Facing the absurd: On Lev Shestov’s angel of death

2018 marks one hundred and fifty two years since the birth of the Russian religious existential thinker Lev Shestov (1866–1938), whose name is counted amongst the most influential European philosophers of the 20^th century. A paradoxical and provocative writer, Lev Shestov searched for ways to diminish the burden of psychological and existential suffering in the life of the individual. His parable about receiving ‘the mysterious gift’ of ‘a new pair of eyes’ from the Angel of Death engaged the existential problems of facing uncertainty, the unknown and death with the possibility of a creative transformation, which could allow an individual to see things outside the law of reason and ‘preconceived self-evident truths.’ Drawing on Shestov’s analysis of Dostoevsky, Nietzsche and Kierkegaard, as well as Camus and Lovtsky’s observations, I argue that Shestov’s interest in the human psyche manifested in his writing, in which he often strove to ‘psychoanalyse’ his characters, found common ground with the psychoanalytical approach. However, unlike Freud’s psychoanalysis, which was grounded in reason and analytical systematisation, Shestov’s philosophy aspired to find a cure to enable an individual to withstand the pressure of the absurd reality of human existence by breaking free from the constraints of rational thought.     

Burnout syndrome in secondary school teachers: a systematic review and meta-analysis

Social Psychology of Education - Secondary school teachers are one of the occupational groups presenting the highest levels of sick leave due to stress in the workplace. This form of stress can...     

Do Young Children Really Learn Best From the use of Direct Address in Children’s Television?

A large body of research has considered children’s novel word learning from video; however, no known work has compared children’s novel word learning from an educational television show in which the character speaks directly to the child (participatory cues) and a show in which the child overhears two characters speaking to one another (third-party joint attention). Using two professionally produced videos that mimic contemporary children’s television shows, we conducted a 2-condition experiment (N = 73) to examine under which condition children were better able to learn a novel word. Results indicated a main effect of condition and age: children in the participatory cues condition and older children demonstrated greater word learning than children in the third-party joint attention condition and younger children. There was an interaction between age and condition, but only among children between the ages of 28.20 and 41.46 months. These findings demonstrate that the participatory cues model, typically used in children’s television programming, is a better model to use to promote children’s word learning. These findings run counter to a similar study that used stimulus videos that did not mimic a children’s program, finding that the third-party joint attention condition was more effective.     

Note from the Editor in Chief

Studies in East European Thought -     

Hiroshi Kojima,Monad and Thou: Phenomenological Ontology of Human Being

Continental Philosophy Review -     

Object use in communication of semi-wild chimpanzees

Animal Cognition - Object interactions play an important role in human communication but the extent to which nonhuman primates incorporate objects in their social interactions remains unknown. To...     

The Influences of Category Learning on Perceptual Reconstructions

We explore different ways in which the human visual system can adapt for perceiving and categorizing the environment. There are various accounts of supervised (categorical) and unsupervised perceptual learning, and different perspectives on the functional relationship between perception and categorization. We suggest that common experimental designs are insufficient to differentiate between hypothesized perceptual learning mechanisms and reveal their possible interplay. We propose a relatively underutilized way of studying potential categorical effects on perception, and we test the predictions of different perceptual learning models using a two-dimensional, interleaved categorization-plus-reconstruction task. We find evidence that the human visual system adapts its encodings to the feature structure of the environment, uses categorical expectations for robust reconstruction, allocates encoding resources with respect to categorization utility, and adapts to prevent miscategorizations.