Let Us Pray: Classroom Worship in Theological Education

Theological education typically includes classroom worship, a practice of great pedagogical power and curricular import. As pedagogy, classroom worship does four things. It focuses teaching and learning on God, and fosters theological dispositions necessary for sustaining that attention. Second, it rightly positions the entire class in dialogical relation to the divine Thou, in communal relation to each other, the larger church and the wider world, and in personal relations that risk transformation. Third, it frames theological education as an integrative practice of faith and learning. Finally, it invites teachers to know their students as whole persons and students to trust their teachers as spiritual guides. As curriculum, classroom worship may have greater significance than chapel worship for many students and at particular schools. It should be moved from implicit curriculum to explicit, with careful attention to the null curriculum and to the matrices of relationship within which worship has meaning.     

Schleiermacher and the Ethics of Authenticity

Schleiermacher's Soliloquies not only represent a pivotal work in this classically modern theologian's development as a moral philosopher. They are also arguably the principal moral writing of the early German romantic movement and therefore a significant, if widely overlooked, contribution to the history of ethics in the West. This essay provides a comprehensive interpretation and modest retrieval of this unusual and difficult work by bringing Schleiermacher's early “ethics of individuality” into conversation with Charles Taylor's conception of “expressivist” understandings of human selfhood. It argues that the Monologen are a signal instance of what Taylor has subtly characterized as romanticism's expressivist impulse.     

Photo-synthesis: Facilitating Goal Setting in Supervision Using Images and Creativity

ABSTRACT

One of the most important aspects of clinical supervision is goal-setting. In the early stages of supervision, supervisees may find it difficult to connect authentically with their supervisors due to the inherent power differential in supervision. Difficulty connecting may be exacerbated when students are attempting to set goals regarding their areas for growth. Based on literature reviewed on the counselor-client relationship, the authors posit that using images may increase vulnerability between supervisors and supervisees. Additionally, the authors introduce relational-cultural theory as a framework for connecting authentically through creative images. The authors present examples of using images in individual and group supervision, specifically employing The Coaching Game made by Points of You.     

Stressful Life Events,Psychopathology, and Adolescent Suicide: A Case Control Study

The relationship between stressful life events and adolescent suicide was assessed in 67 adolescent suicide victims and 67 matched community controls. In the year before death, suicide completers were more likely to have experienced: (1) interpersonal conflict with parents and with boy/girlfriends, (2) disruption of a romantic attachment, (3) legal or disciplinary problems. Legal or disciplinary problems were more commonly associated with suicide in conduct and substance abuse disordered youth. Interpersonal loss was more commonly associated with suicide in substance abuse as well. Even after controlling for psychopathology, legal and disciplinary problems in the past year were associated with an increased risk of suicide.     

The Effects of Hippocampal and Area Parahippocampalis Lesions in Pigeons: I. Delayed Matching to Sample

Four experiments were conducted to determine the effects of bilateral damage to the hippocampus and area parahippocampalis (Hp-APH) on visual memory in pigeons using the delayed matching-to-sample (DMS) procedure. In Experiment 1, we generated visual retention gradients with delays of 0, 1.5, 3, 6, and 12 sec both preoperatively and postoperatively in three pigeons with considerable preoperative visual DMS experience. Bilateral Hp-APH lesions had no effect whatsoever on visual retention. In Experiment 2, we examined the effects of Hp-APH lesions on both the acquisition of a visual DMS task with a 0-sec delay, and the subsequent retention performance with delays of 0, 3, 6, 12, and 24 sec. There was no difference between unoperated control pigeons and Hp-APH pigeons either in terms of the number of sessions required to learn the visual DMS task or in terms of their subsequent visual retention performance levels. In Experiments 3 and 4, we examined whether Hp-APH pigeons might be more sensitive than control pigeons to the effects of proactive interference (by reducing the duration of the intertrial interval) and retroactive interference (by introducing delay-interval illumination). Although reducing the duration of the intertrial interval and increasing the level of delay-interval illumination both resulted in lower performance levels on the visual DMS task, there was no indication that the Hp-APH pigeons were any more affected by the changes in interference levels than were unoperated control pigeons. These findings support the view that the Hp-APH in pigeons plays little role in the processing and retention of purely visual information.