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131.
Michael Wreen 《International Journal for Philosophy of Religion》2018,84(2):205-221
If asked to define ‘omnipotence,’ the man on the street would probably say that it’s the ability to do anything. That’s about it, he’d think; nothing more needs be said. Philosophers are never so easily satisfied. They take it as matter of professional duty to find serious problems in important concepts, and to suggest that the concept be rejected or that solutions are at hand. This paper falls into the latter camp. Beginning with a relatively simple definition of ‘omnipotence,’ increasingly complex definitions are proposed, problems are found with them, and newer, refined definitions are offered. In all, seven unsatisfactory definitions are examined before an adequate one is arrived at. Both traditional and new problems are addressed, and novel solutions are advanced. The definition argued to be adequate is itself novel, but also very much in keeping with our pre-reflective understanding of omnipotence. On the basis of the definition it’s concluded not only that an adequate definition of ‘omnipotence’ is possible, but that various problems alleged to attend attributing the notion to God can also be solved. 相似文献
132.
James N. Anderson 《International Journal for Philosophy of Religion》2018,83(3):291-307
In Paradox in Christian Theology (2007) I argued that the Christian doctrines of the Trinity and the Incarnation are paradoxical—that is, they appear to involve implicit contradictions—yet Christians can still be rational in affirming and believing those doctrines. Dale Tuggy has characterized my theory of theological paradox as a form of “positive mysterianism” and argues that the theory “faces steep epistemic problems, and is at best a temporarily reasonable but ultimately unsustainable stance.” After summarizing my proposed model for the rational affirmation of theological paradox and considering whether my proposal is indeed a form of “positive mysterianism” as Tuggy defines the term, I address the two main criticisms raised in Tuggy’s paper: first, that the doctrine of divine incomprehensibility cannot bear the weight required by my defense of paradox; and second, that my proposed model is afflicted with epistemic instability. I conclude that Tuggy has failed to show that a mysterian stance with respect to paradoxical Christian doctrines is in principle unreasonable, unnatural, or unsustainable. 相似文献
133.
Einar Duenger Bohn 《International Journal for Philosophy of Religion》2018,84(2):233-236
In this paper, I reply to Hamri's (Int J Philos Relig. https://doi.org/10.1007/s11153-017-9625-2, 2017) new kind of cosmological argument for the ultimate ground of being by blocking the argument in more than one place. 相似文献
134.
135.
LEGO® construction sets are a staple in many children’s lives. Given worldwide distribution, generations of children have grown up playing with these brightly colored, interlocking plastic bricks. Historically marketed to all children, the LEGO® Group has begun targeting male and female consumers differentially with the introduction of product lines such as LEGO® City and LEGO® Friends. Although the packaging, marketing, brick colors, and characters have changed, little is known about whether these product series encourage differences in the way boys and girls play. This content analysis compared the play narratives of sets marketed to boys (LEGO® City) and girls (LEGO® Friends). Our analysis found distinct gendered messages that encourage boys to enact various skilled professions, heroism, and expertise, whereas girls are encouraged to focus on having hobbies, being domestic, caring for others, socializing, being amateurs, and appreciating and striving for beauty. Although LEGO® City and Friends sets offer opportunities for construction, they also promote stereotyped gender roles for enacting femininity and masculinity in play. Parents, educators, and practitioners often focus on the educational affordances of LEGO® construction. We recommend that they also consider the other lessons, both explicit and implicit, being taught through gender-specific LEGO® sets. 相似文献
136.
Research points to the positive impact that gender-segregated schooling and classroom initiatives exert on academic attainment. An evaluation of these studies which reveal positive effects highlights, however, that students are typically selectively assigned to single- or mixed-gender instructional settings, presenting a methodological confound. The current study controls for students’ prior attainment to appraise the efficacy of a single-gender classroom initiative implemented in a co-educational high school in the United Kingdom. Secondary data analysis (using archived data) was performed on 266 middle-ability, 11–12 year-old students’ standardized test scores in Languages (English, foreign language), STEM-related (Mathematics, Science, Information and Communication Technology), and Non-STEM subjects (art, music, drama). Ninety-eight students (54, 55% female) were taught in single-gender and 168 (69, 41% female) in mixed-gender classrooms. Students undertook identical tests irrespective of classroom type, which were graded in accordance with U.K national curriculum guidelines. Controlling for students’ prior attainment, findings indicate that students do not appear to benefit from being taught in single-gender relative to mixed-gender classrooms in Language and STEM-related subjects. Young women benefitted from being taught in mixed-gender relative to single-gender classes for Non-STEM subjects. However, when prior ability is not controlled for, the intervention appears to be effective for all school subjects, highlighting the confounding influence of selective admissions. These findings suggest that gender-segregated classroom initiatives may not bolster students’ grades. It is argued that studies that do not control for selection effects may tell us little about the effectiveness of such interventions on scholastic achievement. 相似文献
137.
Play with building toys such as LEGO® sets promotes spatial learning in children. The present study examined the effects of the color of the bricks (either pink or blue) and the femininity/masculinity of the object built on boys’ and girls’ play with LEGO® sets. Children (n = 116, M age = 7.27 range = 5–10) were given the opportunity to build with LEGO® brick sets, both instructed and free play tasks. For the instructed task, the type of object (feminine: cat; masculine: dinosaur) and color of the bricks (pink, blue) were counterbalanced across participants. Their play was coded for accuracy of following the instructions and time to complete the task. In the free play task, brick color (pink, blue) was counterbalanced across participants, and structures were coded for femininity/masculinity and the number of bricks used. Overall, children took longer to build a feminine object with blue bricks than with pink bricks. In the free-play task, boys built more masculine objects than girls did, regardless of the color of bricks they were given. Results showed that boys completed the LEGO® tasks faster than did girls, controlling for interest in and experience with LEGO® play. These findings suggest that toy color and type can impact how children interact and play with toys. 相似文献
138.
The present study provides the first known systematic examination of the association of hookup culture endorsement and rape myth acceptance. Multivariate regression analysis was conducted to test the primary hypothesis that hookup culture endorsement would be the primary predictor of rape myth acceptance levels among a sample of 422 U.S. college students. Findings indicated the existence of a complex relationship in which rape myth acceptance increases or decreases based upon the form of hookup culture endorsement examined. Beliefs that hookups are harmless and elevate social status increased rape myth acceptance, whereas beliefs that hookups express sexual freedom decreased rape myth acceptance. Furthermore, results supported the hypothesis that hookup culture endorsement was the largest predictor of rape myth acceptance. Consistent with previous studies, the predictive power of gender and religiosity in determining levels of rape myth acceptance were shown to be significant. When controlling for levels of hookup culture endorsement, the explanatory power of these variables decreased, and hookup culture endorsement had the largest effect upon rape myth acceptance levels. 相似文献
139.
Male-dominated industries such as sport contain stereotypical and subjective notions of leadership ability (Burton et al. 2009; Fink 2008). These gender stereotypes often manifest themselves within varying levels of leadership, but specific to the sport industry, they are the most visible within the head coach role. Men hold the majority of head coach positions within the professional and amateur levels of sport, and these hiring practices can be based on gender-role stereotypes (Acosta and Carpenter 2014). In an attempt to challenge stereotypical gender based leadership preferences, leadership ability and performance should be objectively examined. Therefore, in the present investigation we aimed to examine the presence of gender stereotypes in the sport industry by determining whether the gender of a head coach for two women’s basketball leagues, the Women’s National Basketball Association (WNBA) and the National Intercollegiate Athletic Association (NCAA), impacted individual player performance. Data were collected for 1522 players for 19 WNBA seasons (1997–2015) and 4000 players for three seasons of NCAA Women’s Basketball (2013–2016). Results indicated that head coach gender does not appear to impact individual player performance in the WNBA or in the NCAA thereby providing objective evidence to challenge the traditional gender stereotypes found within the sports industry. 相似文献
140.
On the basis that objectification is a self-perpetuating phenomenon, we tested two new hypotheses about the role of objectification within ongoing, intimate heterosexual relationships. First, individuals who self-objectify and objectify others tend to have partners who also self-objectify and objectify others. Second, objectification within relationships is associated with reduced relationship quality. Furthermore, rather than relying on the perspective of only one dyad member, we applied the Actor-Partner Interdependence Model (APIM: Kenny et al. 2006) as a framework for hypothesis testing. That is, we collected data from both partners within the relationship on the same variables (n = 59 heterosexual couples). We found support for both hypotheses, but negligible evidence of gender differences in relations between self-objectification, objectification, and relationship quality. Finally, we applied the APIM to replicate previous research on relations among self-objectification, objectification of partner, and body- and self-esteem. Self-objectification and objectification of partner was unrelated to body esteem for both men and women. Self-objectification was associated with reduced self-esteem, irrespective of gender, but objectification of partner was not associated with partner’s self-esteem. 相似文献