THE METAPHYSICS OF DOWNWARD CAUSATION: REDISCOVERING THE FORMAL CAUSE

The methodological nonreductionism of contemporary biology opens an interesting discussion on the level of ontology and the philosophy of nature. The theory of emergence (EM), and downward causation (DC) in particular, bring a new set of arguments challenging not only methodological, but also ontological and causal reductionism. This argumentation provides a crucial philosophical foundation for the science/theology dialogue. However, a closer examination shows that proponents of EM do not present a unified and consistent definition of DC. Moreover, they find it difficult to prove that higher‐order properties can be causally significant without violating the causal laws that operate at lower physical levels. They also face the problem of circularity and incoherence in their explanation. In our article we show that these problems can be overcome only if DC is understood in terms of formal rather than physical (efficient) causality. This breakdown of causal monism in science opens a way to the retrieval of the fourfold Aristotelian notion of causality.     

What student psychotherapists want from an experiential group

A study of four thirty-week experiential groups, involving two group conductors and forty-one other group members showed that 90 per cent of students' expectations of change were exceeded, indicating increase in interpersonal learning and, over a longer period, emotional change. the culture of the groups was consistently positive and expressive. There was some evidence that conductors had a similar style which corresponded to that predicted by the group analytic method, and that both showed behaviours which were indicators of ‘good quality' therapy. There were substantial correlations between a positive culture and better than expectation outcome at the end of term one, and good psychodynamic practice by the conductors and outcome at the end of the course.     

The mediating role of neurocognitive functions in the relation between physical competencies and academic achievement of primary school children

Previous studies into associations between physical, neurocognitive and academic skills have reported inconsistent results. This study aimed to get more insight into these relations by examining all three domains simultaneously, testing a complete mediational model including measures of physical competencies (cardiovascular fitness and motor skills), neurocognitive skills (attention, information processing, and core executive functions), and academic achievement (reading, mathematics, and spelling). Dutch primary school students (n = 891, 440 boys, mean age 9.17 years) were assessed on the Shuttle Run Test (cardiovascular fitness), items of the Körperkoordinationstest für Kinder and Bruininks-Oseretsky Test-II (fundamental motor skills), computerized neurocognitive tests, and standardized academic achievement tests. A multilevel structural equation model showed that physical competencies were only indirectly related to academic achievement, via specific neurocognitive functions depending on the academic domain involved. Results provide important implications, highlighting the importance of well-developed physical competencies in children.     

Resisting Explanation

Although explanation is widely regarded as an important concept in the study of rational inquiry, it remains largely unexplored outside the philosophy of science. This, I believe, is not due to oversight as much as to institutional resistance. In analytic philosophy it is basic that epistemic rationality is a function of justification and that justification is a function of argument. Explanation, however, is not argument nor is belief justification its function. I argue here that the task of incorporating explanation into the theory of rational inquiry poses a serious challenge to our basic concept of epistemic rationality as well as the a priori method of inquiry that still lies at the heart of analytic philosophy. Specifically, it pushes us toward a much stronger form of naturalism than is generally thought necessary, one in which argument and explanation are recognized as distinct and equally fundamental cognitive processes whose dynamic relationship is one of the central issues in the theory of rationality.     

‘Bound in a nutshell’: Thoughts on complexity,reductionism, and ‘infinite space’1

Pluralism is the hallmark of 21st century psychoanalytic discourse. Nevertheless, an unpleasant byproduct of pluralism is a tendency in some quarters to retreat into orthodoxy, stemming from a perceived need to shore up theoretical boundaries in the service of differentiating one theory from another. The delineation of borders places us at a risk of losing sight of the fact that genuine psychoanalytic thinking is fundamentally non‐reductionistic. Moreover, the core psychoanalytic notion of overdetermination, which Freud never abandoned throughout his career, has recently been neglected as authors argue in their communications that one point of view is better than another. Both analysts and their patients secretly are drawn to simple formulations that eschew complexity. The need to remain open to the ‘infinite space’ of meaning, motive, and causation should be a hallmark of clinical psychoanalytic practice. The author considers the implications for technique, and provides case material to illustrate some of the challenges inherent in approaching psychoanalytic work as a complex phenomenon.     

Three indications for the existence of God in causal metaphysics

With the emergence of modern physics a conflict became apparent between the Principle of Sufficient Cause and the Principle of Physical Causal Closure. Though these principles are not logically incompatible, they could no longer be considered to be both true; one of them had to be false. The present paper makes use of this seldom noticed conflict to argue on the basis of considerations of comparative rationality for the truth of causal statements that have at least some degree of philosophico-theological relevance and can be taken to indicate (not prove) the existence of God. The paper’s comparatively modest aim is to establish belief in the existence of God as a rational metaphysical option, not as a rational obligation. In its final section, enriched causal considerations lead to an indication (not proof) of God as that which guarantees the unified continuance of the physical world.     

African Philosophy of Education: The Price of Unchallengeability

In South Africa, the notion of an African Philosophy of Education emerged with the advent of post-apartheid education and the call for an educational philosophy that would reflect this renewal, a focus on Africa and its cultures, identities and values, and the new imperatives for education in a postcolonial and post-apartheid era. The idea of an African Philosophy of Education has been much debated in South Africa. Not only its content and purpose but also its very possibility have been, and continue to be, the subject of understandably passionate exchanges. In this paper, after discussing some of the constitutive features of African Philosophy of Education, we indicate aspects with which we are sympathetic. Our central question is whether African Philosophy of Education is the revisioned, ‘typically African’ philosophy of education that it is claimed to be. We argue that it has revealed certain tendencies that are remarkably similar to characteristics of Fundamental Pedagogics, the repressive doctrine complicit in apartheid education that it claims to replace. More substantially still (and this is a feature that has wider ramifications for philosophy of education internationally), African Philosophy of Education, by labeling itself uniquely and distinctly ‘African’, runs the risk of insulating itself not only from interaction with the wider (i.e. non-African) world but also from any critical interrogation.

Domain-specific responses to power-based interaction

Variations in power-relevant information-processing (response latency on a lexical-decision making task), acoustical responses (vocal amplitude and pitch), and affective responses were measured as a function of a power-relevant priming manipulation, and gender. When participants were primed for a power challenge (as opposed to other challenges), males (but not females) manifested exceptionally fast processing of power-relevant adjectives - suggesting the greater accessibility of power cues for males. Regardless of gender, participants primed for a power challenge manifested lower vocal amplitude (consistent with a de-escalating strategy). However, only women manifested an elevated pitch level and self-reported apprehension - indicating that women, even more than men show a de-escalating response to a power challenge.     

自闭症的性别差异及其与认知神经功能障碍的关系

儿童自闭症的发病率男性高于女性,已在世界各国的研究者中形成共识。自闭症患者在行为障碍,言语障碍和智力特征上的性别差异较为显著。这种性别差异的原因,显示自闭症的发症有其基因变异,以及神经生物学遗传因素所存在。神经生物学的障碍与自闭症儿童的认知神经功能障碍具有密切的对应关系。理解自闭症发生机制中的性别差异问题,对于探究自闭症的病因学,以及在今后诊断工具的开发和自闭症儿童的治疗、教育过程中,具有较高的临床应用价值。