A REPLY TO ANNE KULL,EDUARDO CRUZ,AND MICHAEL DeLASHMUTT

In my reply to the essays by Anne Kull, Eduardo Cruz, and Michael DeLashmutt, I turn first to Cruz's charge that my use of “the sacred” is at odds with a growing religious studies mainstream that understands religion in secular terms. I suggest that this latter approach has its own problems, deriving partly from its neglect of the political, constructed nature of the category of “religion.” Second, in relation to Cruz's suggestion that my lack of attention to explanation compromises my claim to be social scientific, I defend a broader understanding of the human sciences and explore the relationships between understanding, critique, and history, and between sociology and theology. Third, reflecting on DeLashmutt's suggestion that I neglect the way that technical invention provides a glimpse of divine creativity, and the myth making that goes on around technology in vehicles such as science fiction, I argue that such issues have to be approached in a radically historical way. I conclude by identifying three challenges: to explore more deeply how technological objects form part of human being‐in‐the‐world, to show how my approach might offer practical resources for assessing technological and environmental developments, and to expand my analysis to include non‐Western religious traditions.     

HOW ACTS OF DISCOVERY TRANSFORM OUR TACIT KNOWING POWERS IN BOTH SCIENTIFIC AND RELIGIOUS INQUIRY

Abstract. In this essay I take Michael Polanyi's analysis of scientific discovery and extend it to encompass fresh encounters with the living God. Given the embodied character of all human knowing, Polanyi challenged objectivism and positivism as untenable. In its place, Polanyi noted that the tacit skills established when a physicist learns to detect radio waves has its counterpart in a Christian's being trained to find God. Once trained, stubborn organismic habits constrain both physicist and believer within a socially approved heuristic circle that can be broken only by the act of discovery. The puzzlement that erupts at the onset of an inquiry ultimately finds relief only in an expanded encounter with the realities that one has been trained to serve. Thus, the act of discovery not only serves to disrupt the tradition as it has been received but also reveals that the realities being served make themselves known in novel ways. The lifelong pursuit of God and the lifelong pursuit of novel manifestations of radio waves thus share a common epistemological and phenomenological underpinning.     

Listening to Dialogue

In accordance with Progressivism, Matthew Lipman, introduced an educational model for renewal and change by means of the child. With his Philosophy for Children programme he wished to offer an alternative for the intellectualistic oriented education which silenced children. The answer to the search for freedom and change, Lipman finds in the symbioses between ‘Philosophy’ and ‘Children’. Philosophy expressed in critical thinking and communication, was the basis to emancipate the child from the oppression of the adult and to cause change. According to Lipman the main purpose of philosophy is to free every individual from determination. This plea is being elaborated by dialogue. The main issue of our paper concerns the question whether Lipman’s alternative ‘Philosophy for Children’ can fulfil the promise of change and freedom. To answer this question we will investigate thoroughly where dialogue and change in Philosophy for Children stand for. Finally we will propose another perspective of dialogue. A dialogue stressed on listening. Listening to how the world appears to us and how we appear to ourselves. Nancy Vansieleghem is working on a Ph.D. in Philosophy of Education at the Department of Education at the University of Gent, Belgium. Her main area of research is philosophy of dialogue and public space.     

Case report of stuttering acquired in association with phenytoin use for post-head-injury seizures

Previous research indicates that stuttering and deficits in motor performance may be associated with the use of phenytoin (Dilantin). The present report concerns a case of stuttering acquired in association with phenytoin use for post-head-injury seizures. The extent and nature of dysfluencies and the motor performance of speech and nonspeech muscle systems were evaluated over an extended period during which changes in anticonvulsant medication were made. Reductions in dysfluency levels and improved motor performance were observed following a medication change from phenytoin to carbamazepine. Performance on tests assessing nonmotor functions, such as memory and attention, was equivalent before and after the medication change. The apparent association between dysfluency levels, motor performance deficits, and phenytoin suggest that in the present case stuttering resulted in part from a general impairment in motor control.     

Time urgency and the Type A behavior pattern: Implications for time investment and psychological entrapment

Type A's have been described as more time urgent than Type B's, and research indicates that they underestimate the passage of fixed time intervals. The present study examined the implications of these differences in time perception for decisions where time is a resource that can be invested. Type A's and B's were given an initial stake of $4 and provided the opportunity to invest some or all of that amount for the chance to win an additional $2. Investment occurred as a function of time, with subjects believing they would win the additional $2 if a counter reached a randomly determined number. Each unit increment on the counter also resulted in the loss of 1¢ from the initial stake, thus as the counter progressed, goal attainment became more certain, but expenses also increased. Subjects could stop the counter at any time and keep the remainder of their initial stake or continue to invest until the initial stake was depleted (the counter was programmed to never hit the “jackpot”). Half of the subjects could monitor the counter directly, while the other half could not and had to rely on their subjective time estimates. Results indicated that when objective time passage cues were present, Type A's and B's did not differ in their investment decisions. When subjects had to estimate time passage, however, Type A's invested far more than Type B's. These results indicate that under appropriate conditions, Type A's are more susceptible than Type B's to psychological entrapment.     

The establishment of flavor-flavor associations using a sensory preconditioning training procedure

In Experiment 1, rats drank two distinct flavors in sequence during preconditioning; during training, the second of these flavors was paired with a toxin. During testing, there was an aversion to the flavor not directly paired with the toxin. In Experiment 2, the time interval between the two flavors (0, 3, 9, and 27 sec) in the preconditioning phase was varied; learning occurred only if the flavors were separated by 9 sec or less. Experiment 3, using a 60-sec interstimulus interval also did not reveal learning. These results reveal that the temporal gradient for flavor-flavor associative learning is similar to conventional audio-visual sensory preconditioning delay gradients and different from those obtained in flavor-toxicosis experiments. The results are discussed in terms of their critical implication for Revusky's concurrent interference theory of associative learning.     

A process model for water jug problems

We develop and evaluate a model for the water jug task in which a subject is required to find a sequence of moves (pouring operations) which produce a specified amount of water in each jug. Experiment 1 was designed to evaluate the meansends, move selection heuristics that are assumed by the model. Experiment 2 tested the model's predictions concerning those aspects of the water jug task that determine problem difficulty.A three stage process model incorporating GPS-like, means-ends heuristics and assumptions concerning the utilization of short- and long-term memory was able to account for differences across problems as well as details of the performance of subjects solving a given problem. We conclude that a GPS-like model that only selects one move at a time (no forward planning of move sequences or setting up of subgoals) can provide a good account of solution behavior in the water jug task.     

Cognitive tuning and receptivity to novel information

An experiment was conducted to test the hypothesis that cognitive tuning would cause receivers to be more receptive to novel than to familiar information, compared to transmitters. The information receptivity of transmitters and receivers was contrasted against a control group. The influence of the source and audience, possible limits on the influence of the tuning set, was also explored. Finally, amount of variance controlled by cognitive tuning, personality variables and information utility were examined.While the results strongly support the prediction that transmitters prefer familiar information, receivers and control group subjects did not significantly differ in preferences for novel information. The anticipated expertise of source or audience had no influence on information receptivity. Among the three sets of variables used, the greatest amount of variance was explained by information utility, followed by cognitive tuning and personality measures, though all three variables controlled a significant amount of variance.     

Wyckoff's observing response: Pigeons learn to observe stimuli for free food but not stimuli for extinction

Four pigeons received periods of free food delivery alternating with periods of extinction. The experimental chamber was divided in half. Initially the subjects could produce stimuli selectively associated with these schedules by standing on the right side of the chamber and later by standing on the left side. In both phases, subjects produced the free food stimulus most of the time it was available but did not increase above baseline the time spent producing the extinction stimulus. Thus, when alternative stimuli are available, the pigeon prefers the stimulus associated with the greater frequency of reinforcement although the choice results in no biological advantage.