THE THIRD WAY OF RELIGIOUS STUDIES: BEYOND SUI GENERIS RELIGIOUS STUDIES AND THE POSTMODERNISTS

This essay advocates dual-inheritance theory for the renewal of Religious Studies. Not by Genes Alone , by Peter J. Richerson and Robert Boyd (2005), presents this approach in an admirably clear manner. To make my case, I survey the development of Religious Studies since the Enlightenment, with special attention to the American context. The historical survey brings us to the dawn of the twenty-first century, where Religious Studies is often unnecessarily limited to sui generis Religious Studies and its postmodern critics. Neither approach engages regnant Darwinian theoretical frameworks of gene-culture coevolution productively. In this context, I situate the contributions of dual-inheritance theory as presented by Richerson and Boyd and offer examples of its utility for progress in Religious Studies, its ability to open cooperation across disciplinary boundaries, and its salutary demystification of religion as a culturally unique and coherent phenomenon. I conclude by addressing concerns scholars of religion might entertain regarding the issue of reductionism and how an emergent science of religion might contribute to the traditional concerns of religion-and-science dialogue as it has evolved in the English-speaking context.     

Critical Legal Studies and argumentation theory

Critical Legal Studies poses a direct and expressed challenge to the basic tenets of American legal education and scholarship. Critical Legal Studies postulates that law is not a scientific exercise involving the application of objective principles, but rather a creative process involving the selection of conflicting rules which has the effect of reinforcing the existing political order. In an effort to explain the contribution of Critical Legal Studies to argumentation theory, this essay briefly discusses the role of legal reasoning in the American legal system, describes and critiques Legal Positivism, lays the intellectual foundation for Critical Legal Studies, and considers the implications that this conception of jurisprudence has for argumentation theory.     

《周易研究》之出土易学文献研究综述

本文通过对《周易研究》自1988年创刊以来至2005年底刊登的64篇有关“出土易学文献研究”的论文进行归类阐述与分析研究,梳理了《周易研究》所关注“出土易学文献研究”的脉络,为今后本刊确立研究重点与方向提供了系统的分析资料。     

Big Gods,historical explanation,and the value of integrating the history of religion into the broader academy

This article discusses critiques raised by historians of religion concerning Ara Norenzayan's Big Gods: How Religion Transformed Cooperation and Conflict (Princeton: Princeton University Press, 2013), offering some defense of Norenzayan's position, but also discussing in detail the more substantive challenges. It concludes with some reflections on the current position of the history of religion within the Academy, and an argument for why large-scale explanatory projects and interdisciplinary collaboration should be part of the future of our field.     

Book Reviews

Distorted interpretations and abusive uses of the Ham–Noah curse tale abound. This essay explores five common interpretations. Cohen's overly‐imaginative interpretation links wine, genitalia, and reproduction to accent Noah's potency and Ham's presumed designs on that potency. Nineteenth‐century slave owners used the text to undergird dangerous fantasies of white superiority. Fundamentalists, thinking Ham sodomised his father, inappropriately use the text to condemn modern homoeroticism. Some see Ham as uncontrolled libido. Intra‐biblical connections may suggest that Ham's act was maternal incest. The danger of getting stuck in ancient mythostories calls for a creative critique. Perryman puts Ham on trial in an effort to dismantle racist uses of the text, suggesting that a carnivalesque biblical hermeneutic that mocks the injustices perpetuated by this text may be the most effective way to counter textual abuse.     

Relationships between self-concept and achievement

This study is based on a multifaceted and hierarchical model of self-concept and explores the relationships between the various facets of self-concept and academic achievement. The model of self-concept has general self-concept at the apex, then academic self-concept, presentation of self, and social self-concept. There are 7 third-order factors: achievement, ability, and classroom self-concepts (academic), physical self-concepts (social). Further, there are four specific-subject and peer and family self-concepts (social). Further, there are four specific-subject self-concepts. The argument proposed in this study is that the relations between achievement and the facets of academic self-concept are greater than the relations between achievement and presentation of self and social self-concept. This argument is not rejected. Adolescents consistently evaluate themselves across various academic subjects, but there are no relationships between achievement and other aspects of the self.     

The eyes have it: Exposure times and saccadic movements in visual half-field experiments

Several tachistoscopic visual half-field experiments using exposure times in excess of 150 msec have been reported and arguments have been put forth justifying this procedure. An experiment was done investigating visual field accuracy under conditions where eye movement was allowed, following parafoveal exposure. Two control experiments were done to evaluate the viewing conditions. When eye movement is permitted, accuracy in both visual fields reaches 100%. It is concluded that visual field differences found with exposure times greater than 150 msec are due to the active cooperation of the subjects and not due to the justifications advanced by experimenters using long exposure times.     

Observing spontaneous metaphor in children

The study considered whether apparent metaphors are a frequent part of child language and whether the child recognizes the metaphoric relation created. Seventy-three nursery and kindergarten children (2 to 6 years of age) were observed for one or two half-hour periods of free play. Naturally occurring utterances in unconventional uses were recorded. The children were then questioned about their possible metaphoric creations to determine their awareness and understanding of their utterances. Results suggest that metaphoric processes exist quite early in development, as exemplified by a high frequency of spontaneous metaphor in the free play of young children. The semantic extensions were often deliberate and used appropriately. On some occasions the child was able to articulate the rationale for the verbal substitution. The content and cognitive features of the figures are discussed. Several hypotheses are offered for the developmental trend of decline in frequency of metaphor use with age.