Career needs of Eastern Cape pupils in South Africa

School guidance and counselling services ought to be designed and implemented to meet the needs of the pupils. The high school guidance programme should operate in a preventive way and attempt to equip pupils with information, skills and attitudes so that they can successfully negotiate the challenges of adolescence. If school group guidance lessons are to meet the pupils' needs and are to be experienced by the pupils as being relevant to their lives, then they must address the expressed needs of the pupils (apart from other issues considered important by appropriate authorities). A methodological approach to defining such needs is presented. It emphasises the importance of the pupils themselves describing their needs, and seeks to avoid the pupils having to respond in the form of ticks and checklists to the ideas of others. The pupil protocols were analysed in a qualitative manner and a number of categories and themes emerged. The needs relating to careers are outlined. Discussion centres on these results, on the differences between schools, and on the implications of these findings for a future single, non-racial education department in South Africa with a common curriculum for all.     

Minority students of color and the psychology graduate pipeline: disquieting and encouraging trends, 1989-2003

Trends since 1989 in the minority graduate pipeline in psychology are examined, with special focus on trends in recent years. Encouraging trends generally outweigh troubling ones at lower levels of the pipeline. However, in recent years disquieting trends dominate at the higher pipeline levels. Promising trends include a rise in the percentage (to nearly 25%) of minority psychology students receiving the bachelor's degree and a rise to more than 20% receiving the master's degree. Troubling trends include the stalling of growth in minority PhD degree receipt since 1999 and the lack of growth in the percentage of African American and Hispanic/Latino(a) students entering PhD departments. Given the mixed findings, one of the highest priorities for psychology must be continued and persistent efforts to develop practices and policies that enhance recruitment, high levels of achievement, and degree receipt for students of color.     

Book reviews

John Christian Laursen (ed.). Religious Toleration: ‘The Variety of Rites’ from Cyrus to Defoe. New York, St Martin's Press, 1999. xx + 252 pp. $45.00. ISBN 0–312–22233–5.

Daniel Garber. Descartes Embodied: Reading Cartesian Philosophy through Cartesian Science Cambridge, Cambridge University Press, 2001, £40.00 hb; £14.95 pb. xii + 337 pp. ISBN 0–521–00337–7 pb. 0–521–80279–2 hb.

Olli Koistinen and John Biro (eds). Spinoza: Metaphysical Themes, Oxford, Oxford University Press, 2002. x + 255 pp. £40.00. ISBN 0–19–512815‐X.

Paul Abela. Kant's Empirical Realism. Oxford and New York, Clarendon Press, 2002. vii + 303 pp. £40.00. ISBN 0–19–924274–7.

Bruce L. Kinzer. England's Disgrace? J. S. Mill and the Irish Question. Toronto, Buffalo, and London, University of Toronto Press, 2001. 292 pp. $60. ISBN 0–8020–4862–5.

Maria Dimova‐Cookson. T. H. Green's Moral and Political Philosophy: A Phenomenological Perspective. Basingstoke, Palgrave, 2001. £40.00. xiii + 175 pp. ISBN 0–333–9144–7.

Stephen Mulhall. Inheritance &; Originality. Wittgenstein, Heidegger, Kierkegaard. Oxford, Clarendon Press, 2001. £40.00. xii + 448 pp. ISBN 0–19–924390–5.

Paul Gorner. Twentieth‐Century German Philosophy. Oxford, Oxford University Press, 2000. iii + 225 pp. £12.99. ISBN 0–19–289309–2.

Karen Green. Dummett: Philosophy of Language. Cambridge, Polity Press, 2001. xi + 236 pp. £55.00 (hb), £14.99 (pb). ISBN 0–7456–2294–1 (hb) 0–7456–2295‐X (pb).     

Iraq, American Empire, And The War On Terrorism

Abstract: The U.S. government is trying to secure continuing American military and economic supremacy on a global scale over the long term. The U.S. invasion and occupation of Iraq is part of this imperial project, which is now being pursued under the mantle of the war on terrorism. This essay examines these developments in the context of U.S. military spending and foreign policy since the end of the cold war, and it argues that there is reason to be concerned about the continuing viability of democratic government in the United States.