The Form of Reason: Participation in the Work of Richard Hooker, Benjamin Whichcote, Ralph Cudworth and Jeremy Taylor

The article traces the centrality of the patristic doctrine of theosis in the work of four significant figures in seventeenth century Anglican theology. Particular attention is paid to their understanding of reason as a participation in the incarnate Logos. Attention is drawn to their pedagogical method, which sees theology as 'rather a divine life than a divine knowledge' (Taylor), and to their reticence in defining too precisely the content of doctrine. Finally the Anglican via media is seen not as a political compromise, but as one way of fruitfully expressing the mediating grace between Creator and creation.     

A possible application of care-based ethics to people with disabilities during a pandemic

Should people with exceptionally profound disabilities be given an equal chance of surviving a pandemic, even when their care might require a greater use of limited medical resources? How might an ethics of care be used to shape a policy regarding these patients?     

Couple and family therapists’ experiences with Telehealth during the COVID-19 pandemic: a phenomenological analysis

In designing this study, we aimed to obtain a rich, phenomenological understanding of the experiences of couple and family therapists who transitioned their practice to telehealth due to the COVID-19 pandemic. Twelve experienced therapists from the U.S., Spain and Australia were interviewed in depth about their experiences of this transition, particularly how they developed and maintained therapeutic alliances in a virtual context with couples and families suffering pandemic-related hardships. The qualitative analysis identified 40 themes reflecting participants’ initial impressions of telehealth and their positive and negative reactions and adjustments to practicing remotely. Upon overcoming some initial wariness about providing services virtually, many participants described advantages to this way of working with families. Indeed, participants were creative in adjusting to this novel therapy modality, finding new ways to connect emotionally with their clients, to work meaningfully with children, to assess in-session dynamics, and to ensure their clients’ privacy and safety. Notably, several participants commented on the relatively slower development of alliances with new cases and the challenge of repairing split alliances between family members. Many of these difficulties were described as due to having minimal access to their clients’ raw emotions and the inability to use typical systemic interventions, such as moving family members around physically. Participants also reflected on being a “participant observer” to the upheaval caused by the pandemic, a distressing experience they shared with the families in their care.

     

The delay-reduction hypothesis: Effects of informative events on response rates and choice

The present study replicated a prior one by Pearce and Collins (1985) in which informative events displayed greater reinforcing strength than did uninformative ones despite higher rates of reinforcement on the uninformative alternative, both in a choice test and in a test that presented the events successively. The delay-reduction hypothesis of choice and conditioned reinforcement is consistent with results from the successive test but cannot account for the choice results. As the original study conducted the choice test following the successive test for all subjects, and as no reversals of the choice procedure were carried out, the present study replicated Pearce and Collins (1985) while controlling for order effects. Pigeons' relative rate of responding on the informative side was significantly greater in the successive procedure than in the choice procedure (as in the prior study); however, the uninformative side was significantly preferred to the informative side in the choice procedure when order of exposure to the two types of procedures was controlled. Both findings are consistent with the delay-reduction hypothesis.