Margarita Von Lüttichau: Intermediary between Jung and Bill Wilson

This paper details Von Lüttichau’s relationship with Carl Jung and Bill Wilson, co-founder of Alcoholics Anonymous (AA), and her role as intermediary in the relationship between the two men. Her contribution within this mediator role has not been previously recognized but is an important factor in explaining how Jung became introduced to the AA 12-step format and validated the effectiveness of group work. After the Second World War, Von Lüttichau travelled between America and Switzerland and introduced the writings and ideas of Wilson and Jung to each other and acted as an intermediary between both titans. Jung gave Von Lüttichau extraordinarily detailed instructions on how the 12-step programme of AA could be applied to ‘general neurotics’. Von Lüttichau’s private papers provide a bridge between Jung and Wilson’s correspondence and help to piece together gaps in both Jungian and AA history.     

A Long and Consistent Life of Creating: James Krenov,Cabinetmaker and Teacher

James Krenov (1920–2009), a lifelong cabinetmaker and teacher, demonstrated and encouraged a balance of discipline and playfulness in his work and writings. He gave voice to woodworkers who objected to the commercialism of creativity. Taimi Barty, a student of Krenov, explores his physical workspaces throughout his life in an effort to understand his effectiveness in inspiring an international audience of craftspeople.     

The Free will Revolution (Continued)

I seek to reply to the thoughtful and penetrating comments by William Rowe, Alfred Mele, Carl Ginet, and Ishtiyaque Haji. In the process, I hope that my overall approach to free will and moral responsibility is thrown into clearer relief. I make some suggestions as to future directions of research in these areas. I thank Michael McKenna for his thoughtful comments, his generous introduction, and all his hard work in putting this together. Also, I wish to thank J. Angelo Corlett for his very pleasantly surprising decision to do this volume, and for his outstanding work in editing this wonderful journal from its inception.     

LINNAEUS AS A SECOND ADAM? TAXONOMY AND THE RELIGIOUS VOCATION

Swedish naturalist Carl von Linné (1707–1778) became known during his lifetime as a “second Adam” because of his taxonomic endeavors. The significance of this epithet was that in Genesis Adam was reported to have named the beasts—an episode that was usually interpreted to mean that Adam possessed a scientific knowledge of nature and a perfect taxonomy. Linnaeus's soubriquet exemplifies the way in which the Genesis narratives of creation were used in the early modern period to give religious legitimacy to scientific activities and to taxonomy in particular. Allusions to Adam's work in the Garden of Eden thus became a way of investing the vocation of the naturalist with religious significance.     

Automatic and conscious processing in retarded and nonretarded adolescents

Educable mentally retarded and nonretarded adolescents participated in incidental learning tasks that emphasized the utilization of processes that were consciously controlled but not deliberately aimed at memory (Experiment 1). Retarded individuals' performance on a standard recognition test was equivalent to that of nonretarded subjects following phonetic encoding and nonstrategic encoding, but was deficient following semantic encoding. Retarded subjects also demonstrated a lower level of performance on a rhyme recognition task. In Experiment 2, retarded subjects provided a pattern of responding identical to that of nonretarded subjects on a picture-word interference task designed to assess automatic processing. The two groups produced equivalent levels of semantic activation. It was argued that the results of the two experiments indicate deficient semantic processing on the part of retarded individuals relative to that of nonretarded individuals that cannot be accommodated by a structural-deficiency model, a developmental-lag model, or a hypothesis that predicts intelligence-related differences only when the task involves the use of deliberate mnemonic strategies.     

Effects of context-induced processing operations on semantic information acquired from discourse

Effects of context on processes involved in understanding discourse were investigated. An experimental context designed to directly affect discourse processing by inducing subjects to generate inferences involving text content was compared to a context in which subjects simply listened to and recalled the content of a text. The extent of inferential discourse processing was estimated from derived semantic information in subjects' text recalls. The experimental context produced effects on inferred and other derived information in subjects' text recalls which were predicted from a constructive model of discourse processing. Also consistent with this model, the amount of derived information increased with repeated exposures to the text. In a third condition, subjects repeatedly listened to the text in the experimental context, but only recalled it once on the last trial. The context produced very substantial effects on proportions of derived information under this condition. Context effects were still present one week later.     

Representing logical and semantic structure of knowledge acquired from discourse

A network model of logical and semantic structures from which speakers or writers generate linguistic messages at the discourse level is presented. While linguistic structures were considered in developing the model, the semantic and logical networks are defined without reference to linguistic structures and thus may be used to represent knowledge structures acquired from both linguistic and nonlinguistic sources. A second problem addressed is that of determining what logical and semantic information is acquired when a text is understood. To assess acquired knowledge, a procedure is presented for coding a subject's verbal reconstruction of knowledge acquired from a presented text (or other input) against the logical and semantic structure from which the text (or other input) was derived. The procedures are illustrated using data obtained from children who were asked to “retell” simple narrative stories.     

The acquisition of abstract letter codes

A modification of Posner's letter-matching paradigm proposed by Beller (1971) was employed to study the development of abstract visual and name codes for letters. Second-, fourth-, and sixth-grade students (ages 8, 10, and 12 years, respectively) were presented in advance one of a pair of to-be-matched letters. Case agreement (upper- and lowercase) between the prime letter and the letter pair was manipulated to differentiate facilitation based on concrete features of the stimulus letter from that based on the letter's abstract visual code. For physical matches second graders showed greater facilitation from same-case primes than from different-case primes, whereas sixth graders benefited equally from both types of prime. For same-name and different conditions, no qualitative developmental differences were revealed as all subjects benefited from letter primes irrespective of case agreement. The acquisition and utilization of abstract visual codes for letters are a later acquisition than name codes, which were clearly operative at the lowest grade level in the present experiment.     

Metaphor and Thinking in Science and Religion

Excerpts from Chapters 1 and 3 of New Maps for Old: Explorations in Science and Religion (Gerhart and Russell 2001) explore the ramifications of metaphoric process for changes in thinking, especially those changes that lead to a new understanding of our world. Examples are provided from science, from religion, and from science and religion together. In excerpts from Chapter 8, a double analogy—theology is to science as science is to mathematics—is proposed for better understanding the contemporary relationship between science and religion. A conservation of epistemological sufficiency is disclosed as one moves from mathematics to empirical science to theology—a move from one discipline to another that involves a sacrifice of one aspect of thought to gain another.     

Images of the Abyss

Images of the abyss in traditional Christian theology and psychology are generally symbolic of hell, destruction, or death. Here, the notion of abyss is regarded afresh through the experiences of Jacob Boehme, the 17^th century German shoemaker and mystic, and Carl Jung, the 20^th century Swiss psychoanalyst. Boehme's pre-existent abyss, which he called the Ungrund, or un-ground, and saw as underlying all of creation, even God, relates to the unitary reality of Jung's Self. The Self is before the beginning of the individual human psyche and also its ultimate goal in terms of psychological life.