Editorial: Culture and religion

Based on theories of category formation (Baird) and genealogy (Foucault and Asad), and writing myself reflexively into the field, I question the consensus view that there is (or ever was) a viable social or religious ‘movement’ called ‘New Age’. Through a brief review of secondary sources, I disaggregate and historicise the field, drawing attention to signs of incompleteness, heterogeneity and cultural diffusion in preference to the dominant argument for a sui generis phenomenon. Within the field, I trace connections between Alice Bailey's discourse and Findhorn colony practice to illustrate one particular ‘New Age’ genealogy. I argue that ‘New Age’ is better represented as an expression of contemporary Anglo-American ‘popular religion’, a (re)conceptualisation that encourages more fruitful comparative historical and ethnographical analyses. Finally, I identify an emergent ‘second wave’ of ‘New Age’ studies, characterised by a concern for localised and contextualised representations.     

Pronouns and progress: a psychoanalytic primer

Psychoanalytic psychotherapists have the role responsibility to hover evenly over everything that is said--and not said--in the analytic situation. Pronouns may be worthy of special attention. Just as children demonstrate a predictable course in the acquisition and mastery of pronouns, it may be that the analytic patient also shows a predictable sequence in the deployment of pronouns over the course of a successful treatment. The analytic patient will move from a focus on "They," to joining the analyst in "We," before ultimately separating to become an "I." A third person focus in the opening phase, may, with familiarity, move to second person intimacy, ultimately yielding to first person agency. These grammatical markers occur in the opening, middle and termination/follow-up phases of a successful psychoanalytic treatment, during which the pre-morbid introjects are identified, chewed up, and, eventually nudged aside by the healthier therapeutic-introject, from which a new or renewed identity may emerge. Analysis of the Grimm's fairy tale "The Wolf and the Kids" illustrations the importance of metabolizing old introjects.     

Misconduct in science: Controversy and progress

Conclusion It is clear that the concept of scientific misconduct continues to evolve. As always it is the goal of Science and Engineering Ethics to move the discussion forward, to encourage and facilitate discussion of the ethical issues and problems that practicing scientists and engineers encounter in the course of pursuing their professions. This collection of articles and commentaries provides a variety of perspectives that we expect will facilitate communication among and within the groups who must participate in this evolution. The opinions expressed herein are those of the author and do not necessarily reflect the policies of the Office of Research Integrity, the Department of Health and Human Services, or any other Federal agency.     

Neuropsychology and psychopathology: A progress report

This paper summarizes and discusses the contributions of neuropsychological assessment to various forms of psychopathology. Emphasis is placed upon studies done with the Halstead-Reitan battery and the Wechsler Adult Intelligence Scale, but studies done with other neuropsychological test procedures are also reviewed. The conclusions reached are that neuropsychological tests are sensitive to functional regional brain disorganization in psychopathology, and that they are useful in the diagnostic process for a number of disorders including schizophrenia, psychopathy, mood disorders, and other psychiatric conditions.     

Developmental cognitive neuroscience: progress and potential

Developmental cognitive neuroscience is an evolving field that investigates the relations between neural and cognitive development. Lying at the intersection of diverse disciplines, work in this area promises to shed light on classic developmental questions, mechanisms subserving developmental change, diagnosis and treatment of developmental disorders, and cognitive and neuroscientific topics traditionally considered outside the domain of development. Fundamental questions include: What are the interrelations between developmental changes in the brain (e.g. in connectivity, chemistry, morphology) and developmental changes in children's behavior and cognitive abilities (e.g. representational complexity, ability to sustain selective attention, speed of processing)? Why, and how, is learning enhanced during certain periods in development? How is our knowledge organized, and how does this change with development? We discuss preliminary investigations of such questions and directions for future work.     

Editorial: Newman and Ecclesiology

Jerusalem is at the centre of Christian culture – the place of the Lord's Passion and Resurrection and the place of Pentecost – and the image of Jerusalem is fundamental to any Christian vision of the Church and the Kingdom. There was an earthly city and one in heaven; and since the temple was inseparable from the city, temple imagery – the Garden of Eden, the Holy Wisdom, the Messiah – appears in Christian hymns about Jerusalem. In the centuries preceding the advent of Christianity, both city and temple had become corrupt, so when Jesus cleansed the temple and prophesied the destruction of the city, many people would have applauded him. The harlot city that burned in the Book of Revelation was Jerusalem, and when the emperor Constantine built the Church of the Resurrection in Jerusalem, he was building a Christian temple, replacing not the one destroyed in 70 CE, but the original temple of Solomon.     

Mathematical progress: Between reason and society

It is shown how the historiographic purport of Lakatosian methodology of mathematics is structured on the theme of analysis and synthesis. This theme is explored and extended to the revolutionary phase around 1800. On the basis of this historical investigation it is argued that major innovations, crucial to the appraisal of mathematical progress, defy reconstruction as irreducibly rational processes and should instead essentially be understood as processes of social-cognitive interaction. A model of conceptual change is developed whose essential ingredients are the variability of rational responses to new intellectual and practical challenges arising in the cultural environment of mathematics, and the shifting selective pressure of society. The resulting view of mathematical development is compared with Kuhn's theory of scientific paradigms in the light of some personal communications.