The educational boundary1

In this contribution, the authors defi ne and discuss the educational boundary in analytic training, which they believe is an often neglected and useful concept in psychoanalytic education. The framework on which their discussion rests includes the recent attention of psychoanalysts to issues of boundaries and ethics. Their understanding of how clinical work affects the mind of the analyst educator, as well as the ways the personalities of various analysts affect their dealings with faculty peers and students, are the other cornerstones of their discussion. The authors contend that many of the institutional problems encountered in the training of analysts can be better understood when viewed through the prism of the educational boundary. They present examples which illustrate several of the ways psychoanalytic educators complicate the training experience of candidates, offer specifi c explanations as to why analysts struggle as they try to manage their educational interventions, and indicate in a discussion of potential remedies that those behaviors might be avoided if the educational boundary is in focus. They also provide an example of how the educational boundary can be more effectively managed.     

The Relationship Between Biblical Literacy,Academic Achievement,and School Behavior Among Christian- and Public-School Students

This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. A total of 160 students who attended either Christian or public schools in the 7th to 12th grade were randomly selected for the study sample. Three measures of Bible knowledge were combined to obtain an overall measure of Bible literacy. The results indicate that students with the highest level of Bible literacy also had the highest average grade point average (GPA) and the highest ranking in test and grade results. In contrast, those with the lowest level of Bible literacy also had the lowest average GPA and the lowest ranking in test and grade results. This trend held for students attending both Christian schools and public schools. Christian school students were also rated higher than public school students in school behavior.     

Swimming serenely in a sea of words: Sexism,communication, and precarious couples

When critical, verbally disinhibited women pair with verbally inhibited men, relationship quality suffers, rendering the relationship precarious. The interpersonal and personal antecedents of this precarious couple effect were examined. It was found that the precarious couple effect was partially mediated by unhealthy communication patterns, specifically, the absence of mutual constructive criticism and the presence of a woman‐demand/man‐withdraw pattern. It is proposed further that such unhealthy communication patterns emerge because inhibited men who endorse traditional conceptions of sex roles are dissatisfied with relatively disinhibited women who are also critical, setting in motion a chain of unhealthy communication patterns. Results were generally consistent with this prediction. Implications for understanding the role of sexism and personality mismatch in relationships are discussed.     

EXPLANATIONIST REBUTTALS (COHERENTISM DEFENDED AGAIN)

An explanatory coherence theory of justification is sketched and then defended against a number of recent objections: conservatism and relativism; wild and crazy beliefs; reliability; warranted necessary falsehoods; basing; distant, unknown coherences; Sosa's “self‐ and present‐abstracts”; and Bayesian impossibility results.     

A Critique of Deep Ecology

Abstract  Our environmental crisis is commonly explained as a product of a set of attitudes and beliefs about the world which have been developed by post-Cartesian technological society. Deep ecologists claim that the crisis can only be overcome by adopting an alternative non-technological paradigm, such as can be discovered in non-Western cultures. In this paper I (a) express misgivings about the use of the expression 'Paradigm' by deep ecologists, (b) question the claim that a science-based world-view inevitably fosters manipulative and exploitative attitudes to the natural world, (c) suggest that non-technological cultures do not necessarily provide exemplary and superior models for relating to the natural world, and (d) defend a scientific naturalism as a satisfying way of realising our unity with the natural world.     

THE LITERAL SENSE OF SCRIPTURE ACCORDING TO HENRI DE LUBAC: INSIGHTS FROM PATRISTIC EXEGESIS OF THE TRANSFIGURATION

This essay explicates Henri de Lubac's account of Scripture's literal sense as illumined by three patristic interpretations of the Transfiguration. Origen's exegesis highlights de Lubac's deployment of the Incarnational analogy in which history contains, veils, and discloses divine mystery. Similar to Jerome, de Lubac distinguishes the realities of biblical history (as revelatory loci) from their textual articulation. Augustine illustrates the hermeneutical influence of the interpreter's presupposed account of history, to which de Lubac, following Blondel, attributes great importance in approaching the biblical letter. De Lubac's account of the literal sense is thoroughly theological and an underexplored resource for thinking about this topic.     

Boycotting South Africa

ABSTRACT This essay explores the question of what sorts of relations morality permits, requires, or forbids nations, businesses, and individuals to have with South Africa and South Africans. After reflecting on the immorality of apartheid and rebutting several defences of it, the essay turns its attention to several questions that bear on the assessment of foreign policy toward South Africa. The final sections discuss how individuals ought to respond to South African apartheid, focusing on collective boycotts and personal abstentions. The essay critically assesses various proposed boycotts and weighs the significance of symbolic protests of apartheid.