Beauty and Aesthetic Experience in Theravāda Buddhism

The following essay deals with the specificity of aesthetic experience and apprehension of beauty in the frame of Theravāda Buddhism. This essay is aimed, above all, to Western readers, since aesthetics and beauty, as an inherent quality of nature and works of art, are constitutive parts of the Western philosophical and cultural tradition. I consider texts written in Western languages and available in the Western debate. On the one hand, so far as aesthetics is concerned, as a philosophical reflection on beauty and art, Theravāda Buddhism may seem to be critical towards any kind of aesthetical experience. On the other hand, Theravāda Buddhism can offer a different and peculiar perspective on art and beauty. The aim is to demonstrate that there is a specific aesthetic experience in Theravāda Buddhism and this experience allows a different perception and use of the work of art and a different experience of beauty.     

Does the Subject of Experience Exist in the World?

In this paper I attempt to show, by considering a number of sources, including Wittgenstein, Sartre, Thomas Nagel and Spinoza, but also adding something crucial of my own, that it is impossible to construe the subject of experience as an object among other objects in the world. My own added argument is the following. the subject of experience cannot move in time along with material events and processes or it could not be aware of the passage of time, hence neither of change nor of motion. the subject cannot therefore be identified with any neural process, function, or location since whatever goes on in the CNS is necessarily objective and part of the temporal flux. However this does not imply any form of dualism for experiences exist only for the subject whose experiences they are and hence they have no objective reality.     

Experience and Performance: Contrasting ‘Identity’ in Feminist Theorizings

Connecting identity, broadly defined to recent advances in educational research, this paper takes up two different feminist treatments based in pragmatism and poststructuralism. The first is from Charlene Haddock Seigfried on experience, and the second is from Peggy Phelan on performance. The first is in keeping with a dominant tradition to secure identity through visibility and the second suggests critique through a turn to invisibility. The first arises out of Dewey's naturalism and the second through Lacan, performance art, and anti-representation. At bottom is suggestion that an entire narrative tradition in educational research is potentially self-defeating.     

Therapists’ Perspectives of the Cotherapy Experience in a Training Setting

The experience of cotherapy has been sparsely addressed in the literature. This qualitative study’s goals were to explore (a) the usefulness of cotherapy as a training model (b) the impact of cotherapy on services provided; (c) the impact of being trained in a cotherapy model; and (d) factors that both facilitated and hindered the process of cotherapy. The authors conducted a focus group interview with seven participants who graduated from a COAMFTE accredited MFT master’s program. Participants unanimously reported they believed cotherapy impacted client outcomes and training. They also expressed that cotherapists’ unwillingness to address issues within the cotherapy team negatively impacted the cotherapy relationship and client outcomes. Data analysis yielded four main themes, including cotherapy as a vehicle for personal growth, accountability in the cotherapy relationship, need for safety in the cotherapy relationship, and cotherapy team’s need for supervision.     

Understanding Undergraduate Plagiarism in the Context of Students’ Academic Experience

Journal of Academic Ethics - Previous research has shown that student plagiarism is the product of interplay between individual and situational factors. The present study examined the relationship...     

Experience in integrative negotiations: What needs to be learned?

In this research we focus on the roles of experience and understanding in fostering integrative negotiation performance. We report on two experiments in which we distinguish between understanding opponents’ general priorities among issues versus understanding their specific gains for particular offers. Although experience enhanced integrative performance even in the absence of understanding, we found that understanding the specific gains had an incremental effect on performance. We conclude that while generally acknowledging opponents’ interests is not sufficient, the additional inferential step of assessing their specific gains throughout the negotiation process is advantageous.     

Solidarity in STEM: How Gender Composition Affects Women’s Experience in Work Teams

The relationships among the percentage of women in a team and women’s sense of team identification and collective efficacy as well as team performance was examined. We explored these relationships in a sample of student teams conducting a semester-long social science research project within the context of science and technology-focused university. Findings with 95 U.S. college students (43 women) show that women experience higher team identification and collective efficacy as the percent of women teammates increases. Additionally, women’s team identification and collective efficacy mediate the relationship between the percentage of women on the team and overall team performance. Interestingly, the number of men on the team did not influence men’s sense of team identification, collective efficacy, or team performance. This research has implications for team composition. Specifically, when navigating diversity in teams, managers and leaders should aim to build teams that are composed of multiple women versus an approach that divides women up among various teams. In doing so, managers can better secure conditions for the development of positive teamwork experiences and, ultimately, performance.

     

Correlates of Career Satisfaction in Canada—the Immigrants’ Experience

This paper explores the correlates of career satisfaction among Canadian managers, professionals and executives, specifically the career satisfaction experience of both visible minority and non-visible minority immigrants. Survey data collected from over 13,000 managers, professionals and executives in 43 Canadian organizations were analysed using the ordinary least squares multiple regression technique. Results indicate that immigrants experience lower career satisfaction than native-borns and visible minority immigrants have lower career satisfaction than non-visible minority immigrants. Employee and employer characteristics, objective employment outcomes and subjective perceptual measures were found to be positively associated with career satisfaction for immigrant and native-born respondents.     

Branding ‘Canadian Experience’ in Immigration Policy: Nation Building in a Neoliberal Era

This paper examines the branding of ‘Canadian experience’ in Canadian immigration policy as a rhetorical strategy for neoliberal nation-building. Since 2008, the Canadian government has introduced an unprecedented number of changes to immigration policy. While the bulk of these policies produce more temporary and precarious forms of migration, the Canadian government has mobilized the rhetoric of ‘Canadian experience’ as a means to identify immigrants who carry the promise of economic and social integration. Through a critical discourse analysis of Canadian print media and political discourse, we trace how the brand of Canadian experience taps into the affective value of national identity in an era of global economic insecurity. We also illustrate how the discourse of Canadian experience (CE) remains ideologically deracialized, such that the government’s embrace of CE as an immigrant selection criterion dismisses the discriminatory effects that this discourse is shown to have for racialized immigrants in Canada.     

The Rôle of Motor Experience in the Visual Discrimination of Depth in the Chick

Bradley, Charles, M.D. Schizophrenia in Childhood. New York: Macmillan, 1941. Pp. 152. Reviewed By Livingston Welch     

Spiritist Hospital Chaplaincy in Brazil: 5 Years of Documented Experience

Spiritist Hospital Chaplaincy in Brazil has been growing significantly in recent years, with the implementation of new services through the work of Spiritist Medical Associations (SMAs) in different regions of the country. This article describes the importance of historical interconnections from the advent of spiritism in the world and its introduction in Brazil to the emergence of Spiritist Hospital Chaplaincy in our country and presents the documented experience over 5 years of spiritist chaplain care, in the period from 2012 to 2016, guided by the SMA of Piracicaba at the Unimed Hospital of Piracicaba (São Paulo). We documented 41,914 visits to 13,983 inpatients and an analysis of these records allowed us to reflect on the importance of this service and confirm its expansion and acceptance by different contemporary religious beliefs.     

Competition or Community? The Backstage Experience of Men in Bodybuilding Competitions

Bodybuilding is an increasingly popular sport in the United States. Across fields of psychology, history, sociology, and anthropology, bodybuilding has been examined as being related to, or as manifestly being, a pathology. Extant work on men who are bodybuilders are often built on the assumption that narcissism, self-doubt, and insecurity are the driving forces for men’s involvement. The present study sought to examine the experiences of eleven men who have competed in bodybuilding competitions. In contrast to the dominant academic discourse on bodybuilding as an embodiment of toxic masculinity or as a reaction to underlying feelings of inferiority, the study participants described friendly, supportive competition contexts. That such feelings were found backstage, as opposed to in a gym, strengthens the need for a more nuanced distinction between bodybuilding as a culture, and bodybuilding as a sport. This study disrupts dominant narratives of bodybuilding as pathological and contributes to work on the construction of gender and masculinity in sport. The present work suggests a scholarly approach to men’s bodybuilding in an open and nuanced manner that does not focus on pathologizing bodybuilding or competition.

     

The Immigration Experience of Iranian Baha’is in Saskatchewan: The Reconstruction of Their Existence, Faith, and Religious Experience

For approximately 150 years, Baha’is in Iran have been persecuted on the basis of their religion. Limitations to aspects of their lives have compelled them to face “civic death” or migrate to other countries. This qualitative pilot study explored the experience of forced migration and how religion attenuates the disruption to the lives of Iranian Baha’is. Adaptive strategies that four participants utilised to re-establish continuity were examined. Participants who were satisfied with their lives developed a way to allow parallel cultural traditions (Iranian and Canadian) to co-exist; those who could not integrate found it difficult to maintain a balance between these traditions.     

The Understanding and Experience of Mixed Emotions in 3–5-Year-Old Children

The term mixed emotions refers to the presence of two opposite-valence emotions toward a single target. Identifying when children begin to report experiencing and understanding mixed emotions is critical in identifying how skills such as adaptive functioning, coping strategies, environmental understanding, and socioemotional competence emerge. Prior research has shown that children as young as 5 years old can understand and experience mixed emotion, but perhaps appropriately sensitive methodologies can reveal these abilities in younger children. The present study evaluated 57 children between 3 and 5 years old for mixed emotion experience and understanding using an animated video clip in which a character experiences a mixed emotional episode. Ordinal logistic regression was utilized to examine the relation of gender, attention, and understanding of content to experience and understanding of mixed emotion. While only 12% of children reported experiencing mixed emotion while watching the clip, 49% of children—some as young as 3 years old—were able to recognize the mixed emotional experience of the character. Thus, mixed emotion understanding emerges earlier than previously identified and the expression of understanding may develop independently of the ability to report mixed emotion experience. These findings are discussed in relation to cognitive and developmental considerations.     

The Case for Secular Assimilation? The Latino Experience in Richmond,Virginia

Studies of 20th-century ethnic immigrant groups to the United States profile religion as a key factor in their assimilation into U.S. culture. Religious institutions provided immigrants and families with a safe haven where they could hold on to their ethnic identity, even as they and their children were mainstreamed into the larger culture. Changes in immigration law since 1965 have complicated somewhat the relationship between religion and assimilation. The variety of religious forms now present in the United States and the diversity of immigrants create new options as they seek to adapt to U.S. life. We look at the absence of religion as one of those options. The nonreligious paths chosen by some Latinos in Richmond, Virginia have implications for the way they become part of the community, especially in comparison to those who remain members of their religion of origin or who convert to U.S. faiths.     

Does Teaching Experience Matter?

49 pairs of counselors with and without teaching experience were asked to rate their relationships with others and their ability to perform certain school-related and guidance tasks. The pairs were obtained from throughout the United States. Counselor educators were asked to identify pairs who had graduated from their institution, were of the same sex, and were working in approximately the same situation. Ratings were then obtained using a mailed questionnaire. The major findings were: (1) After counselors had been on the job for 8 weeks or more they perceived no difference in their relationships with others in the school. (a) Counselors with teaching experience had significantly higher ratings of their ability to perform 4 of the 6 routine school tasks listed. (3) No significant differences were found in ratings of their ability to perform guidance tasks with the exception of providing vocational information. Counselors with teaching experience had higher ratings in this area.     

Elite Athletes' Experience of Coping With Emotional Abuse in the Coach–Athlete Relationship

In this article, we explore the coping strategies used by elite athletes in response to emotional abuse experienced within the coach–athlete relationship. The athletes in this study adopted emotion- and avoidance-focused coping strategies to manage their feelings in the moment that emotional abuse occurred. Over time, athletes accessed support networks and engaged in sense making to rationalize their experiences. The potential of coping-level intervention to develop individual resources and to break the cycle of emotional abuse in sport is highlighted. We suggest that as primary agents of ensuring athlete's protection, sport psychologists need appropriate safeguarding training.     

International Genetic Counseling Students’ Perspective on Their Training Experience in the United States

International students face social, psychological and academic challenges upon moving to a foreign country to pursue higher education. Clinical disciplines such as genetic counseling present additional challenges adapting to an unfamiliar health care system and different interactions and expectations with patients and colleagues. This study used semi-structured interviews to identify challenges that international genetic counseling students face during training in the United States. Eight international genetic counseling alumni who graduated from U.S.-accredited programs were interviewed. Participants stated that the U.S. academic system was unfamiliar—class participation and paper-writing required the greatest adjustment. There was a need for help in understanding social norms in academic settings. Clinically, they were unfamiliar with the dynamics and communication style of U.S. families. Non-native English speakers experienced greater difficulty in all areas. Most participants reported that they were uncomfortable asking for help in transitioning to life, study and work. Participants identified mentorship programs for international students as potentially useful in clarifying expectations in academic and clinical settings. These results may assist international students preparing to study genetic counseling in the U.S. and may help genetic counseling training programs identify the academic and clinical challenges faced by international students.