Bringing culture to the nation: Hebraism, Yiddishism, and the dilemmas of Jewish cultural formation in Russia and Ukraine, 1917–1919

Focusing on the pivotal 1917–1919 conjuncture in Russia and Ukraine, this paper analyzes the efforts of the divided Jewish nationalist intelligentsia to disseminate new forms of Jewish culture to a mass audience, the reception of these efforts in the former Tsarist empire’s variegated Jewish population, and the intelligentsia’s parallel exploration of other forms of cultural formation less dependent on popular support. Comparing the cultural programs of Hebraism and Yiddishism, it demonstrates important parallels in their cultural visions and highlights their shared belief in the possibility of implanting a secularist, aestheticist intelligentsia culture in the whole of “the nation.” The paper reconstructs both substantial forms of popular openness to this culture and its sociocultural weaknesses. Finally, it examines experiments made by the intelligentsia with alternative routes to cultural transformation: suppression of popular culture, non-market cultural arrangements, cultural revolution through education, and the uses of the state. The paper seeks a fuller understanding both of the roots of interwar cultural programs in Eastern Europe and the Soviet Union, and of the Jewish nationalist intelligentsia’s underlying conception of “culture,” its own authority, and the evolving relationship between these conceptions and the realities of East European Jewish social, cultural, and political life from the 1890s onward.     

Symmetry-breaking dynamics in development

Recognition of the plasticity of development — from gene expression to neuroplasticity — is increasingly undermining the traditional distinction between structure and function, or anatomy and behavior. At the same time, dynamic systems theory — a set of tools and concepts drawn from the physical sciences — has emerged as a way of describing what Maurice Merleau-Ponty calls the “dynamic anatomy” of the living organism. This article surveys and synthesizes dynamic systems models of development from biology, neuroscience, and psychology in order to propose an integrated account of growth, learning, and behavior. Key to this account is the concept of self-differentiation or symmetry-breaking. I argue that development can be understood as a cascade of symmetry-breaking events brought about by the ongoing interactions of multiple, nested, nonlinear dynamic systems whose self-organizing behaviors gradually alter their own anatomical conditions. I begin by introducing the concept of symmetry-breaking as a way of understanding anatomical development. I then extend this approach to motor development by arguing that the organism’s behavior grows along with its body, like a new organ. Finally, I argue that the organism’s behavior and its world grow together dialectically, each driving the other to become more complex and asymmetrical through its own increasing asymmetry. Thus development turns out to be a form of cognition or sense-making, and cognition a form of development.     

Proverbs with Solomon: A critical revision of the pre-critical commentary tradition in the light of a biblical intertextual study

The historical criticism of the Book of Proverbs has substituted the pre-Enlightenment view that Solomon was the real author with the finding that Israel's post-exilic sages added the name and prestige of the wisest of kings to their work. However the pre-Enlightenment commentators of Proverbs recognised that the name Solomon is integral to the text of Proverbs. This article recognises this textual datum and reads Prov 1–9 from an unusual angle today, namely as if Solomon were the author and principal speaker. In such a reading of Prov 1–9 the portrait of Solomon emerging from within the text is sharpened by a comparison with the depiction of Solomon in 1 Kgs 1–11.
The article seeks to make the point that the character of Solomon so construed in a textual comparison of Prov 1–9 and 1 Kgs 1–11 is but one of a number of diverse portraits made of Solomon in Proverbs throughout the centuries of commentary. In the first part of the article we study three early commentaries, those of Bede, of Hugo Grotius, and of Augustin Calmet. We show that the portrait of Solomon discovered in our own reading of Prov 1–9 in the second part of the article takes its place alongside numerous others. However we today are able to be more faithful to the biblical text than the early commentators because we need not harmonise Proverbs with 1 Kings, as the early commentators felt obliged to do. A contemporary intertextual study of Prov 1–9 can recoup a valid aspect of the ancient literary tradition, that of making Solomon integral to Proverbs. The Solomon we have discovered in Prov 1–9 is the one that spoke through Proverbs at its first publication. In Prov 1–9 the royal attribute is set aside. Solomon is represented as an Israelite teaching parent.     

A validity generalization procedure to test relations between intrinsic and extrinsic motivation and influence tactics

The relations of intrinsic and extrinsic motivation with use of consultative, legitimating, and pressure influence tactics were examined using validity generalization procedures. 5 to 7 field studies with cumulative samples exceeding 800 were used to test each relationship. Significance was found for relation between agents' intrinsic motivation and their use of consultative influence tactics and agents' extrinsic motivation and their use of legitimating influence tactics.