Kierkegaard,Despair and the Possibility of Education: Teaching Existentialism Existentially

Written collaboratively by two undergraduate students and one professor, this article explores what it would mean to teach existentialism “existentially.” We conducted a survey of how Existentialism is currently taught in universities across North America, concluding that, while existentialism courses tend to resemble other undergraduate philosophy courses, existentialist texts challenge us to rethink conventional teaching practices. Looking to thinkers like Kierkegaard, Beauvoir and Arendt for insights into the nature of pedagogy, as well as recent work by Gert Biesta, we lay out the four qualities that we propose characterize “existentialist” teaching practices: an emphasis on teaching over learning and on the “how” over the what; the cultivation of newness as well as capacities for resistance. Reflecting on the significance of existentialism for classroom dynamics, we conclude by examining the tensions between existentialist commitments to freedom and prevailing trends in higher education. This essay raises questions about the emancipatory potential of existentialist philosophies, especially in the context of undergraduate classrooms.     

An interaction model for the role of self-evaluations and antagonistic pursuits in subjective well-being

Popular theorizing about happiness pursuit emphasizes universal paths to happiness, but other theorizing acknowledges different people achieve happiness in different ways (i.e., subjective well-being, SWB). The present work extended this latter perspective by examining how antagonistic pursuit of a grandiose identity (‘narcissistic antagonism’) – generally thought to reduce narcissistic people’s SWB – may relate to increased cognitive well-being (i.e., a component of SWB) for narcissistic people with lower self-esteem. In Study 1, participants (N = 417) reported their narcissism, self-esteem, narcissistic antagonism, and general life satisfaction (to index cognitive well-being). In Study 2 (pre-registered), participants (N = 450) reported their narcissism, self-esteem, narcissistic antagonism, general and domain-specific life satisfaction, and general affect (to index affective well-being, which is a different component of SWB). Both studies revealed narcissistic antagonism related to increased life satisfaction only for more (vs. less) narcissistic people with lower (vs. higher) self-esteem. Study 2 not only replicated this interactive pattern on satisfaction across various life domains but also revealed the interaction may be related to increased negative affect. Broadly, results highlight how different people may enhance features of SWB in different, even ‘dark’, ways.     

Gender differences in autobiographical narratives: He shoots and scores; she evaluates and interprets

Research on autobiographical narratives consistently demonstrates that whereas women's narratives emphasize evaluative information, men's narratives are factually oriented. These narrative differences might reflect gender differences in either the autobiographical knowledge base or the way information from the knowledge base is selected when a narrative is constructed. The present experiment evaluated these two (potentially complementary) hypotheses by assessing memory soon after an event and after a period of 6?weeks, using both open-ended (narrative) and factually oriented (questionnaire) measures. Consistent with past literature, women told longer, richer, more evaluative narratives than did men. However, men recalled more factual information both initially and after 6?weeks and also constructed narratives that were more factually oriented. These data suggest that men and women value factual information differently and that these differences influence both the contents of the autobiographical knowledge base and the way that information in the knowledge base is used to construct personal narratives.     

Using the dual-target cost to explore the nature of search target representations

Eye movements were monitored to examine search efficiency and infer how color is mentally represented to guide search for multiple targets. Observers located a single color target very efficiently by fixating colors similar to the target. However, simultaneous search for 2 colors produced a dual-target cost. In addition, as the similarity between the 2 target colors decreased, search efficiency suffered, resulting in more fixations on colors dissimilar to both target colors, which we describe as a "split-target cost." The patterns of fixations provide evidence to the type of mental representations guiding search. When the 2 targets are dissimilar, they are apparently encoded as separate and discrete representations. The fixation patterns for more similar targets can be explained with either 2 discrete target representations or a single, unitary range containing the target colors as well as the colors between them in color space.     

The QWERTY Effect: How typing shapes the meanings of words.

The QWERTY keyboard mediates communication for millions of language users. Here, we investigated whether differences in the way words are typed correspond to differences in their meanings. Some words are spelled with more letters on the right side of the keyboard and others with more letters on the left. In three experiments, we tested whether asymmetries in the way people interact with keys on the right and left of the keyboard influence their evaluations of the emotional valence of the words. We found the predicted relationship between emotional valence and QWERTY key position across three languages (English, Spanish, and Dutch). Words with more right-side letters were rated as more positive in valence, on average, than words with more left-side letters: the QWERTY effect. This effect was strongest in new words coined after QWERTY was invented and was also found in pseudowords. Although these data are correlational, the discovery of a similar pattern across languages, which was strongest in neologisms, suggests that the QWERTY keyboard is shaping the meanings of words as people filter language through their fingers. Widespread typing introduces a new mechanism by which semantic changes in language can arise.