, I seek to provide a template, or a roadmap, for a better conversation. My conclusions derive from a targeted literature assessment of subareas within the disciplines of philosophy, biology, anthropology, psychology, and theology, emphasizing those open to evolutionary contexts. I highlight eighteen core elements/themes and propose a few central thematic clusters as foci for moving the exchange on human nature between theology and science forward.     

Does Jesus Save the Neanderthals? Theological Perspectives on the Evolutionary Origins and Boundaries of Human Nature

Does Jesus save the Neanderthals? Do the Neanderthals need saving? Are they worth saving? And what about other non‐human animals? What theological sense can be made of the boundaries of human nature when considered in light of contemporary evolutionary biology and paleoanthropology? This article explores how theologians can begin to approach such questions by looking at four key areas where theological anthropology, evolutionary biology, and paleoanthropology intersect—1) human nature, 2) human uniqueness, 3) the imago Dei, and 4) the incarnation.