Obedience and Disobedience/Rebellion in Biblical Versus Greek Narratives: Toward a Biblical Psychology

Contemporary psychology and psychiatry have been explicitly or implicitly based on an ancient Greek view of life. Even pastoral psychologists have been influenced by this view. The present article calls for a paradigm shift toward a biblical psychology. Illustrations of these contrasting worldviews are presented around the issue of obedience versus disobedience/rebellion. Three narratives are compared in this regard: 1) creation stories, 2) “flood” stories, and 3) father-son stories. Freud’s dependence on a Greek worldview is discussed, as is his disregard of biblical narratives. Pastoral psychologists, take heart! It is time to level the playing field.     

Optimal Scores: An Alternative to Parametric Item Response Theory and Sum Scores

Psychometrika - The aim of this paper is to discuss nonparametric item response theory scores in terms of optimal scores as an alternative to parametric item response theory scores and sum scores....     

诚:基督宗教与儒家的一点比较

诚是一种位格性的德性,与三个方面的人格性存有相关。基督宗教伦理中诚的对象是上帝。作为世界的使在者,上帝自身的诚为人的诚提供了本体论根由及命令。对上帝的诚内在地要求着对他人的诚,并且,上帝作为一种超验的监督,保证了对他人之诚的目的性。儒家伦理之诚与基督宗教不乏相似,但在儒家,由于诚的对象“天”没有人格,诚的对象实际上是人自己,在诚之中人只对自己的良心负责。另一方面,诚被儒家当作达到修齐治平的手段。加上没有来自超验之维的监督,这两个方面极易使人欺谎不诚而又心安理得,“问心无愧”。     

Reconciling Evolution and Biblical Literalism: A Proposed Research Program

Many leading Christian thinkers today accept evolution, but others worry that certain incompatibilities with Biblical doctrines concerning Adam remain. In Should Christians Embrace Evolution, theologian Wayne Grudem succinctly summarizes their main objections when he claims that adopting evolution leads to eight positions contrary to the teaching of the Bible. In response, I show that, regardless of whether evolution occurred or not, there is no incompatibility even when a consistently literal reading of the relevant Biblical texts is maintained.     

After the Facts: Alternative Student Evaluation for Active Learning Pedagogies in the Undergraduate Biblical Studies Classroom

After laying a theoretical basis for an active learning orientation in the classroom, the co‐authors describe methods they developed to evaluate active learning in two different settings of introductory courses in biblical studies. They argue that honoring diverse learning and communication styles among students does not need to compromise academic rigor. The authors show how portfolio‐based assessment of student learning allows students a range of ways to demonstrate their mastery of the material. Examples are provided of components of student portfolios from their undergraduate classes.     

Christianity in Iran: A Brief Survey

This article reviews the long and varied history of Christianity in the country now known as Iran. The historical emphasis is on the Assyrian Church of the East, although other churches are also mentioned. The relationship, successively, with Zoroastrianism and with Islam, as the dominant religious traditions, is discussed, as are its implications for the wider Islamic world. Western contacts with Iran, and, in particular, those of western churches, are also examined. In the light of this historical analysis, and from discussion of the situation since the Islamic Revolution, some conclusions are advanced about the prospects for Christianity in the new contemporary context.     

Heideggerian Meditations on an Alternative Ontology for Ecological Psychology: A Response to Turvey's (1992) Proposal

In his last book, Gibson (1979/1986) clearly described crucial elements for an ontology for ecological psychology, but left his overarching ontology implicit and incomplete. As a partial remedy, Turvey (1992) presented a compact, well- packaged outline of an ontology for ecological psychology derived in part from the work of Bunge. In appreciation of Turvey's pioneering and thought-provoking attack on this difficult issue, we offer our own reflections on Turvey's propertied realism. In reviewing Turvey's work we use both the insights of Heidegger and recent experimental findings in ecological psychology to argue for the need for a different ontological foundation. We argue that a Heideggerian ontology can provide us with a broader and more complete ontological foundation with which to deal with complex issues, such as prospective control, than can Turvey's proposed ontology. Also, we suggest that a Heideggerian ontology can be used to supply what is missing or understated in Gibson. We argue against propertied realism as a basis for ecological psychology's ontology and contend that a proper conception of intentionality provides a way to transcend traditional object-subject ontologies. We propose that fields should be considered real ontological entities that differ from matter. Finally, we reflect on how the highly nonscientific language of Heidegger might possibly be formalized to make it more suitable for scientific use.     

Peer Tutoring for Reading Fluency as a Feasible and Effective Alternative in Response to Intervention Systems

Peer tutoring is an evidence-based procedure for improving academic performance for a variety of skill areas. The current study evaluated the feasibility and impact of a peer tutoring package for reading fluency with 4 middle school students receiving Tier II remedial supports. This study used a multiple baseline design across participants to evaluate impact of the peer tutoring procedure on students’ oral reading rate on instructional passages. Results indicated that students’ oral reading rate on instructional probes increased following implementation of the peer tutoring procedure. Moreover, peer tutors implemented most steps of the procedure with a high degree of integrity. Results are discussed in terms of contributions to the peer tutoring and Response to Intervention literatures, as well as application to applied practice.     

Psychological type and attitude toward Christianity: a replication

A sample of 149 university students completed the Francis Psychological Type Scales together with the Francis Scale of Attitude Toward Christianity. The data indicated that university students classified as Feeling Types hold a more positive attitude toward Christianity than those classified as Thinking Types. These findings replicate the 1999 report of Jones and Francis.