South African Adolescents' Career Development through the Lens of the Systems Theory Framework: An Exploratory Study

Adolescent career development has predominantly been studied in the context of middle class Eurocentric cultures and there have been calls for greater attention to the career development of non-dominant and disadvantaged groups. Further, there have been calls to explore career development in terms of its context and process. In this regard, the need for research measures and approaches sensitive to adolescents and particular cultures has been recognised. This is particularly the case in South African career psychology. The present study used a qualitative career assessment instrument, My System of Career Influences, to explore influences on the career development of disadvantaged South African adolescents living in a children's home. Consistent with previous international and national studies, parents were shown to be an important influence. Unlike previous studies, the influence of working overseas was also identified as an important influence. The MSCI was shown to be effective in providing insight into both the context and process of career development and as a research instrument that may be used with adolescents. Recommendations for future research are made.     

Barth and Darwin: What is Humanity?

Abstract

Karl Barth proposed that secular texts including scientific theories could be understood as parables of aspects of the revealed truth not as such available to natural science. I explore that suggestion, seeking to understand what human biology in succession to the work of Charles Darwin has to contribute alongside Barth's doctrine of the human person.     

Contesting Faith,Truth, and Religious Language at the Creation Museum: A Historical-Theological Reflection

Abstract

The Creation Museum in Petersburg, Kentucky, attempts to demonstrate the flaws in contemporary science and to offer an alternative explanation of human origins and biological complexity rooted in a specific reading of the biblical narrative. This effort, however, is paradoxically rooted in the worldview of modern science and the Enlightenment. This article will examine the Creation Museum's definitions of faith, truth, and religious language and will compare these definitions to those of mainline Protestant Christianity to uncover the historical and theological presuppositions of Creationist and mainline Protestant engagements with contemporary science.     

Incarnation and Semiotics: A Theological and Anthropological Hypothesis Part 2: Semiotics,Anthropology, and Religious Transformation

This is the second in a pair of articles in which we draw on C.S. Peirce's semiotics (theory of signs) to develop a new approach to the Christian concept of Incarnation. In Part 1 we used Peirce's taxonomy of signs to explore what it means to understand the life of Jesus as the embodiment of the quality of God within the fabric of the created order. In this article (Part 2), we explore some ways in which this semiotic approach to the Incarnation offers constructive opportunities in theological anthropology, and suggests some empirically testable hypotheses about human evolution.     

Evolution and Providence: A Response to Thomas Tracy

The role of chance in evolutionary process need not negate belief in the purposes of the Creator. The nature of causality is not determined by science alone, for it requires also acts of metaphysical decision. Moreover, science's accounts of physical reality are notably patchy, with relationships between different regimes often ill-understood An honest science cannot exclude the exercise of agency, either human or divine. Evolutionary insight can offer some help with the problems of theodicy.     

Inclusion

Summary

In a growing number of schools in the United States, it now is possible to walk into elementary, middle, and secondary classrooms and observe students who could be identified as having moderate and severe cognitive, physical, and emotional disabilities successfully receiving their education together with similar-aged classmates who have no identified special education needs (Falvey, 1995; Lipsky & Gartner, 1997; Schrag, 1998; Villa & Thousand, 1995). This practice of welcoming, valuing, and supporting the diverse learning needs of all students in shared general education environments is referred to as inclusive education, inclusive schooling, or inclusion. This article examines inclusive education along a number of dimensions. First, the evolution of the inclusion moment is briefly examined. After the construct of “severe disability” is considered in the context of inclusive education, various rationale for inclusion are examined along with outcome data, legislation, and legal and U.S. Department of Education decisions which forward inclusive policy. Next, eight factors most frequently associated with successful inclusive education are described and discussed. In describing the factors, examples are provided of specific assessment, planning, and communication processes that support the inclusion of students with intensive cognitive, physical, and emotional disabilities. The article ends with a discussion of the implications of inclusive education for a 21st Century democracy.     

Strategies in relational inference

Three experiments are reported in which the relationships between task format, item type, and strategy usage were investigated for a two-dimensional relational inference task. Contrary to past findings with linear syllogisms, it was found that parallel presentation (presenting problem statements simultaneously) did not result in any increased use of deduction rule processes compared with serial presentation (presenting problem statements individually). Instead, the results suggested that mental models were used by the majority of subjects, and that multiple models were more likely to be constructed with parallel presentation. It is proposed that, in general, multiple model construction will be more frequent for deduction tasks where the cognitive load is relatively low. Hence, contrary to suggestions by Polk and Newell (1995), reasoning in this way appears to be prevalent and highly robust—where supported by task format—even where the use of this strategy is disadvantageous.     

All in faith: Religion as the idiom and means of coping with distress

A survey design was used to examine if there are any differences between a Christian, a Muslim, and a non-religious group in five personality factors (dominance, liveliness, warmth, apprehension, and sensitivity), general well-being, and death anxiety. No significant differences were found with any of the personality factors between the three groups. Religious participants (Christians and Muslims combined) scored significantly higher for general well-being than non-religious participants. Christians scored significantly lower for death anxiety than both non-religious and Muslim groups, and Muslims scored significantly higher than the non-religious group. These findings are discussed with reference to Terror Management Theory. Suggestions for future research include deeper investigation into beliefs of the afterlife and inclusion of more religions into psychological studies.