Paul,Luther, and the Cross: In Dialog with Karl Donfried

In response to the articles appearing in Dialog 46:1 (Spring 2007), David Brondos defends his position that in Paul's thought Christ's death did not “effect” human salvation, over against Karl Donfried's critique of that position. While Brondos and Donfried agree that Luther got the essence of Paul's gospel right and that Paul did not understand Jesus' death in terms of satisfaction or penal substitution, Brondos argues that the idea of “inclusive substitution” defended by Donfried and characteristic of the “new perspective on Paul” is foreign to the thought of both Paul and Luther.     

Effects of teacher greetings on student on-task behavior

A multiple baseline design across participants was used to determine how teacher greetings affected on-task behavior of 3 middle school students with problem behaviors. Momentary time sampling was used to measure on-task behavior during the first 10 min of class. Teacher greetings produced increases in students' on-task behavior from a mean of 45% in baseline to a mean of 72% during the intervention phase. Teacher greetings represent an antecedent manipulation that can easily be implemented in classrooms to improve students' on-task behavior.     

What is a chemical property?

Despite the currently perceived urgent need among contemporary philosophers of chemistry for adjudicating between two rival metaphysical conceptual frameworks—is chemistry primarily a science of substances or processes?—this essay argues that neither provides us with what we need in our attempts to explain and comprehend chemical operations and phenomena. First, I show the concept of a chemical property can survive the abandoning of the metaphysical framework of substance. While this abandonment means that we will need to give up essential properties, contingent properties can give us all the stability we need to account for chemical continuity as well as change. I then go on to show that this attention to clusters of contingent properties does not force us into the arms of an alternative process metaphysical framework either. Finally, I sketch a view I call particularism with respect to chemical properties on analogy with moral particularism. I conclude by sketching some of the implications for the field of philosophy of chemistry of my proposal that we abandon our interest in the metaphysical question of what chemistry is primarily about in favor of a broadly scientific particularism with respect to kinds and properties.     

马王堆帛书《系辞》研究

本文主要研究马王堆帛书《系辞》中几处重要的异文。今本《系辞》中的“象”,帛书作“马”。“马”义同于“数”。《庄子》中说“天地一指也．万物一马也。”此处的“马”。与帛书《系辞》中的“马”同义。今本《系辞》中的“太极”,帛书作“大恒”。恒、常同义,《仪礼》中说“假尔大筮有常。”这个“常”即帛书《系辞》中的“大恒”。亦即《吕氏春秋·大乐》中的“天常”。今本《系辞》云“显诸仁,藏诸用”,帛书作“圣者仁,壮者勇”。儒家学说重视“勇”,《论语·宪问》即有云“仁者必有勇。”帛书《系辞》云“天地之大思日生。”“思”读为“司”,今本作“天地之大德日生。”帛书《系辞》又云“夫易古物定命”,其义同于“乾知大始,坤作成物”。今本《系辞》云“圣人以此洗心”．帛书作“圣人以此佚心”,佚、乐同义,马王堆帛书《五行》云“不安则不乐。不乐则无德。”     

Philosophy of Education in Spain at the Threshold of the 21st Century – Origins,Political Contexts,and Prospects

This article analyzes the evolution of Philosophy of Educationin Spain and its situation at the dawn of the 21st century. Spain'speculiar socio-historical circumstances have largely conditioned thedirection this discipline has taken over the last several decades. So,although during a period there was some approximation towards themethods of analytic philosophy, Philosophy of Education has never fullyrelinquished its normative vocation. To do so would have meant spurningthe hopes and fears that had filled Spanish society by the mid 1970supon the reinstatement of civil liberties and democracy. Indeed,attention to the circumstances and that normative orientation have foundtheir best fit in a practical Aristotelian-based philosophy meant toendow Philosophy of Education with a normative character that do notshun the educator's need for reflection, practical decision-making, andresponsibility. Since the 1990s, new directions have been marked by thechallenge of postmodernism, inasmuch as it affects not only thetechnological positivist model but also the reflective educator's modelof a practical Philosophy of Education. The new directions spread out invarious ways, yet they all fall into a common denominator of narrativetrends. The problem posed by these new languages lies in the extent towhich they are consistent with pedagogic intent. In turn, the answerstake on different profiles depending on whether the stance leans moretowards the philosophical or the pedagogical point of view withinPhilosophy of Education. The complementary nature of both perspectivescharacterizes the current state of the field in Spain.     

青少年网络不道德行为与父母教养方式的关系——道德脱离、责任心、道德同一性的中介作用

研究采用问卷法,对764名青少年进行测试,用结构方程模型检验了教养方式、责任心、道德同一性、道德脱离和网络不道德行为之间的关系模型。结果表明,拒绝型教养方式通过责任心、道德同一性和道德脱离的中介来间接影响网络不道德行为。责任心可以直接作用于网络不道德行为,也可以通过道德脱离的中介来影响网络不道德行为。道德同一性只能通过道德脱离来影响不道德行为。     

Brexit,Trump, and Christ's Call to Discipleship

In March 2018 the World Council of Churches will convene a Conference on World Mission and Evangelism at Arusha in Tanzania to address the theme “Moving in the Spirit: Called to Transforming Discipleship.” The verbs in the title give an important clue as to its meaning. It suggests an understanding of faith that is dynamic and relevant, provoking challenge and engendering change. This article seeks to sketch salient aspects of the contemporary global context that invite such transformative engagement. We are living through a time of rapid change in the “Overton window” – the acceptable range of beliefs and values in a culture at any particular time. This is illustrated by examining populist politics; fake news, post‐truth and alternative facts; the new age of xenophobia and racism; inequality and justice; and the earth at stake. Behind the forces driving the change in values are powerful vested interests that will not take kindly to being challenged. Discipleship is going to be costly. Deep personal transformation will shape agents of change who bring hope to a deeply troubled world. Disciples are called to carry their cross, yet at the same time, and no less fundamentally, they discover the source of infinite joy.     

Descartes' Metaphysical Doubts about Clear and Distinct Perception

Descartes' metaphysical doubts in the Third and Fifth Meditations present a scenario like this:it is possible that I (the Meditator) am so imperfect as to be deceived by my author (i.e.,an omnipotent God/Deceiver) in the matters which I think I perceive clearly and distinctly.The metaphysical doubts attempt to cast doubt on beliefs based on present or recollected clear and distinct perceptions.This paper clarifies the intension of the metaphysical doubts by answering the question of how an omnipotent God/Deceiver might exercise a deceptive influence on clear and distinct perception.My analysis shows:(1) the memory interpretation and the retrospective interpretation to be implausible;(2) the incoherence interpretation to be ill-founded,though its conclusion is partly right,such that we should accept a weaker version of it;(3) the misrepresentation interpretation,the defective-origin interpretation,the truth-value variation interpretation and the radical interpretation to be plausible;(4) all of these credible interpretations to be compatible with each other as well.     

Can Infinitival to Omissions and Provisions Be Primed? An Experimental Investigation Into the Role of Constructional Competition in Infinitival to Omission Errors

An experimental study was conducted on children aged 2;6–3;0 and 3;6–4;0 investigating the priming effect of two WANT‐constructions to establish whether constructional competition contributes to English‐speaking children's infinitival to omission errors (e.g., *I want ___ jump now). In two between‐participant groups, children either just heard or heard and repeated WANT‐to, WANT‐X, and control prime sentences after which to‐infinitival constructions were elicited. We found that both age groups were primed, but in different ways. In the 2;6–3;0 year olds, WANT‐to primes facilitated the provision of to in target utterances relative to the control contexts, but no significant effect was found for WANT‐X primes. In the 3;6–4;0 year olds, both WANT‐to and WANT‐X primes showed a priming effect, namely WANT‐to primes facilitated and WANT‐X primes inhibited provision of to. We argue that these effects reflect developmental differences in the level of proficiency in and preference for the two constructions, and they are broadly consistent with “priming as implicit learning” accounts. The current study shows that (a) children as young as 2;6–3;0 years of age can be primed when they have only heard (not repeated) particular constructions, (b) children are acquiring at least two constructions for the matrix verb WANT, and (c) that these two WANT‐constructions compete for production.