A Christian Rationale for Vegetarianism

Abstract :  This article lays out an argument for vegetarianism based on a Christian theological rationale, specifically on a new articulation of a Christian anthropology for the 21^st century. What I suggest is that an exploration of what it means to be human in a contemporary first world context leads to the conclusion that vegetarianism is a logical expression of one's understanding of oneself as a Christian, and one's exercise of one's Christian faith and discipleship.     

We Preach Christ Crucified: Rejecting the Prosperity Gospel and Responding to Feminist Criticism Using Luther's Second Theology of the Cross

Abstract :  This article affirms that Luther's theology of the cross should serve as a counterpoint to ideologies like the prosperity gospel that encourage adherents to amass personal wealth while remaining indifferent to the suffering of others. To employ Luther's theology of the cross responsibly, however, one must take into consideration the feminist critique that it potentially encourages passive suffering and abuse, especially on the part of women in abusive situations who are told to 'bear their cross' and simply endure what they suffer. A second theology of the cross implicit in Luther's writings, one that portrays God not as the cause of suffering but as the healing power that brings life out of suffering and death that already exists, provides the basis for a rejection of the prosperity gospel while meeting (at least partially) the concern of feminist critics.     

A Reappraisal of Children’s ‘Potential’

What does it mean for a child to fulfil his or her potential? This article explores the contexts and implications of the much-used concept of potential in educational discourses. We claim that many of the popular, political and educational uses of the term in relation to childhood have a problematic blind spot: interpersonality, and the necessary coexistence for the concept to be receivable of all children’s ‘potentials’. Rather than advocating abandoning the term—a futile gesture given its emotive force—we argue that the concept of children’s potential must be profoundly rethought to be workable as a philosophical notion in education. In an era marked by the unspoken assumption that ‘unlimited potential’ is always a good thing, we argue that it might be necessary to think about the limitations of the notion of individual potential; namely, the moment when it comes into contact with other people’s projects. We propose a conceptualisation of potential as the negotiated, situated, ever-changing creation of a group of individuals, in a process marked by conflict, and which remains essentially difficult.     

Communitas: Liturgy and Identity

Abstract As many churches express concern about dwindling resources and even survival, they are simultaneously being confronted by the presence and needs of immigrants. Though often confessionally identified with the receiving congregations, immigrants pose specific challenges, the key to which is, perhaps unexpectedly, liturgy. Liturgical openness to a variety of worship ways facilitates new and necessary changes in power structure, mission thinking beyond mere multiculturalism, and new forms of community and discipleship.     

Temporal generalization in 3- to 8-year-old children

Children aged 3, 5, and 8 years were tested on temporal generalization with visual stimuli. Different groups received 4- and 8-s standards. Gradients at all ages superimposed when plotted on the same relative scale, indicating underlying scalar timing. The principal developmental changes were (i) increasing sharpness of the generalization gradient with increasing age and (ii) a change from symmetrical (3 and 5 years) to adultlike asymmetrical generalization gradients in the oldest children. Theoretical modeling attributed these changes to increasing precision of the reference memory of the standard with increasing age, as well as a decreased tendency to "misremember" the standard as being shorter than it actually was, as the children developed.     

The influence of sex stereotypes and gender roles on participation and performance in sport and exercise: Review and future directions

The role of sex stereotypes and gender roles in the sex differences observed in sport and exercise has been extensively investigated in sport psychology, past studies showing that stereotypes are internalized into the self during the socialization process. Although this research has provided clear evidence of the psychosocial roots of sex differences in athletics, focusing exclusively on an internalization explanation may not allow a complete understanding of the influence of stereotypes in this domain. This article presents two approaches that have been developed in mainstream psychology and discusses their relevance in sport psychology: (1) the situational approach, which considers that the mere presence of stereotypes in the environment is sufficient to affect individuals (e.g., stereotype threat theory); (2) the content of stereotypes approach (e.g., stereotype content model), which suggests that stereotypes about a particular group may be ambivalent, and that this ambivalence may serve to legitimize the status quo.     

The power of well-connected arguments: early sensitivity to the connective because

Connectives, such as because, are routinely used by parents when addressing their children, yet we do not know to what extent children are sensitive to their use. Given children's early developing abilities to evaluate testimony and produce arguments containing connectives, it was hypothesized that young children would show an appropriate reaction to the presence of connectives. Three experiments were conducted to test this hypothesis. In each, two informants gave contradicting statements regarding the location of an object and justified their positions by using a similar argument. Only one of the informants used the connective because to link his argument to the statement. In each experiment, the 3-year-olds performed at chance in selecting choices containing the connective because, but the 4- and 5-year-olds performed above chance. Moreover, in Experiments 2 and 3, the 4-year-olds, 5-year-olds, and adults performed significantly better than the 3-year-olds. These findings show that 4-year-olds, 5-year-olds, and adults are sensitive to the presence of connectives. An interpretation of the difference in performance between the 3-year-olds and the 4- and 5-year-olds in terms of metarepresentational skills is suggested.