Unimanual Performance as a Measure of Laterality

The study of unimanual performance as a measure of laterality has ranged from simple concepts such as tests of handedness to highly complex conceptualizations interrelating anthropologic, cultural, genetic, and neurological aspects, including difference between unimanual performance in brain injured versus normal samples. This paper traces measures of unimanual performance through behavioral correlates of natural and unnatural sinistrality as related to cerebral organization, and concludes that unimanual performance represents a robust phenomenon with implications for understanding of neuropsychological correlates of behavior.     

The Convention on Human Rights and Biomedicine of the Council of Europe

The Convention on Human Rights and Biomedicine developed by the Council of Europe, now undergoing ratification, is the first international treaty focused on bioethics. This article describes the background of the Convention's development and its general provisions and provides a comparison of its requirements with those of federal regulations governing research with human subjects. Although most provisions are comparable, there are significant differences in scope and applicability, for example, in the areas of compensation for injury, research participation by persons with limited capacity to consent, assisted reproduction, organ transplantation, and research in emergency situations. The Convention represents a milestone in international bioethics and protection of human rights that will probably be referred to with increasing frequency.     

A Comparison of Active Student Response and On-Task Instruction on the Acquisition and Maintenance of Health Facts by Fourth Grade Special Education Students

An alternating treatments design was used to compare the effects of active student response (ASR) and on-task (OT) instruction on the acquisition and maintenance of health facts during small-group lessons. Five students with learning difficulties (4 students identified as developmentally handicapped and 1 student identified as learning disabled) participated in daily instruction on weekly sets of 20 unknown health facts (10 facts assigned to the ASR condition and 10 to the OT condition). During ASR instruction, the teacher modeled the correct response to a health question that was presented visually on a health fact card, and the students immediately repeated the correct response in unison three times. During OT instruction, students attended visually to the health fact card as the teacher modeled the correct response. All 5 students made more correct responses on end-of-day tests on health facts taught with ASR instruction than they did on health facts taught with OT instruction. ASR instruction also produced consistently superior results on maintenance tests administered 2 weeks after instruction.     

Powerful Pedagogy in the Science-and-Religion Classroom

This essay is a discussion of effective teaching in the science-and-religion classroom. I begin by introducing Alfred North Whitehead's three stages of learning—romance, discipline, and generalization—and consider their implications for powerful pedagogy in science and religion. Following Whitehead's three principles, I develop a number of additional heuristics that deal with active, visual, narrative, cooperative, and dialogical learning styles. Finally, I present twelve guidelines for how to use e-mail and class-based listserves to achieve some of these outcomes.     

Postmodernism: What One Needs to Know

This essay is an introduction to postmodernism and deconstruction as they relate to the special challenges of scholarship and teaching in the science and religion multidiscipline.     

Ethics, theism and metaphysics: An analysis of the theocentric ethics of James Gustafson

Modern ethics has been shaped by two dominant philosophical assumptions: (1) that there can be no theoretical knowledge of God, i.e., denial of metaphysics, and (2) that moral claims can be redeemed independently of theistic affirmations, i.e., morality does not require theism. These assumptions have influenced much of modern theological ethics. Yet, insofar as theological ethics accepts that morality does not require any explicit or implicit religious beliefs, it affirms that a secularistic morality is possible. But this affirmation is directly at odds with the essence of theism, namely, that God is the source and end of all things, including the moral life. By accepting the dominant consensus, therefore, theological ethics undermines its fundamental theistic claim. Focusing on James Gustafson's theocentric ethics, I seek to show the price that theological ethics pays for subscribing to the dominant consensus. I argue that: (1) Gustafson embraces an inconsistent self-understanding, which undermines his theocentric claim, (2) this is due to his dismissal of metaphysics, and (3) his theocentric ethic would be more compelling if formulated in terms of Whitehead's process metaphysics.     

Journal Reviews

Journal of Child Psychotherapy Samuels , Andrew (ed.). (1996). ‘Symposium: post-Jungian thought,’The Psychoanalytic Review Schwartz -Salant , Nathan . ‘On the interactive field as analytic object’. In The Interactive Field in Analysis, Vol 1. Chiron Clinical Series Jacobs , Theodore J. ‘On therapeutic interventions in the analysis of certain “unana-lyzable” patients’. Contemporary Psychoanalysis Guntrip , Harry . ‘My experience of analysis with Fairbairn and Winnicott. (How complete a result does psychoanalytic therapy achieve?)’. First published in The International Review of Psycho-Analysis Padel , John . ‘The case of Harry Guntrip’. Markillie , Ronald . ‘Some personal recollections and impressions of Harry Guntrip.’ Published together in The International Journal of Psycho-Analysis Plaut , F. ‘Analytiker als Minorität’. [Analysts as a minority]. Analytische Psychologic Samuels , Andrew ‘The politics of transformation/the transformation of polities’, International Journal of Psychotherapy