Book Notes: Adams,Frederick and Kenneth Aizawa,The Bounds of Cognition,Oxford: Blackwell Publishing, 2008, pp. xiii + 197, AU$120.00 / NZ$130.00 (cloth)

Logical pluralism has been in vogue since JC Beall and Greg Restall 2006 articulated and defended a new pluralist thesis. Recent criticisms such as Priest 2006a Priest, Graham. 2006a. Doubt Truth to be a Liar, Oxford: Oxford University Press.  [Google Scholar] and Field 2009 Field, Hartry. 2009. Pluralism in Logic. Review of Symbolic Logic, 2/2: 342–59. doi:10.1017/S1755020309090182[Crossref], [Web of Science ®] , [Google Scholar] have suggested that there is a relationship between their type of logical pluralism and the meaning-variance thesis for logic. This is the claim, often associated with Quine 1970 Quine, W. V. O. 1970. Philosophy of Logic, Oxford: Oxford University Press.  [Google Scholar], that a change of logic entails a change of meaning. Here we explore the connection between logical pluralism and meaning-variance, both in general and for Beall and Restall's theory specifically. We argue that contrary to what Beall and Restall claim, their type of pluralism is wedded to meaning-variance. We then develop an alternative form of logical pluralism that circumvents at least some forms of meaning-variance.     

Antecedents and Civic Consequences of Choosing Real versus Ersatz Social Activities

Social capital (Coleman, 1990 Coleman, J. S. 1990. Foundations of social theory, Cambridge, MA: Harvard University Press.  [Google Scholar]), democracy's wellspring (Putnam, 1993 Putnam, R. D. 1993. Making democracy work: Civic traditions in modern Italy, Princeton, NJ: Princeton University Press.  [Google Scholar]; Tocqueville, 1835 Tocqueville, A. 1835. Democracy in America, Edited by: Mansfield, H. C. and Winthrop, D. Chicago: The University of Chicago Press.  [Google Scholar]/2000), must now accrue within a social fabric that has been changed by the ubiquitous adoption of technologies such as television and the Internet. Three studies (N = 313) of college students supported a theory of ersatz social behavior, which proposed that: a) the use of technological (replacement/ersatz) alternatives to real social interaction may be less conducive to the skill building and opinion formation that foster social capital; b) ersatz activities involve fewer costs (effort, risk of rejection) than real interactions; and c) ersatz alternatives are regularly chosen, even though real interaction is ostensibly preferred. The results provide increased understanding of when and how mediated interaction can be detrimental to social capital formation.     

Moral Politics in the 2008 Presidential Convention Acceptance Speeches

This study examines the 2008 presidential party convention acceptance speeches from the perspective of George Lakoff's (1996 Lakoff , G. ( 1996 ). Moral politics: What conservatives know that liberals don't . Chicago , IL : University of Chicago Press . [Google Scholar], 2002 Lakoff , G. ( 2002 ). Moral politics: How liberals and conservatives think . Chicago , IL : University of Chicago Press .[Crossref] , [Google Scholar]) theory of moral politics, which argues that a metaphor of the nation as a family guides the adoption of a political ideology and facilitates persuasion. We coded speeches for instantiations of Strict Father and Nurturant Parent morality and for the social and political issues they contained. We found, as expected, that Democrats referenced more Nurturant Parent themes than Strict Father themes but that Republicans used instantiations from both moral worldviews at similar rates. Democrats, but not Republicans, framed party-owned issues in terms of their corresponding moral worldview. We discuss implications for Lakoff's theory and avenues for future research.     

Shell games,information, and counterfactuals

Cohen and Meskin 2006 Cohen, Jonathan and Aaron, Meskin. 2006. An Objective Counterfactual Theory of Information. Australasian Journal of Philosophy, 84: 333–352. [Taylor &; Francis Online], [Web of Science ®] , [Google Scholar] have recently proposed a novel counterfactual account of information. I argue that it is a step down from its intended target, namely Dretske's 1981 Dretske, Fred. 1981. Knowledge and the Flow of Information, Cambridge Mass: MIT Press.  [Google Scholar] theory of information. Thinking of the information carried by signals in terms of counterfactuals leads to falsely diagnosing bona fide instances of information transmission as not being instances of information transmission at all, with major loss of explanatory power.     

Heidegger's Contrasting Notion of Worldview in the Early,Middle, and Later Writings

Heidegger sharply distinguishes philosophy from worldview. In this he was quite unlike Hegel, Dilthey, Nietzsche, and Jaspers, who more or less equated the two, but instead followed the lead of Husserl. Nevertheless, Heidegger did not accept Husserl's unqualified reduction of philosophy to science. Early on, 1919–1922, Heidegger's concern for facticity was tied to a thinking of worldview. Conversely, Heidegger's Being and Time (1933–34/2010a Heidegger, M. (2010a). Being and truth (G. Fried and R. Polt Trans.). Bloomington, IN: Indiana University Press. (Original work published 1933–34) [Google Scholar]) considered worldview to be a fixed interpretation of the universe of beings, as opposed to philosophy as the study of Being, and suggested that fundamental ontology could demonstrate the condition of possibility for something like worldview. Later, Heidegger extended his historico-ontological critique of the Western philosophical tradition to include worldview. Worldview was now the notional equivalent of the modern subject's picturing or representing of beings as a whole to herself/himself, a fallout of the technological understanding of being. This article provides a historical précis of the notion of worldview in Heidegger's thinking and, at the same time, argues that philosophy cannot be absolutely separated from worldview in Heidegger's works.     

Institutional creativity and pathologies of potential space: The modern university

Abstract

This paper proposes the applicability of object relations psychoanalytic conceptions of dialogue (Ogden, 1986 Ogden, T. 1986. The matrix of the mind, London: Karnac.  [Google Scholar], 1993 Ogden, T. 1993. “On potential space”. In In one's bones: The clinical genius of Winnicot, Edited by: Goldman, D. Northvale, NJ: Jason Aaronson.  [Google Scholar]) to thinking about relationships and relational structures and their governance in universities. It proposes that:

• the qualities of dialogic relations in creative institutions are the proper index of creative productivity; that is of, as examples, ‘thinking’ (Evans, 2004 Evans, M. 2004. Killing thinking: The death of the universities, London: Continuum.  [Google Scholar]), ‘emotional learning’ (Salzberger-Wittenburg et al., 1983 Salzberger-Wittenburg, I., Henry, G. and Osborne, E. 1983. The emotional experience of learning and teaching, London: Routledge.  [Google Scholar]) or ‘criticality’ (Barnett, 1997 Barnett, R. 1997. Higher education: A critical business, Buckingham: Open University Press.  [Google Scholar]);

• contemporary institutions' explicit preoccupation in assuring, monitoring and managing creative ‘dialogue’ can, in practice, pervert creative processes and thoughtful symbolic productivity, thus inhibiting students' development and the quality of ‘thinking space’ for teaching and research.

In this context the paper examines uncanny and perverse connections between Paulo Freire's (1972 Freire, P. 1972. Pedagogy of the oppressed, London: Penguin.  [Google Scholar]) account of educational empowerment and dialogics (from his Pedagogy of the oppressed) to the consumerist (see, for example, Clarke & Vidler, 2005 Clarke, J. and Vidler, E. 2005. Creating citizen-consumers: New labour and the remaking of public services. Public Policy and Administration, 20: 19–37.  [Google Scholar]) rhetoric of student empowerment, as mediated by some strands of managerialism in contemporary higher education. The paper grounds its critique of current models of dialogue, feedback loops, audit and other mechanisms of accountability (Power, 1997 Power, M. 1997. The Audit Society: Ritual's of verification, Oxford: Oxford University Press.  [Google Scholar]; Strathern, 2000 Strathern M. Audit cultures: Anthropological studies in accountability, ethics and the academy London Routledge 2000 [Crossref] , [Google Scholar]), in a close analysis of how creative thinking emerges.

The paper discusses the failure to maintain a dialogic space in humanities and social science areas in particular, exploring psychoanalytic conceptions from Donald Winnicott (1971 Winnicott, D. W. 1971. Playing and Reality, London: Routledge.  [Google Scholar]), Milner (1979 Milner, M. 1979. On not being able to paint, New York: International Universities Press.  [Google Scholar]), Thomas Ogden (1986 Ogden, T. 1986. The matrix of the mind, London: Karnac.  [Google Scholar]) and Csikszentmihalyi (1997 Csikszentmihalyi, M. 1997. Creativity, New York: Harper Perennial.  [Google Scholar]). Coleridge's ideas about imagination as the movement of thought between subjective and objective modes are discussed in terms of both intra- and inter-subjective relational modes of ‘dialogue’, which are seen as subject to pathology in the pathologically structured psychosocial environment. Current patterns of institutional governance, by micromanaging dialogic spaces, curtail the ‘natural’ rhythms and temporalities of imagination by giving an over-emphasis to the moment of outcome, at the expense of holding the necessary vagaries of process in the institutional ‘mind’. On the contrary, as this paper argues, creative thinking lies in sporadic emergences at the conjunction of object/(ive) outcome and through (thought) processes.     

Science,state and violence: An indian critique reconsidered

Abstract

This paper explores the work of a specific group of Indian scholar activists who, during the 1980s, produced a body of writing critical of the Indian state's science, technology and environmental policy. They have been described variously as Luddites, anti-science cranks and polemicists (Guha, 1988 Guha, R. 1988. The alternative science movement: an interim assessment. Lokayan Bulletin, 6(3): 7–25.  [Google Scholar]; Nanda, 1991 Nanda, M. 1991. Is modern science a Western, patriarchal myth? A critique of populist orthodoxy. South Asia Bulletin, 11: 110–116.  [Google Scholar]; Baber, 1996 Baber, Z. 1996. The Science of Empire: Scientific Knowledge, Civilization and Colonial Rule in India, New York: SUNY Press.  [Google Scholar]). At the same time, they have been influential among activists critical of state development policies. This paper examines one particularly polemical set of their writings. It has three broad parts. It begins by providing some context and background and describing the methodological choices made in the acquisition and presentation of the material at hand. The second, substantial section is the exposition of the argument underlying the critique being discussed. Finally, the brief last segment explores the relevance of this work for studies of science and culture.     

Do Perceptual Instructions Lead to Enhanced Performance Relative to Behavioral Instructions?

As people we commonly instruct people in terms of physical actions to carry out to perform any task. However, according to perceptual control theory (Powers, 1973 Powers, W. T. (1973). Behavior: The control of perception. Chicago, IL: Aldine. [Google Scholar]), human action serves to control perception. Using a drawing task, it was hypothesized that instructions describing the perceivable effects of the movement would result in greater accuracy of image drawing than those describing the movement. Participants were asked to draw images using different instructions; describing the expected perceptions and describing the movements. As predicted, it was found that describing the perceptual outcome of the task led to significantly more accurate drawings than describing the movements did. This highlights the importance of instructions based on desired perceptions when precise execution of a skill is necessary.     

Time and again: Intermittent Brief Dynamic Therapy

Abstract

The author notes that in many of the settings in which Brief Therapy takes place that a client may return after the ending for a further series of sessions. Time-limited therapy has placed an emphasis upon the termination phase of the therapy and linked this to the process of individuation and separation. Such an approach, as articulated by Mann (1973 Mann, J. 1973. Time-limited psychotherapy, Cambridge, MA: Harvard University Press.  [Google Scholar]), which draws conceptually from the work of Winnicott (1965 Winnicott, D. W. 1965. The maturational processes and the facilitating environment, London: Hogarth Press.  [Google Scholar]) and the notion that the infant achieves unit status from the original undifferentiated merger with the mother, is not easily compatible with Intermittent Brief Dynamic Therapy. The work of attachment theorists and Stern (1985 Stern, D. N. 1985. The interpersonal world of the infant, New York: Basic Books.  [Google Scholar]) provide an alternative basis upon which to conceive of the development of the infant. While emphasizing the importance of attending to affects at points of separation and ending, as is evidenced in the work of Della Selva (2004 Della, Selva P. C. 2004. Intensive short-term dynamic psychotherapy, London: Karnac.  [Google Scholar]), such a framework is more readily compatible with the development of Intermittent Therapy, and with the realities of the settings in which much brief work takes place. The author also comments upon the flexibility inherent in Winnicott's own practice of brief consultations, and the implications of this for the development of Intermittent Brief Dynamic Therapy. The paper includes a case study that illustrates this debate and which provides evidence for the therapeutic potency of a form of Brief Dynamic Intermittent Therapy where a dynamic focus maintains a structuring pattern to the narrative over a sequence of several periods of Brief Therapy, spread over a number of years.     

Sorai and xunzi on the construction of the way1

While Sorai's intellectual debt to Xunzi is often mentioned, the similarities between their views have not often been explored at length in English².2 ?One exception is J. R. McEwan, who does spend four pages on this, if that can be considered ‘at length.’ See McEwan (1962 McEwan JR 1962 The political writings of Ogyû Sorai New York Cambridge University Press  [Google Scholar], pp. 11–14). It has been addressed more in the Japanese literature, notably in Imanaka (1992 Imanaka Kanji 1992 Sorai gaku no shiteki kenkyû [An historical study of the Sorai school] Kyoto Shibunkaku Shuppan  [Google Scholar], pp. 95–114). View all notes Further, while Maruyama Masao does compare the two thinkers in his influential monograph Studies in the Intellectual History of Tokugawa Japan, he stresses (apparent) differences between Xunzi and Sorai, in order to hail Sorai's uniqueness. Without meaning to take anything away from Sorai as an independent thinker, I maintain that with regard to precisely those views for which Sorai is lauded as unique—that dao is a product of real people that evolved over time and continues to evolve—his position was also held by Xunzi. In addition, there is a related yet rarely highlighted aspect of Xunzi's thought that is also acknowledged by Sorai. That is, virtues acquired by participating in the way in turn qualify one to contribute to its continuous open-ended development.     

On vagueness, 4D and diachronic universalism

I offer a new criticism of the argument from vagueness to four-dimensionalism [Sider 2001 Sider, Theodore. 2001. Four-Dimensionalism: An Ontology of Persistence and Time, Oxford: Clarendon Press. [Crossref] , [Google Scholar]. The argument is modelled after an older argument for mereological universalism [Lewis 1986 Lewis, David. 1986. On the Plurality of Worlds, Oxford: Blackwell.  [Google Scholar] and may be looked upon as a tightened-up and extended version of the latter. While I agree with other critics [Koslicki 2003 Koslicki, Kathrin. 2003. The Crooked Path from Vagueness to Four-Dimensionalism. Philosophical Studies, 114: 107–134. [Crossref], [Web of Science ®] , [Google Scholar]; Markosian 2004 Markosian, Ned. 2004. Two Arguments from Sider's Four-Dimensionalism. Philosophy and Phenomenological Research, 68: 665–673. [Crossref] , [Google Scholar] that the argument from vagueness fails precisely because of this affinity, my recipe for dealing with it is different. I reject the assumption, shared by Sider with his opponents, that synchronic composition and ‘minimal diachronic fusion’ are sufficiently similar to use considerations inspired by the analysis of the former to bear on the latter. My objection to a crucial premise of the argument from vagueness turns on the relevant aspect of dissimilarity between these two cases.     

Images and Symbols in Ancient and Modern Sport

Several aspects of human life are pervaded with images and symbols that often belong to what Jung (1981 Jung, G. Carl. 1981. Archetypes and the collective unconscious, Princeton, NJ: Princeton University Press.  [Google Scholar]) called archetypes, characteristics of the mind with a profound influence on most aspects of culture and sport. The rationality introduced into our society, as the fruit of both the positivist concept of progress and the rapid development of technology, has, albeit while driving out excessiveness due to irrational explanations and often knavery, also disregarded the importance of images and symbols in everyday life. Yet a number of these inevitably still exist, since they are archetypal. With this observation as a starting point, the present work has been designed to analyse whether it is still possible to find ancient images and symbols in modern sport activities. The a priori reason for such a question arises from the acceptance that modern and ancient sports are profoundly different. This has been historically proved in terms of organisation and quantification, among other characteristics (Guttmann 1978 Guttmann, Allen. 1978. From ritual to record, New York: Columbia University Press.  [Google Scholar]).

The present analysis refers to a limited number of images and symbols concerning ancient and modern sport, which include a primordial Ur-symbol, that of bodily action or of body in movement. Others concern various aspects of the athlete's life, such as expression of religious beliefs, immortality, eternal return and the front. It suggests that many of these images and symbols may still be found in contemporary sports, in open contrast with some of the Olympic principles suggested by De Coubertin and chiefly prevalent in the late nineteenth and twentieth centuries.     

Childhood Interrupted: A Story of Loss,Separation, and Reconciliation

This essay presents a story of personal loss and childhood trauma experienced by the author in 1968. Written in autoethnographic form, the author narrates a particular time in his life when he lost his hearing and subsequently experienced “disrupted attachment”(Becker, 1997 Becker, G. (1997). Disrupted lives: How people create meaning in a chaotic world. Berkeley, CA: University of California Press. [Google Scholar]) caused by forced separation from family on the day he began life at a residential school for deaf children. Forty-six years later, the author weaves together a narrative of loss and trauma followed by his own reflections, showing how he used writing conversation as a source of healing that allowed him reconcile with his past.     

Three decades of lay epistemics: The why,how, and who of knowledge formation

A conceptual integration and review are presented of three separate research programmes informed by the theory of lay epistemics (Kruglanski, 1989 Kruglanski, A. W. 1989. Lay epistemics and human knowledge: Cognitive and motivational bases, New York: Plenum. [Crossref] , [Google Scholar]). They respectively address the “why”, “how”, and “who” questions about human knowledge formation. The “why” question is treated in work on the need for cognitive closure that propels epistemic behaviour and affects individual, interpersonal, and group phenomena. The “how” question is addressed in work on the unimodel (Kruglanski, Pierro, Mannetti, Erb, & Chun, 2007 Kruglanski, A. W., Pierro, A., Mannetti, L., Erb, H. P. and Chun, W. Y. 2007. “On the parameters of social judgement”. In Advances in experimental social psychology, Edited by: Zanna, M. P. Vol. 39, 255–296. New York: Academic Press.  [Google Scholar]) depicting the process of drawing conclusions from the “information given”. The “who” question is addressed in work on “epistemic authority” highlighting the centrality of source effects (including oneself as a source) in human epistemic behaviour. These separate research paradigms explore facets of epistemic behaviour that jointly produce human knowledge, of essential significance to people's’ individual and social functioning.     

Reuben's fall: complicating ‘goodness’ and schoolroom disobedience

This article offers a snapshot of children's sentient and relational spirituality within a moment of disobedience in a kindergarten classroom. It is a portion of a study that employed a combination of qualitative inquiry (by Eisner in 1998 Eisner, E. 1998. The enlightened eye: Qualitative inquiry and the enhancement of educational practice, Upper Saddle River, NJ: Prentice‐Hall.  [Google Scholar]) and rhizoanalyis, adapted from the work of Deleuze and Guattari (of 1987 Deleuze, G. and Guattari, F. 1987. A thousand plateaus: Capitalism and schizophrenia, Edited by: Massumi, B. Minneapolis, MN: University of Minnesota Press.  [Google Scholar]), MacNaughton (of 2005 MacNaughton, G. 2005. Doing Foucault in early childhood studies: Applying poststructural ideas, New York: Routledge. [Crossref] [Google Scholar]). The purpose of the larger study was to present moments of kindergarten children's disobedience in order to more fully understand the complexity of each moment. Rhizoanalysis was engaged in order to open lateral paths toward new understandings and questions regarding the disobedient actions of children, and so served to destabilise and challenge the known and given texts of children's disobedience and to disrupt the assumptions often made regarding the actions and interactions of young children as ‘bad’ or ‘good’ and offer ways to ‘see’ each moment of interaction as many things – both and neither bad nor good. The moment of disobedience and discussion offered within this paper focus on the children's engagement with one another as sensory and spiritual, using Hay and Nye's notion of spirituality as awareness‐, mystery‐, and value‐sensing.     

Christology as a Function of Epistemology: A Bibliographic Study in the Theology of Paul Tillich

ABSTRACT

Paul Tillich is widely regarded as one of the theological giants of twentieth-century theology, and yet, according to Russell Re Manning, remains perhaps the most neglected great theologian of recent times (Re Manning, 2009 Reijnen, Anne Marie, “Tillich's Christology.” In: The Cambridge Companion to Paul Tillich, Russell Re Manning (ed). Cambridge: Cambridge University Press, 2009, pp. 56–73.[Crossref] , [Google Scholar]). This study, based on Tillich's three-volume Systematic Theology (1967) describes Tillich's epistemology and discusses its effect upon his Christology, specifically with a view towards the concept “the uniqueness of Christ.” The article concludes with bibliographic annotations on Tillich's life.     

“You Just Know It’s the Only Thing You Can Think”: A Conversation with Chodorow

ABSTRACT

Nancy Julia Chodorow (1944–) is a pioneer feminist theorist who brought together academic fields of sociology, anthropology, and psychoanalysis in her work related to feminist theories and psychoanalysis. Her first book, The Reproduction of Mothering: Psychoanalysis and the Sociology of Gender (1978 Chodorow, N. J. (1978; second ed. 1999). The reproduction of mothering: Psychoanalysis and the sociology of gender. Berkeley: University of California Press. [Google Scholar]), gave primacy to a more generalized account of the developmental and familial origins of prevalent psychological differences between femininity and masculinity from a psychoanalytic sociological viewpoint. Her later books, Femininities, Masculinities, Sexualities: Freud and Beyond (1994 Chodorow, N. J. (1994). Femininities, masculinities, sexualities: Freud and beyond. Lexington, KY: University Press of Kentucky. [Google Scholar]), The Power of Feelings: Personal Meaning in Psychoanalysis, Gender, and Culture (1999 Chodorow, N. J. (1999). The power of feelings: Personal meaning in psychoanalysis, gender, and culture. New Haven, CT: Yale University Press. [Google Scholar]), and Individualizing Gender and Sexuality: Theory and Practice (2012 Chodorow, N. J. (2012). Individualizing gender and sexuality: Theory and practice. New York and London: Routledge.[Crossref] , [Google Scholar]), bring in a rich interplay among socio-structural influences (i.e., culture) as well as intra- and inter-psychic dynamic processes, emphasizing more the importance of individuality and subjectivity. Based on an interview I had with Chodorow on the development of her thought, this paper gives Chodorow’s account of her personal history and academic background, current manifestations in feminist social science research and feminist psychoanalysis based on her contribution and legacy, and reflective narratives on the unfolding of feminist and psychoanalytic theories from the 1970s onward. Chodorow’s note to the next generation of feminist psychotherapists is also included.     

Occupational Therapy Students' Development of Therapeutic Communication Skills During a Service-Learning Experience

This qualitative study examined the effect community-based service-learning experiences had upon occupational therapy students' therapeutic communication skills and their application of theoretical concepts. After their semester-long course was completed, six students de-identified and voluntarily submitted their weekly reflective journals for retrospective analysis in accordance with Giorgi's strategies (1985 Giorgi , A. ( 1985 ). Phenomenology and psychological research . Pittsburgh , PA : Duquesne University Press . [Google Scholar], 1997 Giorgi , A. ( 1997 ). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure . Journal of Phenomenological Psychology , 28 , 235 – 261 .[Crossref] , [Google Scholar]). Two analysts identified eight themes: developing trust, establishing boundaries, communication, client-centered care, breakdown of preconceptions, increased self-awareness, power of pride, and power of occupation. Educators are urged to use service-learning experiences to facilitate student interpersonal skill development and integration of theoretical knowledge.