Forum: Crafting the Introductory Course in Religious Studies

This series of short essays considers the complex choices and decision‐making processes of instructors preparing to teach, and continuing to teach, introductory courses in religious studies. In a paper originally presented in the University of Chicago's “The Craft of Teaching in the Academic Study of Religion” series, Russell McCutcheon explores a “baker's dozen” of such choices and the larger pedagogical problems with which they are entwined, ranging from classic questions of skill development and content coverage to philosophical concerns around students' identification with their topics of study and institutional concerns around governance and assessment. Aaron Hollander provides a brief introduction and four doctoral students at the University of Chicago Divinity School respond to McCutcheon's essay, widening its scope, testing its applicability, and interrogating its undergirding suppositions from the perspective of early‐career educators in the field.     

Heightened religiosity and epilepsy: evidence for religious-specific neuropsychological processes

It has been hypothesised that humans may have an innate neurologic tendency towards being religiously oriented, suggesting that we possess religious-specific neuropsychological processes. Persons with epilepsy provide a unique opportunity to study these relationships given the documented hyper-religious experiences observed with epilepsy. The current study evaluated 19 individuals with epilepsy to determine if epilepsy-related religious experiences (as measured by the Bear Fedio Inventory [BFI]) are reflective of a general increase in behaviours observed with epilepsy (e.g., philosophical thoughts, emotionality), or if they are reflective of a religious-specific orientation. Spearman correlations indicated that: (1) BFI religious-orientation scales are significantly related to philosophical concerns (i.e., nature of the universe), but not measures of emotionality and (2) BFI religious-orientation scales, but not philosophical or emotionality scales, are significantly associated with other commonly used measures of spirituality. These findings suggest that individuals may possess neuropsychological processes that are specific to religious orientations.     

Belief and the Error Theory

A new kind of debate about the normative error theory has emerged. Whereas longstanding debates have fixed on the error theory’s plausibility, this new debate concerns the theory’s believability. Bart Streumer (2013) is the chief proponent of the error theory’s unbelievability. In this brief essay, we argue that Streumer’s argument prevails against extant critiques, and then press a criticism of our own.     

Social–Emotional Factors and Academic Outcomes Among Elementary‐Aged Children

Social–emotional comprehension involves encoding, interpreting, and reasoning about social–emotional information, and self‐regulating. This study examined the mediating pathways through which social–emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling 340 elementary‐aged children. In both samples, social–emotional comprehension, teacher report of social behaviour, and academic outcomes were measured in a single school year. In both samples, structural equation models showed that the relationship between social–emotional comprehension and reading was mediated by socially skilled behaviour. In one sample, but not the other, the relationship between social–emotional comprehension and math was mediated by socially skilled behaviour. This paper advances our understanding of the mechanisms through which social–emotional factors are associated with academic outcomes. Copyright © 2015 John Wiley & Sons, Ltd.     

Are We All Little Eichmanns?

Philosophia - In this review essay, I review in detail Abram de Swann's fine new book, The Killing Compartments. The book is a theoretical analysis of the varieties and causes of genocides and...     

Diverging Paths: Understanding Racial Differences in Civic Engagement Among White,African American,and Latina/o Adolescents Using Structural Equation Modeling

There is increasing concern about the large civic engagement gap between Whites and Latina/o and African American youth. Some suggest this may be because traditional models and measures of civic engagement may not be as applicable for youth from historically marginalized groups. With an urban sample of middle and high school‐age youth (n = 903, 52% female), we used structural equation modeling to identify differences in civic pathways between youth from different racial/ethnic backgrounds. We found significant differences between groups including much stronger relationships between exposure to democratic practices and civic self‐efficacy and knowledge for African American and Latina/o youth than for White youth and a stronger relationship between civic knowledge and future civic engagement for Whites and Latina/os than for African Americans. These findings suggest that educators and researchers interested need to take into account the diversity of youths' racial experiences when examining youth civic development.