God’s moral goodness and supererogation

What do we understand by God’s goodness? William Alston claims that by answering this question convincingly, divine command theory can be strengthened against some major objections. He rejects the idea that God’s goodness lies in the area of moral obligations. Instead, he proposes that God’s goodness is best described by the phenomenon of supererogation. Joseph Lombardi, in response, agrees with Alston that God does not have moral obligations but says that having rejected moral obligation as the content of divine goodness, Alston cannot help himself to supererogation as a solution to the content of God’s moral goodness. If God has no moral obligations and does not perform supererogatory acts, Lombardi suggests that God’s goodness may be explicated through concentrating on God’s benevolence, but he does not develop this theme. I propose that Alston’s idea of divine supererogation without obligation is sustainable, but that a reshaping of the concept of supererogation is required; one in which love, rather than benevolence, plays an important part. If the love associated with supererogation is characterised in a certain way, I suggest this adds a new angle to the understanding of divine goodness.     

Development and Validation of the Scientific Reasoning Scale

Scientific findings and innovations play an important role in a range of decisions faced by nonscientists, yet little is known about the skills that nonscientists need in order to read and evaluate scientific evidence. Drawing on research in public understanding of science, cognitive developmental psychology, and behavioral decision research, we develop an individual difference measure of scientific reasoning skills, defined as the skills needed to evaluate scientific findings in terms of the factors that determine their quality. We present the results of three studies assessing its psychometric validity. Our results indicate that the Scientific Reasoning Scale (SRS) is internally consistent and distinct from extant measures of scientific literacy. Participants with higher SRS scores are more likely to have beliefs consistent with the scientific consensus on potentially contentious issues, above and beyond education, political and religious beliefs, and scores on two widely used measures of scientific literacy. Participants with higher SRS scores also had better performance on a task requiring them to analyze scientific information. Our results suggest that the SRS provides a theoretically informed contribution to decoding lay responses to scientific results and controversies. Copyright © 2015 John Wiley & Sons, Ltd.     

EMPATHY AND THE EVOLUTION OF COMPASSION: FROM DEEP HISTORY TO INFUSED VIRTUE

This article poses a challenge to contemporary theories in psychology that portray empathy as a negative force in the moral life. Instead, drawing on alternative psychological and philosophical literature, especially Martha Nussbaum, I argue that empathy is related to the virtue of compassion and therefore crucial for moral action. Evidence for evolutionary anthropological accounts of compassion in early hominins provides additional arguments for its positive value in deep human history. I discuss this work alongside Thomistic notions of practical wisdom, compassion, misericordia, and the importance of reason in the moral life. The tension between “bottom up” accounts of empathy and that according to a theological interpretation of “infused” virtues also needs to be addressed. From a secular perspective, infused virtue is a projection of the ideal moral life, but from a theological perspective, it is a way of understanding how human capacities through the action of grace can reach beyond what seem to be the limits of psychological moral identity.     

Adoption of an internal viewpoint following presentations of plan‐view diagrams and maps

This study investigated people's ability to adopt novel imagined viewpoints after studying plan‐view diagrams and maps. In two experiments, university students were presented with a plan‐view diagram of a character surrounded by nearby objects (Expt 1) or a character within a map of a multi‐level shopping centre (Expt 2). Subsequently, participants' spatial knowledge of the diagrams/maps was tested by asking them about the location of six salient objects/places. In both experiments, the analyses of participants' spatial judgments suggested that they had adopted an imagined viewpoint internal to the character. The findings add to our understanding of imagined viewpoint switches along the vertical axis of space.     

Fabricated Humans? Human Genetics,Ethics and the Christian Wisdom Tradition1

Abstract: This article highlights the key social issues associated with genetic screening and testing. It identifies an uneasy combination of a cultural drive towards perfection alongside heightened perception of a risk society. Awareness of risk is particularly in evidence in clinical genetics, but is surprisingly silent in public discourse about stem cell research, which has tended to flounder through its unilateral focus on the status of the early embryo. This article concentrates on current practice, such as the use of preimplantation genetic diagnosis, and offers a critical analysis of current debates about ethical issues. It argues that Christian ethics can contribute positively to the debate by drawing on the tradition of prudence or practical wisdom, which goes beyond the secular alternatives of both the consequential analysis of risk and benefit and the precautionary principle.     

Learning style and personality type.

To investigate the relations between the Myers-Briggs Type Indicator and the Gregorc Style Delineator and to examine the construct validity of the Style Delineator, 41 undergraduate students preparing to be teachers were given both tests. Observed differences in learning styles by personality type partially support the construct validity of the Style Delineator. Judging individuals (n = 25) tended to perceive themselves as concrete sequential thinkers as opposed to perceptive individuals (n = 16) who thought of themselves as concrete random thinkers. Feeling types (n = 29) tended to prefer random modes of thinking.     

Correlates of course satisfaction of bankers enrolled in a professional development program

This study examined correlates of satisfaction with a continuing education course, among a group of 2,980 bankers. Bankers were likely to be satisfied with their courses if (a) the classwork was applicable to their present job; (b) they were interested in the previous courses they had taken, (c) they expected a good grade from the courses, and (d) they had a high self-concept. Implications of these results for continuing education are presented.     

China,Gender Issues,Medical Philosophy and Measurement Scales

Journal of Religion and Health - In this fourth issue of the Journal of Religion and Health for 2022, four key themes are explored: (1) religious and spiritual issues in China, (2) gender-related...