Mindfulness and psychological well-being among black South African university students and their relatives

This study investigated the relationship between mindfulness and psychological well-being in a convenience sample of black South African students (n = 203) and their parents and other relatives (n = 204) (66.1% = female; age range 18–73). The students self-reported on their mindfulness on the Mindful Attention Awareness Scale and psychological well-being on the Satisfaction with Life Scale, the Positive and Negative Affect Schedule, Adult Trait Hope Scale and the Meaning in Life Questionnaire. A multivariate regression model was specified and analysed via structural equation modelling in Mplus 7.3. Results revealed that mindfulness scores strongly predicted elevated levels of meaning and positive affect, and lowered levels of negative effect, and were moderately strong predictors of life satisfaction and hope. The findings imply that mindfulness likely plays an important role in relation to the psychological well-being of cross-generational African culture community members.     

Healing Without Waging War: Beyond Military Metaphors in Medicine and HIV Cure Research

Military metaphors are pervasive in biomedicine, including HIV research. Rooted in the mind set that regards pathogens as enemies to be defeated, terms such as “shock and kill” have become widely accepted idioms within HIV cure research. Such language and symbolism must be critically examined as they may be especially problematic when used to express scientific ideas within emerging health-related fields. In this article, philosophical analysis and an interdisciplinary literature review utilizing key texts from sociology, anthropology, history, and Chinese and African studies were conducted to investigate the current proliferation of military metaphors. We found the use of these metaphors to be ironic, unfortunate, and unnecessary. To overcome military metaphors we propose to (1) give them less aggressive meanings, and/or (2) replace them with more peaceful metaphors. Building on previous authors' work, we argue for the increased use of “journey” (and related) metaphors as meaningful, cross-culturally appropriate alternatives to military metaphors.     

Primary care decision making in response to psychological complaints: the influence of patient race

Eighteen general practitioners indicated diagnostic and treatment decisions in response to patient vignettes. Results indicated that White patients were more likely to be correctly diagnosed as having anxiety than any other complaint. Asians were just as likely to receive a physical diagnosis as they were to receive one of anxiety. Copyright © 2000 John Wiley & Sons, Ltd.     

Life Satisfaction and Symptoms of Mental Disorder Among Older African American Public Housing Residents

This study examines life satisfaction and symptoms of mental disorder in a sample of 831 older African American residents of urban public housing developments. Symptoms of mental disorder included measures of emotional distress, alcohol-related problems, and cognitive impairment. Subjects reporting less life satisfaction had significantly greater emotional distress. Neither lifetime alcohol-related problems nor cognitive impairment were significantly related to life satisfaction. Stepwise multiple regression analyses indicated that emotional distress subscales accounted for most of the explained variance in life satisfaction. Social dysfunction was the strongest predictor of life satisfaction, accounting for 17% of the variance. Having a confidant, instrumental social support, religious support, or being female also contributed to the explained variance in life satisfaction.     

Class in the Classroom: Engaging Hidden Identities

Using Marcuse's theory of the total mobilization of advanced technology society along the lines of what he calls "the performance principle," I attempt to describe the complex composition of class oppression in the classroom. Students conceive of themselves as economic units, customers pursuing neutral interests in a morally neutral, socio-economic system of capitalist competition. The classic, unreflective conception of the classroom responds to this by implicitly endorsing individualism and ideals of humanist citizenship. While racism and cultural diversity have come to count as elements of liberal intelligence in most college curricula, attempts to theorize these aspects of social and individual identity and place them in a broader content of class appear radical and inconsistent with the humanistic notion that we all have control over who we are and what we achieve. But tags such as "radical" and "unrealistic" mark a society based on the performance principle. Marcuse allows us to recognize a single author behind elements of psychology, metaphysics, and capitalism. The fact that bell hooks hits upon a similar notion suggests that we might use Marcuse's theory of the truly liberatory potential of imagination to transform and reconceive our classrooms so that the insidious effects of class, racism, and individualistic apathy might be subverted. Specifically, I outline and place into this theoretical context three concrete pedagogical practices: (a) the use of the physical space of the classroom; (b) the performance of community through group readings and short full-class ceremonies, and (c) the symbolic modeling represented by interdisciplinary approaches to teaching. All three of these practices engage students in ways that co-curricularly subvert class (and, incidentally, race divisions) and allow students to imagine, and so engage in, political action for justice as they see it.     

The effects of alternatives on the salience of reward allocation norms

In a dyadic bargaining situation there is considerable evidence that the alternative outcomes of the bargainers (if they cannot reach agreement) have important effects on bargaining outcomes. Under the assumption that situational factors affect the nature of the relation between the alternatives of the bargainers and bargaining outcomes, the effects of two factors were assessed: the relative size of the reward to be negotiated (excess of prize minus alternatives) and the magnitude of the difference in the alternatives of the two bargainers. Using college students as subjects, the predictions of two models were also contrasted: the equal excess model and Shapley-w. The relative size of the prize did not have a significant effect on the accuracy of the two models, but the magnitude of the difference in alternatives had marked effects. The results also suggest that the Shapley-w model may be more accurate when the bargainers are relatively inexperienced and cooperatively oriented, whereas the equal excess model may be more accurate when the bargainers are relatively sophisticated and competitively oriented.     

Infants' perception of pictorially specified interposition

Five- and seven-month-olds were tested for sensitivity to pictorial interposition in two experiments. Reaching was used as the dependent measure. Seven-month-olds gave evidence of sensitivity to pictorial interposition. In both experiments they showed a significant preference to reach for the pictorially nearer side of a flat interposition display which stimulated three overlapping surfaces and showed no reaching preferences when viewing control displays. Five-month-olds' reaching tendencies did not differ significantly between experimental (interposition) and control conditions in the second experiment. This result indicated that their responses may have been due to nonspatial proximal stimulus variables in the displays. Five-month-olds, therefore, gave no evidence of sensitivity to pictorial interposition. The finding that 7-month-olds are sensitive to pictorial interposition and the failure to find sensitivity in 5-month-olds is consistent with findings from other studies on infants' sensitivity to pictorial depth information. The cumulative results of these studies suggest that sensitivity to pictorial depth information first appears between 5 and 7 months of age.     

A French Perspective on Internationalism in Philosophy

Attached for a long time to the illusion of its national "singularity", French philosophy has remained, for a good part of this century, closed to any foreign influence (with the exception of German phenomenology and existentialism). This situation started to change, however, in the early 1980's. From that moment on, the tendency to translate foreign philosophy has strongly increased among French publishers, allowing France to take a more active part in the international philosophical conversation. The French-American dialogue, in particular, is currently experiencing an expanding phase –but this recent trend must continue to be encouraged from both sides of the Atlantic.     

Hegal's Internationalism: World History and Exclusion

Philosophies sometimes claim international authority by claiming to be the expression of rationality that is universal in character or validity. This paper attacks Hegel's internationalism of universal spirit and world history for unjustly excluding the philosophical value of non-European cultures and races: Africans, Asians, Arabs, Jews, and Native Americans. Hegel's Eurocentric internationalism also displays a particularly strong nationalist pride in German philosophical superiority. One cannot simply excuse the prejudices of Hegel's historical context for his exclusionary attitudes. For Hegel's contemporary Goethe displayed a more truly international spirit in his inclusionary concept of world literature.