Freedom,Frailty, and Impurity

The central question in Heidegger's philosophy, early and late, is that concerning the meaning of being. Recently, some have suggested that Heidegger himself interprets being to mean presence (Anwesen, Anwesenheit, Praesenz), citing as evidence lectures dating from the 1920s to the 1960s. I argue, on the contrary, that Heidegger regards the equation between being and presence as the hallmark of metaphysical thinking, and that it only ever appears in his texts as a gloss on the philosophical tradition, not as an expression of his own ontological commitments. In his early work Heidegger seeks to confront and even correct the traditional interpretation of being by challenging its narrow preoccupation with presence and the present. By the 1930s, however, he abandons the idea that there is anything to‐be intrinsically right or wrong about with regard to the meaning of being and turns his attention instead to what he calls ‘appropriation’ (Ereignis) or the truth of being, that is, the essentially ahistorical condition for the possibility of all historically contingent interpretations of being, including the metaphysical interpretation of being as presence.     

The Stepfamily Enrichment Program: A Prelim inary Evaluation Using Focus Groups

The Stepfamily Enrichment Program is a multicouple intervention designed to help stepfamilies successfully negotiate the process of family formation. This study was a pilot test, using data generated from a focus group interview, to provide preliminary, evaluative information on program effectiveness. Couples reported positive behavior and attitude changes in themselves and other family members at the end of the five-week program. Saliency of program topics, program atmosphere, and group process were considered important aspects of the intervention.     

Age and emotion affect how we look at a face: Visual scan patterns differ for own-age versus other-age emotional faces

We investigated how age of faces and emotion expressed in faces affect young (n=30) and older (n=20) adults’ visual inspection while viewing faces and judging their expressions. Overall, expression identification was better for young than older faces, suggesting that interpreting expressions in young faces is easier than in older faces, even for older participants. Moreover, there were age-group differences in misattributions of expressions, in that young participants were more likely to label disgusted faces as angry, whereas older adults were more likely to label angry faces as disgusted. In addition to effects of emotion expressed in faces, age of faces affected visual inspection of faces: Both young and older participants spent more time looking at own-age than other-age faces, with longer looking at own-age faces predicting better own-age expression identification. Thus, cues used in expression identification may shift as a function of emotion and age of faces, in interaction with age of participants.     

Visions as ‘Good to Think’: A Cognitive Approach to Visionary Experience in Islamic Sufi Thought

This article explores one type of visionary experience described and interpreted by mystics within certain traditions, which may be termed a ‘cognitive’ or ‘gnostic’ vision. Such visions provide information or offer solutions to problems of theology or religious interpretation.

A close textual analysis of a selection from the writings of an eighteenth century Indian Sufi, Shāh Wal? Allāh of Delhi, demonstrates this process of intensive thinking through superimposed grids which combine elements of religious symbol systems. This type of thinking triggers a mystical experience which is subsequently interpreted in a problem solving or divinatory mode.     

Enactive imagery in paired-associate learning

Three experiments were conducted to study the effects of enactive imagery (EI) on associative learning. In Experiment I, groups of Ss rated 226 verbs on EI and frequency. In Experiments II and III, Ss learned a 24- and a 16-item list, respectively. The lists consisted of the four possible stimulus-response combinations of high (H) and low (L) EI verb pairs: H-H, H-L, L-H, L-L. In both experiments, EI was found to be a significant factor on the stimulus side, performance being superior when the stimulus was of high EI. In Experiment III, the response EI main effect and the Stimulus by Response EI interaction were also found to be significant. The results indicated that like the imagery evoked by nouns, the EI evoked by verbs facilitates learning.