THE PHYSICS OF DAVID BOHM AND ITS RELEVANCE TO PHILOSOPHY AND THEOLOGY

Abstract. The purpose of this paper is to analyze David Bohm's work in terms of physics, philosophy, and theology. First, I discuss the development of Bohm's thought since 1951. Then, using the methodology of Imre Lakatos, I evaluate the scientific status of his research program. Next, I explore the philosophical dimensions of Bohm's views in which realist and idealist, monist and dualist, contingent and determinist outlooks occur in creative tension. Finally, I suggest ways in which Bohm's ideas are relevant to theology through concepts of God and cosmos, beauty and purpose, grace and free will, church, self and evil.

The entire universe is basically a single, indivisible…but flexible and ever changing, unit (Bohm 1951, 140).

     

The measurement of imagery ability

When variations in imagery ability are used to predict task performance, distinct and consistent relationships do not tend to emerge. A selective review of studies is undertaken to outline some basic reasons why individual difference measures of imagery are often so unsuccessful. Relevant studies concerning the learning and performance of motor skills are examined in some detail. It is concluded that the major problem in these studies is the types of imagery tests that have been employed; these tests have not adequately measured imagery ability. A recently developed instrument, the Movement Imagery Questionnaire, which has been designed to assess individual differences in visual and kinesthetic imagery of movement is discussed.     

The role of personality in crowding research

An analysis of variance was carried out on Ss who were tested with a letter-cancellation task under four experimental conditions, two levels each of crowding and disconfirmation of expectancy. Eight types of Ss were distinguished based on sex and high or low scores on E and N. The crowding situation and disconfirmation of expectancy was found to affect extraverts significantly more than introverts, as predicted by the Brebner-Cooper model. It was confirmed that personality is an important variable in crowding research.     

Social attitudes of schizophrenics

The Wilson-Patterson Conservatism Scale was given to 34 schizophrenic and 34 non-schizophrenic patients in a Dutch mental hospital. The absence of liberal-scoring schizophrenics was interpreted as consistent with the theory that the social withdrawal seen in chronic schizophrenia represents a strategy for coping with stimulus overload. Internal consistency analysis of C scale performance indicated that this test might be used to assess thought disorder in much the same way as the Bannister and Fransella Grid Test, but a great deal more economically. Furthermore, the questionnaire permits a more detailed examination of the source of inconsistency than does the repertory grid method.     

Antisocial and prosocial behavior among contemporary Robin Hoods

Sensation-seeking and related personality traits have been linked to both dedliquency and helping behavior. This suggests that certain stimulus-need characteristics are capable of producing both antisocial and prosocial behavior in the same individual. Forty-nine eigth-grade students in a midwest parochial school completed the Junior Eysenck Personality Inventory, the Sensation Seeking Scale (SSS) and a Deliquency Self-report Form. They were placed into either a low- or a high-stimulus condition, tested for a anxiety and sensation-seeking states and a given request to volunteer.As predicted, Deliquency scores were significantly related to the incidencee of volunteering. Volunteers and delinquents, especially drug users, had significantly higher SSS scores than nonvolunteers and nondelinquents. The high-stimulus condition also had a significantly higher proportion of volunteers. Other relationships were found between N and Anxiety, and E and SSS scores,. Results are discussed in terms of interaction of personality characteristics with stimulus conditions, the ‘Robin Hood Syndrome’ and treatment implications.     

Effects of implementing (APA) ethical principles in collecting classroom data

The study examined the effects of providing six levels of research information to 270 classroom subjects on the data obtained from three different cognitive tasks. The effects of the three tasks on the subjects' academic self-concepts were also investigated. No significant differences were found among the six levels of information for each of the three tasks. On the logical task a significant linear relationship was found supporting previous research which indicates that the more information that is given to research subjects, the more negative the results. There were no significant differences on self-concept scores across the three tasks used. Overall, the implementation of ethical principles had little effect on data collected in classroom settings, indicating support for implementation. This data did indicate, however, that providing more information than required under the ethical principles can result in data bias on a specific task.     

Experimental evidence for the similarity of personality and attitude item responding

The process of responding to attitude items was broken down into a series of cognitive stages and a model offered. To test this model, subjects responded to attitude items varying in Extremity under two or five response alternative formats. By measuring response times, and applying Sternberg's (1969) additive factor method, the model was supported. The results were discussed in terms of previous process work involving personality items and sentence verification tasks.