From criticism to approval: A reconsideration of Ji’s Yogācāra position on Madhyamaka

Madhyamaka and Yogācāra are two Mahāyāna schools which have distinct systems. In the seventh century East Asia, the doctrinal distinction between the two schools was received as doctrinal contrast in the polemic circumstance of Emptiness-Existence (C. kongyou 空有) controversy. In this context, Ji 基 (632–682), the putative founder of East Asian Yogācāra school, has been normally considered by scholars to have advocated ‘Existence’ (viz., Yogācāra) in opposition to ‘Emptiness’ (viz., Madhyamaka). It is problematic, however, to brand Ji’s Yogācāra position simply as anti-Madhyamaka. Although Ji evidently expresses evident criticism on such a Madhyamaka exegete as Bhāvaviveka (ca. 500–570) in some of his works, he also describes Bhāvaviveka in an amicable or even respective way in other works. By analyzing Ji’s extant works, this article argues that Ji’s scholastic attitude toward Madhyamaka changed from criticism to approval.     

Empathy,culture and self‐humanising: Empathising reduces the attribution of greater humanness to the self more in Japan than Australia

People tend to ascribe greater humanness to themselves than to others. Previous research has indicated that this “self‐humanising” bias is independent of self‐enhancement and robust across cultures. The present study examined the possible role of empathy in reducing this bias in Japan (N = 80) and Australia (N = 80). Results showed that unlike Australians, Japanese participants who recalled personal experiences of empathising with others were less likely to self‐humanise than those in a neutral condition. The effect of the empathy manipulation was not observed in Australia. The findings suggest that empathy may reduce self‐focus and enable perceivers to appreciate the full humanness of others, but this effect may be culturally contingent.     

Trauma,Emotions, and Memory in World Politics: The Case of the European Union's Foreign Policy in the Middle East Conflict

This article focuses on the impact of emotions on the European Union (EU)'s international identity and agency in the context of the memory of trauma. Emotions are understood as performances through which an actor expresses itself to others while constructing its identity, creating its agency, and potentially affecting the social order. It is argued that the memory of trauma is translated into EU foreign policy practice through emotional performances of EU representatives. Empirically, we explore this impact in relation to the EU's engagement in the Israel‐Palestinian prolonged conflict that has many underlying emotions linked with past traumatic experiences. By doing so, we aim to instigate a discussion between the emotions literature in International Relations and the European Union studies literature to nuance understanding of the politics of emotions that increasingly constrain what kind of a global actor the EU actually is or can become.     

‘Thank God We Are in Syria!’ Modernization,Interfaith Relations and Women’s Rights in Syria Before the ‘Arab Spring’ (2000–2010)

The status of women is generally considered a measure of ‘modernity’ and it has often been exploited by the West to highlight the ‘backwardness’ of non-Western countries and to justify colonialism and ‘civilization’ endeavours. The question of women’s rights and its connection to ‘modernity’, however, is not simple. This article considers the example of Syria immediately before the revolts of 2011, and highlights that the government’s approach to the issue of women’s rights appears to have been inspired by a peculiar idea of ‘modernity’ that is not in line with the Western mainstream view, because it is not based on the centrality of the individual and does not include a view of secularization that underestimates the social and political importance of religious beliefs. Reflections on the peculiarities of the Syrian approach may help avoid simplifications and – more generally – may help us reflect on the premise of the mainstream Western approach to the issue in countries considered as ‘other’.     

Coparenting and Children's School Readiness: A Mediational Model

We examined the long‐term direct and indirect links between coparenting (conflict, communication, and shared decision‐making) and preschoolers' school readiness (math, literacy, and social skills). The study sample consisted of 5,650 children and their biological mothers and fathers who participated in the Early Childhood Longitudinal Study‐Birth Cohort. Using structural equation modeling and controlling for background characteristics, we found that our conceptual model of the pathways from coparenting to child outcomes is structurally the same for cohabiting and married families. Controlling for a host of background characteristics, we found that coparenting conflict and shared decision‐making were negatively and positively, respectively, linked to children's academic and social skills and co‐parental communication was indirectly linked to academic and social skills through maternal supportiveness. Coparenting conflict was also indirectly linked to children's social skills through maternal depressive symptoms. The overall findings suggest that for both cohabiting and married families, the context of conflicted coparenting may interfere with the development of children's social competencies and academic skills, whereas collaborative coparenting promotes children's school readiness because mothers are more responsive to their children's needs. These findings have implications for programs aimed at promoting positive family processes in cohabiting and married families.     

Couple Relationship Education at the Transition to Parenthood: A Window of Opportunity to Reach High‐Risk Couples

This study evaluated if the transition to parenthood is a window of opportunity to provide couple relationship education (CRE) to new parents at high risk for future relationship problems. Fifty‐three percent of eligible couples approached agreed to participate in CRE and of these 80% had not previously accessed CRE. Couples were a broad representative of Australian couples having their first child, but minority couples were underrepresented. A third of couples had three or more risk factors for future relationship distress (e.g., cohabiting, interpartner violence, elevated psychological distress, unplanned pregnancy). Low education was the only risk factor that predicted drop out. The transition to parenthood is a window of opportunity to recruit certain types of high‐risk couples to CRE.     

Trauma Recovery in Interprofessional Cross-Cultural Contexts: Application of an Ethical Framework

Research into the complex interactions of personal, professional, and interprofessional ethics is in its infancy. Where interprofessional decision making is made in cross-cultural contexts, ethical dilemmas multiply; inversely, research to guide judgments is sparse. This study sought to explore interprofessional ethical decision making within a project, which delivered Western trauma-recovery training to counselors in Palestine. A cross-cultural interprofessional ethical framework was adapted and later applied to project decision making. A case study is presented based on field note reflections. Researchers perceived the following to be important in addressing ethical decision-making dilemmas: defining interprofessional and cross-cultural language; long-standing relationships of trust; workers liberated from organizational agendas; democratized processes; and flexible structures. Recommendations are provided to help plan and evaluate interprofessional cross-cultural initiatives.     

Social Dominance Orientation, Authoritarianism, and Support for Intergroup Violence Between the Middle East and America

Social dominance theory has generally posited that terror and intergroup violence can be explained in terms of social dominance struggles. Social dominance theorists have described terror mostly as a tool for maintaining intergroup hierarchies in society (Sidanius & Pratto, 1999). Although implications of the theory suggest that terror may also be used by lower status groups as a tool for the resistance of domination by higher status groups, this prediction heretofore has not been empirically demonstrated. Data from two samples, one in the United States and one in Lebanon, were collected regarding attitudes toward terrorism and intergroup violence. The results show that the American sample demonstrates the typical patterns of social dominance such that those who are higher in social dominance orientation tend to support greater violence toward the Middle East. However, the Lebanese sample shows the opposite pattern, such that those who are lower in social dominance orientation tend to support violence toward the West. These results suggest that (1) support for terrorism among Middle East citizens is a project of counterdominance, and, more broadly, that (2) the relationship between social dominance orientation and support for violence depends on the dynamics of the conflict and the status of the perpetrators.