Overturning Cartesianism and the Hermeneutics of Suspicion: Rethinking Dreyfus on Heidegger

This essay critically engages Dreyfus's widely read interpretation of Heidegger's Being and Time . It argues that Dreyfus's reading is rooted in two primary claims or interpretative principles. The first - the Cartesianism thesis - indicates that Heidegger's objective in Being and Time is to overturn Cartesianism. The second - the hermeneutics of suspicion thesis - claims that Division II is supposed to suspect and throw into question the results of the Division I analysis. These theses contribute to the view that there are two conflicting accounts of inauthenticity that threaten the coherence of Heidegger's notion of authenticity. This view concerning authenticity is mistaken, as are the two theses that support it. The first thesis is incorrect because Heidegger's explicit aim is to investigate the question of the meaning of being not to overturn Cartesianism. The second is incorrect because the analyses of Division I describe the structures of everyday human existence in preparation for a closer examination in Division II of what makes them possible. Division II does not undercut Division I; it carries the analysis deeper. Authenticity, then, is not a negation of everydayness; it is a deepening of the self-understanding expressed in everydayness.     

What’s the object of object working memory in infancy? Unraveling ‘what’ and ‘how many’

Infants have a bandwidth-limited object working memory (WM) that can both individuate and identify objects in a scene, (answering ‘how many?’ or ‘what?’, respectively). Studies of infants’ WM for objects have typically looked for limits on either ‘how many’ or ‘what’, yielding different estimates of infant capacity. Infants can keep track of about three individuals (regardless of identity), but appear to be much more limited in the number of specific identities they can recall. Why are the limits on ‘how many’ and ‘what’ different? Are the limits entirely separate, do they interact, or are they simply two different aspects of the same underlying limit?We sought to unravel these limits in a series of experiments which tested 9- and 12-month-olds’ WM for object identities under varying degrees of difficulty. In a violation-of-expectation looking-time task, we hid objects one at a time behind separate screens, and then probed infants’ WM for the shape identity of the penultimate object in the sequence. We manipulated the difficulty of the task by varying both the number of objects in hiding locations and the number of means by which infants could detect a shape change to the probed object. We found that 9-month-olds’ WM for identities was limited by the number of hiding locations: when the probed object was one of two objects hidden (one in each of two locations), 9-month-olds succeeded, and they did so even though they were given only one means to detect the change. However, when the probed object was one of three objects hidden (one in each of three locations), they failed, even when they were given two means to detect the shape change. Twelve-month-olds, by contrast, succeeded at the most difficult task level.Results show that WM for ‘how many’ and for ‘what’ are not entirely separate. Individuated objects are tracked relatively cheaply. Maintaining bindings between indexed objects and identifying featural information incurs a greater attentional/memory cost. This cost reduces with development. We conclude that infant WM supports a small number of featureless object representations that index the current locations of objects. These can have featural information bound to them, but only at substantial cost.     

Effect of Prenatal Androgen on Adult Personality: Greater Openness with More Female-Typical 2D:4D Digit Ratios

One hundred seven university community participants (71 female, 36 male) were evaluated on the five personality factors (NEO-FFI), and finger lengths were measured to determine the ratio of the second to fourth digit (2D:4D). It is well-established that 2D:4D ratios are an index of prenatal androgenic activity. Sex differences were found such that the men had lower 2D:4D ratios than the women for both the left and right hands, and the women indicated greater Neuroticism than the men, as reported by others. Most interestingly, greater Openness was significantly associated with more female-typical (higher) 2D:4D ratios for the entire sample. This was significant for the male sample alone, and was found at a trend level in the female sample alone.     

Christian Affiliation,Christian Practice,and Attitudes to Religious Diversity: A Quantitative Analysis among 13- to 15-year-old Female Students in the UK

Within the context of the “Young People’s Attitudes to Religious Diversity” project at the Warwick Religions and Education Research Unit, this study examines the association between self-assigned Christian affiliation, self-reported Christian practice, and attitudes towards religious diversity among a sample of 5,748 13- to 15-year-old female students attending schools in England, Northern Ireland, Scotland, and Wales. The two hypotheses being tested are that, among female students, nominal Christians do not differ in their attitudes towards religious diversity from unaffiliated students and that church attendance leads to less tolerance of other religious groups. The data partly support the first hypothesis but not the second. Churchgoing Christian female students are more interested in and more tolerant of other religious groups. The data also draw attention to the perceived importance of religious education in schools for shaping views on religion and on religious diversity among unaffiliated students, nominal Christians, and practising Christians. Both the Christian churches and religious education in school seem to have an important part to play in nurturing a tolerant and inclusive religiously diverse society in the UK.     

Transformative Learning: A Case for Using Grounded Theory as an Assessment Analytic

Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a broader range of perspectives on and entry points for learning and behavior change engaging cognition, embodiment, aesthetics, emotions, and ethics (see Mezirow 1991 and Figures 1 and 2). The open‐inquiry, multi‐modal nature of transformative learning defies most traditional assessment strategies. This article demonstrates that grounded theory offers the rigorous qualitative analysis needed to document and track transformative learning outcomes in practice. By applying a grounded theory approach to data from over eighty student portfolios across several iterations of a Religion and Ecology course at Emory University, this article demonstrates a successful and replicable assessment of transformative learning pedagogies.     

Linking clergy psychological type profile and church growth in the Diocese of Chester: a pilot study

Two recent studies (one in England and one in Australia) have linked church growth and church decline with the psychological type profile of church leaders. The present study, conducted within the Diocese of Chester, compares the psychological type profile of two groups of clergy who had served in the same parishes for five years or more: 29 leading declining churches and 19 leading growing churches. The data found a significantly higher preference for perceiving among those leading growing churches, although there were no significant differences in terms of the orientations, the perceiving process, or the judging process.