Good Work

Work is on one side a central arena of self‐making, self‐understanding, and self‐development, and on the other a deep threat to our flourishing. My question is: what kind of work is good for human beings, and what kind bad? I first characterise work as necessary productive activity. My answer to my question then develops a perfectionist account of the human good: (1) the good is the full development and expression of human potentials and capacities; (2) this development and expression happens over a lifetime through appropriate practice. Work is thus a problem of human development, and I address that problem by considering three central human capacities: that we are passionate choosers, skilled makers, and social negotiators. For each, I ask: what does this capacity need from our work if it is to develop towards full and flourishing expression? Answering that question leads to a three‐part account of good work as requiring: (1) a distinctive kind of pleasure, involving both unselfconscious flow and supervisory self‐attention; (2) skill, which I describe via the ideal of craft; and (3) democracy, which I define as a form of life in which each is able to develop and use both expressive and receptive capacities.     

Characteristics of spatial memory span: Is there an analogy to the word length effect, based on movement time?

In studies of verbal short-term memory it has been shown that the length of words to be remembered affects the size of memory span. This word-length effect is attributed to relationships between the rate of rehearsal of verbal material and the time it takes to speak the words being rehearsed. For spatial memory span there may also be an internal rehearsal system linked to overt responding, and if there is a strong analogy to be drawn between the verbal and spatial domains then movement time between spatial targets should predict the number of spatial locations that can be recalled. In the experiments reported here the time taken to move between spatial targets is varied by altering the size of targets and the distance between them. No difference between span performance on a nine-block spatial span task were found, either on immediate recall or on recall after an interval. When recall is of items from an array of 27, grouped in nine sets of three, with only one location in any set being presented on any trial, there is an effect of display size. This effect is consonant with the argument that movement time is related to spatial rehearsal, but other explanations are also possible. However, if recall in this task is scored over the nine sets rather than over the 27 items, then there is no difference between the displays. The results indicate that performance on the normal nine-block spatial-span task cannot be predicted by movement time.     

A review ofDeveloping Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults

Journal of Adult Development -     

Sexual Orientation and Developmental Challenges Experienced by Gay and Lesbian Youths

Youths with a homosexual orientation face different developmental challenges during adolescence than those faced by heterosexual youths or individuals who recognize their homosexual orientation later in life. We discuss the impact of “coming out,” or defining a homosexual orientation, on the development and identity formation of youths who come out during adolescence. The process of coming out is presented as entailing four broad dimensions: recognizing oneself as lesbian or gay; exploring one's sexual orientation through the gay and lesbian community; disclosing one's sexual orientation to others; and becoming more comfortable with one's sexual orientation. Some of the major challenges faced by these youths are described, and future directions for research efforts are discussed.