How We Hurt The Ones We Love

Paradoxically, the practical necessity of love seems to combine the personal character of psychological necessity with the inescapable and authoritative quality of moral necessity. Traditionally, philosophers have avoided this paradox by treating love as an amalgam of impersonal evaluative judgments and affective responses. On my account, love participates in a different form of practical necessity, one characterized by a non‐moral yet normative type of expectation. This expectation is best understood as a kind of second‐personal address that does not support derivative third‐personal demands. It is revealed when we react with hurt feelings instead of resentment upon its disappointment.     

Measuring How We Preach What We Practice: Psychoeducational Change in Depressed Inpatients

This study investigated the relationship between acquisition of psychoeducational principles and symptomatic improvement in depressed in-patients. One hundred and twenty-three inpatients hospitalized on a Cognitive Therapy Unit were administered the Test of Cognitive Behavioral Principles (TCBP) and the Beck Depression Inventory at admission and discharge. It was predicted that the TCBP scores would be higher at discharge than at pre-testing at admission. Further, it was hypothesized that the higher TCBP scores at post-test would be significantly correlated with lower Beck Depression Inventory scores at post-test. The results revealed that inpatients' TCBP scores improved over the course of treatment supporting the first hypothesis. However, the data did not support the second hypothesis as there was not a significant relationship between the TCBP scores and the BDI scores at discharge. The results are discussed in terms of clinical, theoretical, and methodological implications.     

On What We are and How We Persist

This article defends novel approaches to what we are and how we persist. First it is claimed that we have disjunctive persistence conditions: we can persist by way of either biological continuity or psychological continuity. Then it is claimed that we are neither human beings nor persons essentially. Rather, we are essentially bio‐psycho‐continuers, a concept to be explained along the way. A variety of objections are considered and found wanting.     

Heidegger on Ontological Education,or: How We Become What We Are

Heidegger presciently diagnosed the current crisis in higher education. Contemporary theorists like Bill Readings extend and update Heidegger's critique, documenting the increasing instrumentalization, professionalization, vocationalization, corporatization, and technologization of the modern university, the dissolution of its unifying and guiding ideals, and, consequently, the growing hyper-specialization and ruinous fragmentation of its departments. Unlike Heidegger, however, these critics do not recognize such disturbing trends as interlocking symptoms of an underlying ontological problem and so they provide no positive vision for the future of higher education. By understanding our educational crisis 'ontohistorically', Heidegger is able to develop an alternative, ontological conception of education which he hopes will help bring about a renaissance of the university. In a provocative reading of Plato's famous 'allegory of the cave', Heidegger excavates and appropriates the original Western educational ideal of Platonic paideia, outlining the pedagogy of an ontological education capable of directly challenging the 'technological understanding of being' he holds responsible for our contemporary educational crisis. This notion of ontological education can best be understood as a philosophical perfectionism, a re-essentialization of the currently empty ideal of educational 'excellence' by which Heidegger believes we can reconnect teaching to research and, ultimately, reunify and revitalize the university itself.     

Together We Rise: How Social Movements Succeed

Social movements, such as Black Lives Matter, surge when support grows for their social justice goals. At their core, social movements advance when people act collectively by rising in solidarity with a shared purpose to address injustice and inequality. Drawing on insights from consumer psychology, this review investigates how social movements succeed in creating social change. We build on an established 21^st‐century framework for how social movements succeed to outline the promising practices of successful social movements. For each of these practices, we identify the consumer psychology mechanisms that motivate collective action and encourage people to transform from bystanders to upstanders, those who provide the grassroots momentum for successful social movements. We illustrate this framework with examples from the growth of the Black Lives Matter movement. Finally, we highlight insights from consumer psychology that promote an understanding of social movements, and we raise research questions to encourage more consumer psychologists to investigate how social movements succeed.     

Perception and Emotion: How We Recognize Facial Expressions

ABSTRACT— Perception and emotion interact, as is borne out by studies of how people recognize emotion from facial expressions. Psychological and neurological research has elucidated the processes, and the brain structures, that participate in facial emotion recognition. Studies have shown that emotional reactions to viewing faces can be very rapid and that these reactions may, in turn, be used to judge the emotion shown in the face. Recent experiments have argued that people actively explore facial expressions in order to recognize the emotion, a mechanism that emphasizes the instrumental nature of social cognition.     

How We Institute Our Psychoanalytic Education: Reply to Commentaries

In reply to Altman's and Schellekes's questions and discussion, the author explores in more depth his own theoretical-technical point of view in order to clarify—chiefly in the light of a modern application of Ferenczi's and Heimann's way of thinking—the rationale for the selection of clinical facts in his paper.     

Value From Adversity: How We Deal With Adversity Matters

Participants in our study worked on an anagram task to win a prize while aversive noise played in the background. They were instructed to deal with the noise either by "opposing" it as an interference or by "coping" with the unpleasant feelings it created. The strength of attention to the opposing or coping response to adversity was measured by poorer recognition of the content of the background noise. For the "opposing" participants, it was predicted that the more they attended to opposing the interference, they stronger they would engage in solving the anagrams to win the prize, which would increase the prize's value. For the "coping" participants, it was predicted that the more they attended to coping with their unpleasant feelings, the weaker they would engage in solving the anagrams to win the prize, which would decrease the prize's value. The results supported both predictions.     

Illusions of Control: How We Overestimate Our Personal Influence

Illusions of control are common even in purely chance situations. They are particularly likely to occur in settings that are characterized by personal involvement, familiarity, foreknowledge of the desired outcome, and a focus on success. Person-based factors that affect illusions of control include depressive mood and need for control. One explanation of illusory control is that it is due to a control heuristic that is used to estimate control by assessing the factors of intentionality and connection to the outcome. Motivational influences on illusory control and consequences of overestimating one's control are also covered.     

What We Share Is Who We Are and What We Do: How Emotional Intimacy Shapes Organizational Identification and Collaborative Behaviors

We focus on the concept of emotional intimacy among organizational members and investigate its influence on both their (a) perceptions and (b) behaviors. With regard to employees’ perceptions, we test whether it is organizational identification (operationalized as cognitive and affective identification with the organization) that influences emotional intimacy or the reverse. At the behavioral level, we investigate the interplay between employee emotional intimacy and organizational identification and their effects on employee interpersonal helping (OCB-Is; interpersonal organizational citizenship behaviors) and interpersonal conflict (CWB-Is; interpersonal counterproductive workplace behaviors). Based on a three-wave panel study among nurses working in a public hospital, our findings show that emotional intimacy influences organizational identification, and it represents a unique antecedent of OCB-Is and CWB-Is.     

Relating Personality and Creativity: Considering What and How We Measure

Creativity is a complex construct that is conceptualized and measured in multiple ways. This study examined the relationship between creativity and personality taking this into account. It was hypothesized that applying different conceptions and measures would cause variation in the creativity–personality relationship. The participants (N = 224) were undergraduate students and completed six creativity measures, a personality inventory, and a demographic questionnaire. Personality predicted more creative production (R² = .277) than creative potential (R² = .176) and more self‐reported creativity (R² = .348) than that which was externally rated (R² = .149). Openness was most consistently and strongly related to creativity, but other personality factors varied in their influence and some demonstrated suppression effects. Overall, the results suggest that despite relatively small effects of personality on creativity, there appear to be meaningful differences in the relationships depending on conception and measurement. Implications for educational settings and future research are discussed.