Recognition of context and experience: a civic-based Canadian conception of religious literacy

ABSTRACT

Several conceptions of religious literacy exist globally and are informed by the contextual nuances of the scholars who developed them in the UK, US and Australia. As five Canadian scholar-educators across British Columbia, Alberta, Ontario and Quebec, we analyse the well-known religious literacy conceptions of Jackson, Nesbitt, Dinham, Moore and Crisp through a framework based on the recognition of context and experience. In doing so, we propose a Canadian-specific conception that considers the contextual nuances in these four provinces and relates to Canada as a nation and the individual experiences of each author, and recognises the diversity across Canada. We posit that our conception addresses the social and political dynamics and shifts in Canada, namely the changing demography of religious, spiritual and non-religious individuals and the response to the Truth and Reconciliation Commission report that calls Canadians and its institutions to respond to the wrong towards First Nations, Metis and Inuit people.     

From a ‘memorable place’ to ‘drops in the ocean’: on the marginalization of women philosophers in German historiography of philosophy

ABSTRACT

This paper examines the striking absence of women philosophers from German historiography of philosophy during the nineteenth and early twentieth century. While the general topic has been considered before, additional documents and considerations are presented that will help us better understand the omission of women philosophers in the German context. Firstly, material is presented showing that women philosophers were widely discussed in Germany prior to 1800. These discussions stand sharply in contrast with the silence about women in subsequent general histories of philosophy. Secondly, it is shown that the absence of women philosophers in German historiography of philosophy during the nineteenth century is not entirely new but has to be seen as a continuation of tendencies characteristic for the historiography of philosophy already during the eighteenth century. Thirdly, it is argued that, towards the end of the nineteenth century, there was a new stimulus for thinking about women in the history of philosophy, namely women’s emancipation and, more specifically, the right to a university education. Seen in this light, the renewed and intensified effort to diminish women philosophers can be understood as a symptomatic attempt to keep women out of academia in general, and out of philosophy in particular.     

Are babies sensitive to the context of acute pain episodes? Infant distress and maternal soothing during immunization routines at 3 and 5 months of age

Ninety‐three healthy full‐term Italian infants were observed longitudinally at 3 and 5 months during routine vaccinations. Mothers' behaviour was also observed. Participants were divided into two cohorts depending on procedure of inoculation (the first cohort, n=44, showed more distress; the second cohort, n=49, showed less distress). Results indicate that babies' different levels of behavioural distress correspond to mothers' different soothing strategies. Maternal proximal soothing at 3 months predicts faster infant quieting at 5 months, but concurrent and predictive effects of maternal proximity are apparent only when level of baby distress is not too high. The study confirms the view that young babies are sensitive to the overall context of acute pain episodes, including medical procedure and maternal soothing. Copyright © 2005 John Wiley & Sons, Ltd.     

Executive Functions and Mental Attentional Capacity in Preschoolers

ABSTRACT

The structure of executive functions in preschoolers is controversial. Miyake and colleagues found that, in adults, inhibition, shifting, and updating are correlated but distinguishable processes; this finding was sometimes replicated with schoolchildren. Based on schoolchildren data, Im-Bolter, Johnson, and Pascual-Leone proposed a four-component model, with mental attentional capacity and inhibition as basic resources, and shifting and updating as executive processes that partly rely on those resources. Studies on preschoolers propose either a single factor or two factors. We tested 118 children (36 to 73 months old) using measures of mental attentional capacity (Mr. Cucumber, Direction Following Task, and Backward Word Span), inhibition (Bear/Dragon and Day-Night Stroop), shifting (Dimensional Change Card Sort) and updating (Magic House). Confirmatory factor analyzes showed that the best-fitting model comprises two highly correlated factors – one loading the mental attentional capacity measures, the other loading inhibition, shifting, and updating measures. Performance in inhibition, shifting, and updating tasks showed qualitative changes with increasing attentional capacity. In preschoolers, shifting and updating seem to emerge tied to inhibition – but only when sufficient capacity enables children to perform executive control tasks. This seems consistent with Im-Bolter’s et al.’s proposal of two basic resources.     

On the generality of the affective Simon effect

In affective Simon studies, participants are to select between a positive and negative response on the basis of a nonaffective stimulus feature (i.e., relevant stimulus feature) while ignoring the valence of the presented stimuli (i.e., irrelevant stimulus feature). De Houwer and Eelen (1998) showed that the time to select the correct response is influenced by the match between the valence of the response and the (irrelevant) valence of the stimulus. In the affective Simon studies that have been reported until now, only words were used as stimuli and the relevant stimulus feature was always the grammatical category of the words. We report four experiments in which we examined the generality of the affective Simon effect. Significant affective Simon effects were found when the semantic category, grammatical category, and letter-case of words was relevant, when the semantic category of photographed objects was relevant, and when participants were asked to give nonverbal approach or avoidance responses on the basis of the grammatical category of words. Results also showed that the magnitude of the affective Simon effect depended on the nature of the relevant feature.