Brouwer’s Weak Counterexamples and the Creative Subject: A Critical Survey

Journal of Philosophical Logic - I survey Brouwer’s weak counterexamples to classical theorems, with a view to discovering (i) what useful mathematical work is done by weak counterexamples;...     

The Role of Mathematics in Deleuze’s Critical Engagement with Hegel

Abstract

The role of mathematics in the development of Gilles Deleuze’s (1925–95) philosophy of difference as an alternative to the dialectical philosophy determined by the Hegelian dialectic logic is demonstrated in this paper by differentiating Deleuze’s interpretation of the problem of the infinitesimal in Difference and Repetition from that which G. W. F Hegel (1770–1831) presents in the Science of Logic. Each deploys the operation of integration as conceived at different stages in the development of the infinitesimal calculus in his treatment of the problem of the infinitesimal. Against the role that Hegel assigns to integration as the inverse transformation of differentiation in the development of his dialectical logic, Deleuze strategically redeploys Leibniz’s account of integration as a method of summation in the form of a series in the development of his philosophy of difference. By demonstrating the relation between the differential point of view of the Leibnizian infinitesimal calculus and the differential calculus of contemporary mathematics, I argue that Deleuze effectively bypasses the methods of the differential calculus which Hegel uses to support the development of the dialectical logic, and by doing so, sets up the critical perspective from which to construct an alternative logic of relations characteristic of a philosophy of difference. The mode of operation of this logic is then demonstrated by drawing upon the mathematical philosophy of Albert Lautman (1908–44), which plays a significant role in Deleuze’s project of constructing a philosophy of difference. Indeed, the logic of relations that Deleuze constructs is dialectical in the Lautmanian sense.     

The Role of Masculinity in Children’s Bullying

The aim of the present study was to explore the association between gender role, in terms of self-attribution of masculine and feminine characteristics, and children's involvement in bullying problems during the elementary-school years. A total of 113, six- to ten-year-old children completed self-report measures of bullying and victimization and a masculinity–femininity scale. Their teachers provided ratings of pupils’ reactive and proactive aggressive behavior. Data from a hierarchical regression on bullying scores showed that, irrespective of sex, masculine traits predicted active bullying behavior. Moreover, bullying was also related to victimization and to teacher's evaluation of reactive aggression. Our findings suggest the need for longitudinal and cross-cultural studies in this line of research.     

The Semantic Theory of Truth: Field’s Incompleteness Objection

According to Field’s influential incompleteness objection, Tarski’s semantic theory of truth is unsatisfactory since the definition that forms its basis is incomplete in two distinct senses: (1) it is physicalistically inadequate, and for this reason, (2) it is conceptually deficient. In this paper, I defend the semantic theory of truth against the incompleteness objection by conceding (1) but rejecting (2). After arguing that Davidson and McDowell’s reply to the incompleteness objection fails to pass muster, I argue that, within the constraints of a non-reductive physicalism and a holism concerning the concepts of truth, reference and meaning, conceding Field’s physicalistic inadequacy conclusion while rejecting his conceptual deficiency conclusion is a promising reply to the incompleteness objection.

Need Delimited: The Creative Otherness of Heidegger’s Demigods

This paper offers a close analysis of Heidegger’s interpretation of the demigod in his 1934/35 lecture course, Hölderlins Hymnen “Germanien}” und} “Der Rhein}” (Gesamtausgabe 39). Focusing on Hölderlin’s two different versions of Strophe VIII of “The Rhine” hymn, it traces through Heidegger’s inaugural insights into the structure of need (Brauch}) articulated in the “The Rhine” hymn as the gods’ need and use of the demigods to “feel something of themselves.” Contrasting this with Plato’s analysis of the demigod in the Symposium, the paper argues that for Heidegger the between is original in first founding the limit between gods and human beings through the creation of a new kind of otherness. It then goes on to follow out this insight through Heidegger’s interpretation of the counterturning course of the Rhine river in relationship to its origin, asserting that what is at stake in that analysis is Heidegger’s working out of a new conception of creativity realized through the river’s dwelling poetically.     

It’s About Time: The Role of Locomotion in Withdrawal Behavior

Introduction

Locomotion is defined as a self-regulatory orientation that involves committing personal resources to initiate and maintain goal-directed activities Kruglanski et al. (J Personal Social Psychol 79: 793, 2000). This article examines the relation between locomotion and withdrawal behaviors in organizational setting.

Materials and Methods

In the first study, police officers’ (N = 203) locomotion was negatively related to self-report measures of absenteeism and lateness. In the second study, bank employees’ (N = 297) locomotion was negatively related to withdrawal behaviors as evinced by organizational records including hours of absenteeism, lateness, and early departures. In the third study, a two-wave research design replicated the results of Study 2 by demonstrating that telecommunication employees’ (N = 69) locomotion measured at Time 1 was negatively related to their respective withdrawal behaviors 3 months later at Time 2.

Conclusion

Overall, these three studies support the notion that locomotion impacts a plurality of withdrawal behaviors in different organizational settings. Consequently, locomotion can be a pertinent and valuable psychometric tool for managers and human resources interested in improving organizational effectiveness.

     

“The indestructible,the barbaric principle”: The Role of Schelling in Merleau-Ponty’s Psychoanalysis

The aim of this paper is to examine Merleau-Ponty’s idea of a “psychoanalysis of Nature” (Merleau-Ponty in The visible and the invisible. Northwestern University Press, Evanston, 1968). My thesis is that in order to understand the creation of a Merleau-Pontean psychoanalysis (together with the role the unconscious plays in this psychoanalysis), we need to ultimately understand the place of Schelling in Merleau-Ponty’s late thought. Through his dialogue with Schelling, Merleau-Ponty will be able to formulate not only a psychoanalysis of Nature, but also fulfil the ultimate task of phenomenology itself; namely, of identifying “what resists phenomenology—natural being, the ‘barbarous’ source Schelling spoke of” and situating it precisely at the heart of phenomenology (Merleau-Ponty in Signs. Northwestern University Press, Evanston, p 178, 1964b). The plan for studying this natural psychoanalysis is threefold. First, I provide an overview of the role psychoanalysis plays in the 1951 lecture, “Man and Adversity,” focusing especially on this lecture as a turning point in his thinking. Second, I chart how Merleau-Ponty’s psychoanalysis is informed by the various ways in which the unconscious is formulated in his thought, leading eventually to a dialogue with Schelling. Accordingly, in the final part of the paper, I trace the role of Schelling’s thought in the creation of a Merleau-Pontean psychoanalysis. As I argue, what distinguishes this psychoanalysis is the centrality of Schelling’s idea of the “barbaric principle,” which manifests itself as the notion of an unconscious indexing an “excess of Being” resistant to classical phenomenology (Merleau-Ponty in Nature: course notes from the college de France. Northwestern University Press, Evanston, p 38, 2003).     

The Role of Emotion in Parent-Child Relationships: Children’s Emotionality,Maternal Meta-Emotion,and Children’s Attachment Security

This study was intended to examine the relationship among children’s emotionality, parental meta-emotion, and parent–child attachment. The sample consisted of 546 5th and 6th grade children and their mothers. The test instruments used in this study were the Emotionality subscale of the EAS Temperament Survey (mothers’ ratings only), the Parental Meta-Emotion Survey (mothers’ ratings only) and the Attachment Security Scale (children’s ratings only). Our results showed that maternal meta-emotion (emotion coaching plus emotion dismissing) was associated with children’s attachment security vis-à-vis their mothers. Mothers who tended to adopt an emotion-coaching philosophy were more likely to achieve secure parent–child attachments, as reported by their children. Children whose mothers tended to adopt an emotion-dismissing philosophy reported lower levels of attachment security. There were no direct or indirect effects of children’s emotionality on their attachment security. Parental meta-emotion, but not children’s emotionality, was significantly associated with children’s attachment security. The results indicate the importance of parenting factors in determining the parent–child relationship. Parental education programs that focus on parental attitudes and practices related to emotion should be advocated.     

The Role of Virtue in Xunzi’s 荀子 Political Philosophy

Although there has been a resurgence of interest in virtue ethics, there has been little work done on how this translates into the political sphere. This essay demonstrates that the Confucian thinker Xunzi offers a model of virtue politics that is both interesting in its own right and potentially useful for scholars attempting to develop virtue ethics into virtue politics more generally. I present Xunzi’s version of virtue politics and discuss challenges to this version of virtue politics that are raised by the Legalist thinker Han Fei. I show that not only is Xunzi’s virtue politics capable of surviving the challenges raised by his contemporary, he offers an account that is in many ways both attractive and plausible, one that may usefully be brought into conversation with contemporary visions of virtue politics.     

Autonomous Motivation and Chinese Adolescents’ Creative Thinking: The Moderating Role of Parental Involvement

The relationship between motivation and creativity has long been of interest and many studies have been conducted to demonstrate the role of intrinsic and extrinsic motivation on creativity. The autonomous/controlled distinction of motivation suggested by self-determination theory (SDT) provides a new perspective on the motivation issue. Based on both SDT and the confluence approach of creativity, this study attempted to examine the relationship between autonomous/controlled motivation and creative thinking as well as the moderating role of parental involvement/autonomy support on this relationship. Five hundred and fifty Chinese high school students participated in the study and their autonomous/controlled motivation, parental involvement/autonomy support, and creative thinking were measured. Results indicated that autonomous motivation positively predicted creative thinking, and this relationship was moderated by parental involvement. For both junior and senior high school students, autonomous motivation was more strongly related to creative thinking when there was high maternal involvement. The moderating role of paternal involvement, however, differed between junior and senior high school students and there existed a 3-way interaction effect. Implications of this study for cultivating creativity among Chinese adolescents are also discussed.     

It’s All About the Relationship: The Role of Attachment in Child-Parent Psychotherapy

Research on Child and Adolescent Psychopathology -     

Gender Role Stereotyping of Parents in Children’s Picture Books: The Invisible Father

Previous studies reveal the reinforcement of gender stereotypes by picture books children read during the formative years. In these books, boys tend to be portrayed as active leaders, and girls as passive followers. Women and girls are under-represented. Men often exhibit career skills, and women perform traditional tasks in the home. Even when careers are nontraditional, personality characteristics and other qualities and behaviors are often stereotypical. Previous researchers emphasized the narrowly defined roles of women and children in picture books. In this study, we focused on the representation of mothers and fathers, and examined whether men are stereotyped as relatively absent or inept parents. A content analysis of the gender roles exhibited in 200 prominent childrens picture books demonstrated that fathers are largely under-represented, and, when they do appear, they are withdrawn and ineffectual parents. Further research could establish whether seriously deficient models of fatherhood in childrens literature affect the incidence of present, caring fathers in society.     

Within-Family Differences in Internalizing Behaviors: The Role of Children’s Perspectives of the Mother-child Relationship

The goal of this exploratory, within-family, longitudinal study was to examine whether children’s perspectives of the mother-child relationship explained within-family differences in children’s responses to a shared family stressor (maternal depressive symptoms) over time. Children (ages 8 to 15 years; N = 68) residing in 34 families were drawn from a general population study in the UK. Predictor variables were assessed at Time 1 and change in internalizing behavior from Time 1 to Time 2 (2 years later) was examined. As children were nested within families, data were analyzed using multilevel modeling, controlling for previous child behavior. Child perspective of the mother-child relationship, in interaction with maternal depressive symptoms, was found to explain within-family differences in internalizing over time. Children with a negative perspective (compared to mothers’ perspectives) were the most vulnerable to the adverse effects of maternal depressive symptoms.     

The Significance of Shendu in the Interpretation of Classical Learning and Zhu Xi’s Misreading

According to recently excavated bamboo and silk material, the idea of du 獨 in the concept shendu 慎獨 does not refer to a spatial notion of dwelling in solitude or a solitary dwelling; rather it is the state before having made contact with external things, or the state “before feelings are aroused” (weifa 未發) of the inner heart/mind. It refers to internal thoughts and volitions, or “casting aside external sensations” (sheti 舍體). Shen 慎 should be glossed in accordance with the Erya 爾雅 (Approaching Elegance), rendering it as “sincerity” (cheng 誠). Shendu then means to “cause one’s will to be sincere” (chengqiyi 誠其意). Zheng Xuan 鄭玄, in explaining shendu as being “cautious of the actions one performs in private” (shen qi xianju suowei 慎其閒居所為), completely strayed from the original meaning as found in the bamboo-silk texts. Zhu Xi 朱熹, seeing the insufficiencies of Zheng Xuan’s interpretation of shendu, broadened the meaning of du, and in particular added a spiritual meaning to it. However, due to influence by Zheng Xuan, Zhu Xi still preserved some misreadings of the term; especially in his interpretation of shendu in the Daxue 大學 (Great Learning) and Zhongyong 中庸 (Doctrine of the Mean). Considering that the Neo-Confucian methods of cultivation embodied in the ideas of “abiding in reverence and enriching the self” (jujing hanyang 居敬涵養), and “being refined and focused” (weijing weiyi 惟精惟一) actually accorded more with the original meaning of shendu, Zhu Xi’s misreading of shendu is indirectly related to the loss of its original meaning due to the broken transmission of the ancient texts.     

Truth Without Reconciliation? The Question of Guilt and Forgiveness in Simon Wiesenthal’s The Sunflower and Bernhard Schlink’s The Reader

Abstract

Guilt and forgiveness, with their attendant philosophical and religious ramifications, permeate writing on the Holocaust and can also be related to South Africa’s recent history and present situation. Two controversial and provocative books (both possibly autobiographical) which tackle the question of guilt and forgiveness head on are Simon Wiesenthal’s The Sunflower and Bernhard Schlink’s The Reader, both of which have led to much debate. The central event in both texts is the slaughter of innocents, burned to death in a building during World War II, while the perpetrators (an SS officer who tells his story in The Sunflower and a concentration camp warder who refuses to tell hers in The Reader) either kill those trying to escape or totally ignore the screams of the victims. The reader has to decide whether it is plausible that years later these murderers feel genuine guilt and, if so, whether they should be forgiven – and by whom. The Reader can be seen as the obverse of The Sunflower. The two should be read in conjunction for an intriguing view of the human psyche, the dichotomy in the soul of a person preceding and succeeding his/her horrific deeds, and the questions arising of whether death can be faced by the wicked with a clear conscience, whether the fear of meeting one’s Maker engenders belated remorse, whether one changes if found out, and whether ignorance of mind betokens evil of soul which can be overcome with learning and insight.     

The Role of Teacher Cognition and Behavior in Children’s Peer Relations

This study explored the role of the classroom teacher in peers’ evaluations of liking and disliking of their classmates. Teacher cognitions about children (teacher liking of students, teacher attributions for aggressive student behavior) and teacher behavior toward children (positive, corrective/negative) were examined as mediators in the link between children’s own behavior (aggression, prosocial behavior) and peer liking and disliking. Participants were 127 second-graders in 12 classrooms (64 males, 63 females). Data on child behavior were collected through peer and teacher report, data on teacher cognitions about children were collected through self report, data on teacher behavior toward children were collected through naturalistic classroom observations, and data on peer liking and disliking were collected through peer nominations. Data were analyzed using path analysis. Results indicated that teacher cognitions about children and corrective/negative teacher behavior toward children mediated the relations between aggressive and prosocial child behavior and peer disliking.     

A Dyadic View of Support in Marriage: The Critical Role of Men’s Support Provision

This study examined how sensitive support provision and receipt were related to marital outcomes in a sample of 57 happily married, middle-class couples from the Midwestern U.S. To assess how observed supportive behaviors may be differentially associated with self-reported support satisfaction, marital love, and marital conflict for men and women, we utilized a series of Actor Partner Interdependence Models (APIM). This dyadic approach revealed significant gender differences regarding how the supportive role enacted (i.e., provider versus recipient) contributed considerably to marital outcomes. Specifically, husbands’ sensitive support provision significantly predicted both spouses’ support satisfaction. Additionally, husbands’ sensitive support provision was significantly associated with wives’ marital love. Wives’ reported conflict was predicted by the combination of both providing and receiving sensitive support. For husbands’ outcomes, husbands’ own sensitive support provision was most critically associated with their reporting greater love and less conflict. These findings reveal notable gender differences as men’s ability to provide sensitive support was critical not only to their wives’ marital outcomes, but to their own as well. Our results build upon and extend the literature implicating the importance of examining gender differences in supportive interactions in marriage. Moreover, our findings suggest that simultaneous consideration of spousal support receipt and provision is critical when seeking to understand how support is related to marital outcomes for men and women.