The Honey Trap: the social and cognitive adequacy of language in educational contexts

ABSTRACT The attack on bidialectal approaches to the teaching of writing mounted by John Honey in The Language Trap is examined and critically discussed. It is argued that Honey confuses the issues of the social and the cognitive adequacy of a particular variety of language. In particular, his critique of bidialectalism, in so far as it is based on a version of verbal deficit theory and/or cognitive relativism, is misconceived. There are valid criticisms to be made of the bidialectal approach, but they centre on the social rather than the cognitive adequacy of different varieties of language. When the critique is formulated in this way, it is more enlightening and less misleading.     

Phenomenology and Nonconceptual Content

This note aims to clarify which arguments do, and which arguments do not, tell against Conceptualism, the thesis that the representational content of experience is exclusively conceptual. Contrary to Sean Kelly's position, conceptualism has no difficulty accommodating the phenomena of color constancy and of situation-dependence. Acknowledgment of nonconceptual content is also consistent with holding that experiences have nonrepresentational subjective features. the crucial arguments against conceptualism stem from animal perception, and from a distinction, elaborated in the final section of the paper, between content which is objective and content which is also conceived of by its subject as objective.     

Employment Counseling for Adults With Attention-Deficit/Hyperactivity Disorder: Issues Without Answers

This article provides an overview of issues employment counselors will face in counseling adults with attention-deficit/hyperactivity disorder (ADHD). There is little research on counseling clients with ADHD, and counselors are often ill prepared to provide appropriate services for this growing and underserviced population. Reviewed is the evolution of the ADHD label and its prevalence in adults. Diagnostic criteria are presented, and a selected review of adult outcome and treatment research is provided. Strategies for counseling adults with ADHD about careers are adapted, with caution, from literature on counseling adults with learning disabilities (LD), and specific guidelines for the employment counselor are presented.     

EVOLUTION,NATURALISM, AND THE WORTHWHILE: A CRITIQUE OF RICHARD JOYCE'S EVOLUTIONARY DEBUNKING OF MORALITY

Abstract: In The Evolution of Morality, Richard Joyce argues there is good reason to think that the “moral sense” is a biological adaptation, and that this provides a genealogy of the moral sense that has a debunking effect, driving us to the conclusion that “our moral beliefs are products of a process that is entirely independent of their truth, … we have no grounds one way or the other for maintaining these beliefs.” I argue that Joyce's skeptical conclusion is not warranted. Even if the moral sense is a biological adaptation, developed moralities (such as Aristotelian eudaimonism) can “co‐opt” it into new roles so that the moral judgments it makes possible can come to transcend the evolutionary process that is “entirely independent of their truth.” While evolutionary theory can shed much light on our shared human nature, moral theories must still be vindicated, or debunked, by moral arguments.     

Experiencing Incivility in Organizations: The Buffering Effects of Emotional and Organizational Support1

Research shows that being a target of organizational incivility is associated with negative outcomes, including declines in job satisfaction, physical health, and psychological well‐being. Two studies (90 property management company employees; 210 undergraduate students) were conducted to examine whether 2 types of social support—emotional and organizational—act as buffers of the relationship between incivility and outcomes in workplace and academic contexts. Two types of incivility were also examined: general workplace incivility and gendered incivility. Consistent with the hypotheses, the results of both studies indicated that employees and students who experienced higher levels of incivility reported better outcomes when they felt organizationally and emotionally supported. Implications for organizations are discussed.     

Spiritual Formation in Christian School Counseling Programs

This article makes the case that Christian school counselors should be more directly engaged in student spiritual formation. To accomplish this aim, the historical context for the discussion is first explored, followed by a review of contemporary medical and psychological research associating a positive spirituality with healthy functioning across a variety of developmental domains. The argument is then situated within developmental theory and systems thinking as well as the Christian theological—philosophical writings of John Macmurray. Recommendations for improving Christian school counseling practice as they relate to student spiritual formation are included.     

Behavioral and emotional responses to diet‐related support and control among same‐sex couples

Members of 63 lesbian and 72 gay couples reported how frequently their partners engaged in diet‐related social support and control (persuasion and pressure) and how they responded behaviorally and emotionally to such attempts. Although lesbian women received more frequent diet‐related social support than gay men, there were no gender differences in the receipt of diet‐related social control. Results of multilevel models that controlled for body mass index revealed that all participants responded to all types of involvement with guilt and to support and persuasion with appreciation. Responses to pressure differed for lesbian women and gay men and acted as a function of relationship quality. Findings from this study may increase awareness of the importance of same‐sex partners' involvement in eating behaviors.     

FREEDOM AND THE SOURCE OF VALUE: KORSGAARD AND WOOD ON KANT'S FORMULA OF HUMANITY

Abstract: This essay examines two interpretations of Kant's argument for the formula of humanity. Christine M. Korsgaard defends a constructivist reading of Kant's argument, maintaining that humans must view themselves as having absolute value because their power for rational choice confers value on their ends. Allen Wood, however, defends a realist interpretation of Kant's argument, maintaining that humans actually are absolutely valuable and that their choices do not confer value but rather reflect their understanding of how the objects of their choices fulfill their needs and wants and contribute to their flourishing. Though Korsgaard's reading is more consistent with Kant's prioritizing of the right over the good, this essay raises a metaethical question regarding her constructivist position, namely, “What is meant by her claim that rational choice ‘confers’ value on objects?” In developing this question, it presents a realist account of goodness that is taken from Peter Geach's “Good and Evil.”     

AGE‐ AND GENDER‐BASED ROLE INCONGRUENCE: IMPLICATIONS FOR KNOWLEDGE MASTERY AND OBSERVED LEADERSHIP POTENTIAL AMONG PERSONNEL IN A LEADERSHIP DEVELOPMENT PROGRAM

Using archival data from 972 military officers who participated in a 5‐week team‐based leadership development program, the authors tested 5 hypotheses concerning the implications of age‐ and gender‐based role incongruence for individuals’ mastery of 2 knowledge categories and their observed leadership potential (OLP). As hypothesized, greater age was related to less mastery of both teamwork knowledge and strategy knowledge, whereas female gender was related to less mastery of strategy knowledge only. Another focus was on possible evaluative bias in OLP, with individuals’ knowledge mastery and career‐relevant circumstantial factors taken into account. Notably, knowledge mastery partially explained the appreciable overall relationship of age with OLP, yet fully explained the modest overall relationship of gender with OLP. Therefore, some evaluative bias existed for age but not gender. The overall pattern of results revealed that an intrapersonal consequence (i.e., knowledge mastery) of demographic‐based role incongruence overshadowed any interpersonal bias in evaluation, pointing to a new direction for theory and research.