Volo ut sis: Arendt and Augustine

This article focuses on Hanna Arendt's use of love in her writings. More specifically, I contend that Arendt's use of volo ut sis (I want you to be) and labeling of this type of love as Augustinian, takes what Augustine meant by "love" too far.     

Augustine,Arendt, and Anthropy

Arendt’s theoretical influence is generally traced to Heidegger and experientially to the traumatic events that occurred in Europe during the Second World War. Here, we suggest that Arendt’s conception of politics may be usefully enriched via a proto-anthropic principle found in Augustine and adopted by Arendt throughout her writings. By appealing to this anthropic principle; that without a spectator there could be no world; a profound connection is made between the ‘cosmic jackpot’ of life in the universe and the uniquely human activity that takes place in the political realm. By making this connection we suggest that solutions present themselves to a central puzzle arising in Arendt’s thought: namely, what it is that people actually do in the political realm. The first solution directly addresses the issue of content: what people talk about in Arendt’s public space. The second addresses the importance of ‘maintaining’ a space of appearances. The third considers the effect of participating in and observing the public domain. Consequently, we conclude that, for Arendt, action is nothing less than the activity of ‘world-making.’     

Sometimes One is More Than Two: When Collaboration Inhibits Knowledge Construction

In this paper I suggest that to better understand knowledge construction in science, and the role of social processes and collaboration in it, it is useful to distinguish between “elaborative knowledge” and “emergent knowledge.” Elaborative knowledge is constructed for solving clearly defined problems in established theoretical frameworks, and emergent knowledge refers to the knowledge constructed to reach a hierarchically higher and more complex level of scientific understanding. There are also two types of collaboration. On the one hand there is “dialogical collaboration” in which team members contribute to reaching the common clearly defined objective so that a team as a whole becomes qualitatively more complex than its members alone. On the other hand there is “unidirectional collaboration” where the result of collaboration is determined by one person, should be distinguished. There is evidence from multiple perspectives indicating that “elaborative knowledge” can be developed in both kinds of collaboration and sometimes ‘dialogical collaboration” is necessary for knowledge construction. However, for building “emergent knowledge,” it is argued, only individual or “unidirectional collaboration” is productive, and “dialogical collaboration” can hinder or even prevent the construction of this kind of knowledge.

启动刺激含有多个靶子条件下的负启动效应

采用数字命名任务,在通常的负启动范式基础上增加启动刺激靶子数目．进行了两个实验。实验一发现,当启动刺激靶子个数为1个和2个时。出现负启动效应;当启动刺激靶子个数为3个和4个时。则不出现负启动效应。这提示靶子所获注意资源数量的作用。实验二发现．当启动刺激有2个和3个靶子时．如果未被选择来反应的靶子成为探测刺激的靶子,其反应时与控制组无显著差异。即不出现负启动。这表明在启动刺激中未被选择来反应的靶子与干扰项所受到的加工是有差别的。     

More Than Words: Response to Phelan

Studies in Philosophy and Education -     

Culturally Competent Assessment: More Than Nonbiased Tests

The persistent and unresolved issue of minority disproportionality in special education provides a strong rationale for ensuring that assessment is culturally appropriate and sensitive. An extensive literature on test bias has failed to find evidence of bias sufficient to fully explain disproportional representation of minorities in special education. Yet minorities in this nation, most especially African Americans, have been exposed to a long history of unequal opportunity and oppression, and these inequities continue to be played out in educational settings. In the face of inadequate cultural and educational opportunity, unbiased tests provide an accurate estimate not only of individual capability, but also of the inhospitable conditions that depress that capability. A failure to take differential educational opportunity into account when considering minority test performance may lead to serious errors of test score interpretation. In the face of unequal educational opportunity, culturally competent assessment thus means more than manipulating the content of tests. Rather, it represents a comprehensive process that uses the results of assessment to identify and remedy educational conditions that systematically disadvantage students of color.     

The Scientist-Practitioner Model: Now More Than Ever

The scientist-practitioner model has been fundamental to the field of professional psychology for over 50 years. Although other training models have been offered in an attempt to improve training or meet other needs, we view many of the changes suggested by these models as consistent with the original intent of scientist-practitioner training. We argue that the reciprocal effects of science and practice within this model, if appropriately integrated, remain an excellent fit for integrating science and practice and enhancing the quality of both the practice and science of psychology. We address some of the problems with how the model has been implemented and offer recommendations for ways to enhance science and practice integration. Finally, we describe some of the mechanisms we have used to put these principles into practice in our counseling psychology training program.     

Predictors of Managerial Performance: More Than Cognitive Ability

This study investigated the discriminant validity of cognitive ability, managerial potential, fear of negative evaluation, interaction anxiousness, and audience anxiousness as predictors of managerial performance. As hypothesized cognitive ability significantly predicted only thinking and knowledge criteria. However, managerial potential was significantly correlated with all the criteria. As predicted, fear of negative evaluation predicted thinking and knowledge criteria, interaction anxiousness, and audience anxiousness. In turn, as predicted, interaction anxiousness significantly predicted interpersonal behavior and audience anxiousness significantly predicted communication behavior. Managerial potential and fear of negative evaluation were the only two predictors that were significantly correlated with overall performance.     

One and More Space

Axiomathes - Space—an essential dimension of our life—is analyzable from different viewpoints, which often gives rise to contrasting conceptualizations. Perceptual analyses shed light...     

Beauty is More Than Skin Deep: Components of Attractiveness

This study examined the complex interrelationships among various static and dynamic components of physical attractiveness and their contributions to overall ratings of attractiveness and to the favorability of initial impressions. Two separate groups of undergraduate students completed a self-report measure of social and communication skills and were videotaped and photographed during initial encounters in a laboratory setting. The videotape segment or photographs were then shown to independent groups of judges who made multiple ratings of subjects' physical attractiveness, initial likability, and attractiveness as a dating partner. A series of structural equation models were fitted to the data. The model that provided the best fit to the data indicated that facial beauty and dynamic components of attractiveness were the most important contributors to overall evaluations of attractiveness, and that overall attractiveness in turn affected the positivity of initial impressions and desirability as a potential dating partner.     

Cognitive Sciences Research: More Than Thinking About Drug Abuse

On May 23, 1997, the National Institute on Drug Abuse and the American Psychological Society co-sponsored a conference titled "Cognitive Sciences Research: More Than Thinking About Drug Abuse." The conference highlighted important lines of research, both within and outside of drug abuse, that may elucidate the relationships between substance abuse and cognitive processes. This Special Section of Psychological Science presents a compilation of articles from that conference by scientists who are working in the forefront of this exciting new research area. The research questions posed by these articles take the following forms: What are the cognitive and developmental effects (i.e., the consequences) of substance abuse? What are the antecedents or precursors of drug use that render persons vulnerable to taking drugs? How do the effects of drugs, in turn, become antecedents for changes in perception, behavior, and cognition that further enhance vulnerability to drugs?     

Digging Deeper: Why Metaphysics is More Than a Toolbox

Steven French (J Gen Philos Sci,  https://doi.org/10.1007/s10838-018-9401-8, 2018) proposes a vindication of “scientifically disinterested” metaphysics that leaves little room to its original ambitions. He claims that (1) as a discipline that looks to find out truths about the world, it is untenable; and that (2) rather, its vindication lies in its use as a “toolbox” of concepts for a philosophical discipline that does have a claim at getting us closer to truth—the philosophy of science, and more specifically of physics. I respond to both his main claims. The first claim, I argue, neglects what I call (with Ralf Busse) “archaeological” metaphysics, which tries to impose some order on phenomena by “digging deeper” from the less to the more fundamental, or from the less to the more abstract questions. The second claim imposes a hierarchical relation between metaphysics and philosophy of science which should, I argue, be replaced with a more egalitarian picture of philosophy.