J. Robert Oppenheimer: A Faith Development Portrait

J. Robert Oppenheimer was among the most important and enigmatic figures in 20th century science. He is best known for successfully directing the Manhattan Project that produced the first atomic bombs that were dropped on Japan at the end of World War II. Subsequently, he became a scientist and statesman who advised the United States government in the areas of atomic weapons development and public policy. He later became subject to an investigation in 1954 into his previous political affiliations and his personal behavior that ended in the revoking of his security clearance. This essay seeks to chronicle Oppenheimer’s coming of age as a public intellectual with a view toward his own psychological history and most especially in relationship to the stages of faith development articulated by James Fowler and colleagues. Moreover, though not conventionally religious, Oppenheimer’s life and thought were permeated with themes and ideas of a religious and ethical nature that shaped his adult character and informed his view of the world. This essay was originally presented at The Richardson History of Psychiatry Research Seminar at Weill Cornell Medical College.     

Responsible technoscience: The haunting reality of Auschwitz and Hiroshima

Auschwitz and Hiroshima stand out as two realities whose uniqueness must be reconciled with their inevitability as outcomes of highly rationalized processes of technoscientific progress. Contrary to Michael Walzer’s notion of “double effect”, whereby unintended consequences and the particular uses to which warfare may lead remain outside the moral purview of scientists, this paper endorses the commitment of the Society for Social Responsibility in Science to argue that members of the technoscientific community are always responsible for their work and the eventual uses made of it. In what follows four related views are outlined pertaining to modern situations within which the technoscientific community operates, so as to highlight the urgency of infusing a sense of responsibility for the products of their activities into this community. A provisional “code” is suggested that may serve as a guide for increased personal responsibility of individual technoscientists (academic scientists and industrial engineers).     

中学生偶像崇拜特征及其与自我评价关系研究

运用自编问卷对天津市233名中学生进行抽样调查。结果发现:(1)中学生偶像崇拜结构六个因素得分从高到低依次为行为节制、完全认同、选择认同、迷恋、情感控制和行为投入;(2)偶像崇拜结构内部各因素之间以及崇拜特征与自我评价之间在许多因素上存在显著相关;(3)偶像崇拜可分为感性型崇拜者、中间型崇拜者和理性型崇拜者三种类型,按积极性排序依次为理性型崇拜者、感性型崇拜者、中间型崇拜者。     

School-Based Intervention Program Based on Cognitive Behavioral Therapy for Japanese Students Affected by the Hiroshima Heavy Rain Disaster of July 2018

This study examined the effects of a group cognitive behavioral intervention on senior school students affected by the Hiroshima heavy rain disaster and investigated the effects of reducing depression by enhancing resilience. A total of 229 second-grade senior school students affected by the Hiroshima heavy rain disaster participated in the study. The intervention was performed in the following order: psychological education on daily stress, problem-solving training for daily stress, psychological education on traumatic reactions derived from traumatic experiences, and instruction on the merits of utilizing information acquired from the intervention in daily life. The results showed that the high-depression group's depression score was reduced by the intervention. Resilience score was increased both in the high- and low-depression groups as a result of the intervention. Therefore, the intervention program used in this study was proven effective in reducing depression and improving resilience. Prospectively, strategies for psychological support during and after large-scale disasters should be established by applying the findings obtained in this research.     

Science and Constraint: The Role of Science within Theology

Abstract : The conversation between theology and science has accomplished much, yet the question of how to determine the limits of such dialogue—and whether there are limits at all—remains open. Key questions involve the degree to which science should constrain theology and the manner in which theology can influence science. Arthur Peacocke and Robert J. Russell provide sample methods by which theology can engage science. Peacocke's method emphasizes the influence of science on theology, while Russell's focuses on theology's influence on science. Both emphases will be required for theology's continued engagement with science.     

Skull size and intelligence, and King Robert Bruce's IQ

An estimate of someone's IQ is a potentially informative personal datum. This study examines the association between external skull measurements and IQ scores, and uses the resulting regression equation to provide an estimate of the IQ of King Robert I of Scotland (Robert Bruce, 1274–1329). Participants were 48 relatively healthy Caucasian men (age 71–76 years) resident in Scotland. Using magnetic resonance imaging data, intracranial volume estimated from external skull length and width correlated greater than .5 (p < .001) with measured intracranial area, which correlates very highly with brain volume. IQ scores estimated from the National Adult Reading Test (NART) correlated .56 (p < .001) with measured intracranial area, and .49 (p < .01) with estimated intracranial volume based on external skull width and length. The partial correlation coefficient of this latter association was .25 (p = .09) after adjustment for measured intracranial area. Thus, actual intracranial area accounts for about 74% of the variance shared by NART and estimated intracranial volume. A cast of the skull of Robert Bruce was measured and its intracranial volume estimated. A regression equation between IQ and estimated intracranial volume, based on data from the 48 subjects, estimated the IQ of Robert Bruce at about 128 (95% confidence interval 106 to  130), i.e. almost two standard deviations above the mean. NART scores show a ceiling effect, so this estimated IQ might be an underestimate. Robert Bruce's estimated high IQ is congruent with his military, political and other intellectual achievements.     

Scepticism: Epistemic and Ontological

It is widely thought that sceptical arguments, if correct, would show that everyday empirical knowledge-claims are false. Against this, I argue that the very generality of traditional sceptical arguments means that there is no direct incompatibility between everyday empirical claims and sceptical scenarios. Scepticism calls into doubt, not ordinary empirical beliefs, but philosophical attempts to give a deep ontological explanation of such beliefs. G. E. Moore's attempt to refute scepticism (and idealism) was unsuccessful, because it failed to recognise that philosophical scepticism operates on a different level from that on which we make – or doubt – particular empirical claims. And, as I argue with specific reference to work by Nozick and Fogelin, Moore's basic confusion is still widely shared in contemporary discussions of scepticism.     

The RNA World and Divine Action in and Through Quantum Mechanics

ABSTRACT

Life emerged on Earth approximately 4.1 billion years ago. Current scholarship on the origin of life supports the RNA world scenario, although controversy still goes on. This article examines the origin issue in light of a divine action theory proposed by Robert J. Russell. Although the author himself has not much considered the issue in light of the divine action, the article is still fruitful in the sense that the origin of life issue is now incorporated into the dialogue with divine action, and also that Russell’s divine action theory can be reconsidered in a new context.     

Comparison of the performances of a fluent and a nonfluent aphasic on a pantomimic referential task

The pantomimic performances of a typical Broca's (nonfluent) and Wernicke's (fluent) aphasic were compared with each other and with four normal control subjects on a simple task of nonverbal referential communication. Both aphasic subjects demonstrated only about 50% accuracy in their pantomimic communication. Also, measures were obtained of the motoric fluency of the pantomimes of all subjects and comparisons were made between the fluent and nonfluent aphasics. These measures demonstrated distinct differences in the fluency patterns of the pantomimes of the two aphasic subjects similar to the differences in speech fluency which distinguish and characterize these two types of aphasia; that is, the fluent aphasic pantomimed fluently and like the control subjects and the nonfluent aphasic pantomimed nonfluently. The quantitative and qualitative similarities in the fluency patterns of the speech and the pantomimic behaviors of the aphasic subjects are discussed in terms of their implications for a definition of aphasia.     

Hemispheric function and linguistic skill in the deaf

The nature of hemispheric processing in the prelingually deaf was examined in a picture-letter matching task. It was hypothesized that linguistic competence in the deaf would be associated with normal or near-normal laterality (i.e., a left hemisphere advantage for analytic linguistic tasks). Subjects were shown a simple picture of a common object (e.g., lamp), followed by brief unilateral presentation of a manually signed or orthographic letter, and they had to indicate as quickly as possible whether the letter was present in the spelling of the object's label. While hearing subjects showed a marked left hemisphere advantage, no such superiority was found for either a linguistically skilled or unskilled group of deaf students. In the skilled group, however, there was a suggestion of a right hemisphere advantage for manually signed letters. It was concluded that while hemispheric asymmetry of function does not develop normally in the deaf, the absence of this normal pattern does not preclude the development of the analytic skills needed to deal with the structure of language.     

A right-ear advantage for dichotic listening in bilingual children

A dichotic listening task was administered to two groups of right-handed Hispanic children enrolled in bilingual education classes. The younger group's mean age was 9:6, the older group's was 13:6. Two dichotic tapes were used, one in English, one in Spanish, consisting of 60 pairs of words per tape. The words were comparable across languages in terms of frequency, grammatical function, and phonetic composition. The results showed clear and equal right-ear advantages for both groups of subjects and for both languages. As expected, older children scored higher than younger ones, and performance on Spanish was better than on English. Neither of these effects interacted with the ear advantage, however. Ear difference scores did not correlate with proficiency in the second language (as measured by performance on the English tape), but there was a significant correlation (r = .58) between the degree of asymmetry in the two languages. These findings indicate that the left hemisphere is primarily (and equally) involved in processing both languages of bilinguals, and that this pattern appears to remain stable in development.     

THOMAS MERTON AND LEO SZILARD: THE PARALLEL PATHS OF A MONK AND A NUCLEAR PHYSICIST

Abstract Thomas Merton and Leo Szilard, two of the seminal religious and scientific figures of the twentieth century, briefly connected on the issue of the danger of atomic weaponry. This meeting resulted from paths that guided them to an “orbiting” or distancing from human society through a phase of intellectual (Szilard) or spiritual (Merton) abstraction followed by a return to the concerns of human society. These parallel trajectories and their eventual intersection reflect both the similarities and differences in their respective backgrounds. The briefness of their contacts and the unfulfilled possibilities from such contacts also suggest the importance of a continuing dialogue between major figures in religion and science.     

Developmental patterns in the encoding and combination of logical connectives

A total of 224 subjects in grades 2, 4, 6, 8, high school, and college solved problems requiring comprehension of the logical connectives and, or, if-then, only if, and if and only if, as well as the terms is and is not. Half the subjects were required merely to encode the connectives; the other half were required to combine as well as encode them. Problems were presented in two replications (over two sessions) via two different content vehicles. Quantitative analyses revealed significant effects of task, age, session, and connective, with comprehension of different connectives developing at different rates. In general, comprehension of the conjunctive connective was easiest; comprehension of the conditional and biconditional connectives was most difficult. Qualitative analyses indicated just how the logical connectives were interpreted at each grade level, and also investigated individual differences within each grade level.     

中学生偶像崇拜与学业自我概念、学业成绩的关系研究

研究主要采用问卷法 ,选取北京市某普通中学 42 8名初一至高三的学生进行研究 ,结果表明 :(1 )有偶像的中学生人数显著高于无偶像的人数 ,“歌星影星”与“著名人士”是其崇拜的主流。 (2 )学业自我概念及其各维度在有无偶像之间不存在显著差异。 (3)主要偶像类型对学业自我概念具有显著主效应。 (4 )有无偶像和主要偶像类型对学业成绩均没有显著主效应。     

Isolating the components of intelligence

In a recent volume (Sternberg, 1977b), I proposed a method called componential analysis that provides a means to isolate the components of intelligent performance. The method was described in detail, and then tested in a series of experiments. But an important question was left unanswered by this early work: Is componential analysis generalizable to tasks other than analogies? More recently, I have been investigating the generalization of the methodology to other tasks, and have also been engaged in extending the methodology in order to increase its flexibility of application. The present article (a) briefly summarizes the structure of a componential analysis, (b) describes the method of precuing, the method originally used for isolating the components of intelligence, and (c) describes new methods that have also been successful in isolating these components in a variety of reasoning tasks.     

ROBERT J. RUSSELL'S ESCHATOLOGICAL THEOLOGY IN THE CONTEXT OF COSMOLOGY

The main title of Robert J. Russell's Cosmology from Alpha to Omega: The Creative Mutual Interaction of Theology and Science catches the substance of the essays; the subtitle his methodological vision. The mutualis modest as far as the influence from theology on science goes; in no way is Russell curtailing the pursuit of science. Driven by intellectual honesty, he holds that in the end religious convictions will have to stand the test of compatibility with scientific knowledge. And as a Christian he believes core beliefs of Christianity, reformulated as needed, will be able to stand this test. The essays address the origin and contingency of our universe in relation to belief in creation, and his proposal for noninterventionist objective divine action. For him a stumbling block is natural evil; the evolutionary intelligibility of evil falls short of what would be desirable theologically. As steps toward an adequate eschatology Russell seeks to develop a more complex understanding of temporality, and proposes to understand the resurrection of Jesus as the First Instantiation of a New Law of the New Creation. This area is more in tension with current science, but that could be expected when one moves from creation to redemption. Within his self-imposed boundaries, these essays are well informed and well argued, and together they provide a sincere and sustained research program.     

The case of the disappearing disagreements: A reply to Yussen

S. R. Yussen (1984, Developmental Review, 4, 139–144) and I have few disagreements. The major one seems to be in what the purpose of my article (R. J. Sternberg, 1984, Developmental Review, 4, 113–138) should have been. I believe the article fulfills my own purpose, if not Yussen's.