Reproductive loss: toward a theology of bodies

ABSTRACT

Reproductive loss—the loss of a pregnancy before 24 weeks—is estimated to occur in 20-50% of all pregnancies. It is a common human experience. However, it is an experience that is shrouded in silence and mystery. Not only is reproductive loss culturally taboo but given the marked absence of theological reflection on the experience, it would seem to be theologically taboo as well. The experience of reproductive loss raises profound theological questions about what it means to be (a gendered) human, issues of suffering, the providence of God, and eschatology. This research considers some of the reasons for this theological silence and begins to examine the experience of reproductive loss with the aim of taking the embodied experience of the miscarrying woman seriously as a site for theological reflection.     

Knowing through the felt-sense: a gesture of openness to the other

In the discussion of children’s spirituality and education, David Hay and Brendan Hyde place emphasis on the felt-sense. Originally identified by the psychotherapist Eugene Gendlin, the felt-sense is a way of knowing that involves attentiveness to the body and body wisdom. Although emphasised by Hay and Hyde, the felt-sense does not feature strongly in the academic discussion of children’s spiritual education. This article compares Gendlin’s use of the term ‘felt-sense’ with that of Hay and Hyde, and discusses understandings of the felt-sense and body wisdom gathered through interviews with focusing, shiatsu and yoga practitioners, and through the author’s encounters with these practices. The article considers synergies between the notions of ‘felt-sense’ and ‘bildung’, as described by Gadamer, and concludes that their shared openness to the other points to ‘a way of being’ for the educator which may hold the greatest value for spiritual education, given the complexity of post-secular spiritual identity.     

Cosmology, Cosmic Evolution, and Sacramental Reality: A Christian Contribution

From the Christian perspective, creation exists through the Word of God. The Word of God does not create God again but brings forth the absolute "otherness" of God: creation. The nature of God is to exist. God is existence as unity in the diversity of God the Father, the Son, and the Holy Spirit. The gift of created existence reflects the triune nature of the Word of God. It is synthesis of diversity into unity that creates. Nature brings forth new existence by unifying what it already brought forth previously. Therefore, the creative process of nature is self-similar and nonlinear: self-similar because at all levels it is synthesis that brings forth novelty; nonlinear because the properties of the new unities are not present in their (isolated) elements. The new properties of the wholes, however, do not destroy the properties of the parts. Rather, the elements integrated into new wholes become creatively transformed. This is because the parts become carriers of the whole, which transforms the parts through its presence. The parts become and express the qualities of the whole, qualities that the parts do not possess in isolation. Synthesis, therefore, transforms the parts creatively, because synthesis is creative. The qualities of the parts become "elevated" because the whole becomes present in and through the parts. The understanding of creation as the result of sequential, creative transformations offers a glance into the mystery of the Word of God present in the Eucharist. Here, too, the elements of bread and wine are not destroyed but elevated, creatively transformed into the Word of God. The elements (bread and wine) become the carrier of a transcendent "quality," the Word of God. From this perspective, creation and the sacrament of the Eucharist illuminate each other. This is because the Word of God that creates the otherness of creation and the Word of God present in the Eucharist is the same.     

Introduction: Attaining a New Stage

The current issue of The Journal of Adult Development addresses one of the threads of adult development, namely stage and stage change. There are four major forms of adult developmental study that can be identified: positive adult development, directionless change, stasis, and decline. The first of the four forms, positive adult developmental processes, is divided into at least six areas of study: hierarchical complexity (orders, stages), knowledge, experience, expertise, wisdom, and spirituality. The topic of this special issue, stage and stage change, is therefore part of the study of positive adult developmental processes. Finally, the manner in which these topics are studied both in this special issue and elsewhere can be characterized in terms of three broad classifications (Commons & Bresette, 2000, Commons & Miller, 1998) for the acquisition of knowledge and the verification of truth in general. These classifications include analytic, experiential, and empirical means to reach truth.     

SHINTO RESEARCH AND THE HUMANITIES IN JAPAN

Three approaches to scholarship are “scholarship as a way,” which aims at perfection of character; “scholarship as a method,” which clearly limits objects and methods in order to achieve precise perception and new knowledge; and “scholarship as an expression,” which takes various approaches to questions and inquiry. The “humanities” participate deeply and broadly in all three of these approaches. In relation to this view of the humanities, Japanese Shinto is a field of study that yields rich results. As a religion of awe, shrine groves, community, arts, and entertainment, it offers a research field that joins together the study of human beings, nature, society, and expression. Though we elucidate the characteristics of Shinto and its differences with Buddhism, we also draw attention to the seven dimensions of “place, way, beauty, festival, technique, poetry, and ecological wisdom,” and then finally take up “research on techniques of body and mind transformation” as a comprehensive and creative development in the “humanities.”     

Practical Reasons, Practical Rationality, Practical Wisdom

There are a number of proposals as to exactly how reasons, ends and rationality are related. It is often thought that practical reasons can be analyzed in terms of practical rationality, which, in turn, has something to do with the pursuit of ends. I want to argue against the conceptual priority of rationality and the pursuit of ends, and in favor of the conceptual priority of reasons. This case comes in two parts. I first argue for a new conception of ends by which all ends are had under the guise of reasons. I then articulate a sense of rationality, procedural rationality, that is connected with the pursuit of ends so conceived, where one is rational to the extent that one is motivated to act in accordance with reasons as they appear to be. Unfortunately, these conceptions of ends and procedural rationality are inadequate for building an account of practical reasons, though I try to explain why it is that the rational pursuit of ends generates intuitive but misleading accounts of genuine normative reasons. The crux of the problem is an insensitivity to an is-seems distinction, where procedural rationality concerns reasons as they appear, and what we are after is a substantive sense of rationality that concerns reasons as they are. Based on these distinct senses of rationality, and some disambiguation of what it is to have a reason, I offer a critique of internalist analyses of one’s reasons in terms of the motivational states of one’s ideal, procedurally rational self, and I offer an alternative analysis of one’s practical reasons in terms of practical wisdom that overcomes objections to related reasons externalist views. The resulting theory is roughly Humean about procedural rationality and roughly Aristotelian about reasons, capturing the core truths of both camps.

Where should the balance be between “scientist” and “practitioner” in Australian undergraduate psychology?

The scientist—practitioner model of training in psychology has been widely influential in the development of undergraduate curricula in Australia. The model had its origins in post‐war America and has formed the basis for accreditation of psychology courses in Australia since the late 1970s. Recently a reconsideration of the model in Australian undergraduate psychology was argued for, suggesting that the absence of significant practical skills development in most curricula is detrimental to the discipline's graduates and their employers. The authors agree that the need for some practical skills development in undergraduate curricula is becoming increasingly important for psychology. Many of the exemplars of curriculum revision provided, however, are impractical and are unlikely to make significant contributions to Australian programs. There is an urgent need to consider the graduate attributes desired for 3‐year and 4‐year trained psychology graduates who will go on to employment without completing postgraduate study. Curriculum innovation to enhance graduates' employability will flow from this development, and will be likely to incorporate information technology solutions, rather than placement experience. This process is entirely compatible with the scientist—practitioner model of training and education in psychology.     

CAN SCIENCE AND RELIGION RESPOND TO CLIMATE CHANGE?

With the challenge of communicating climate science in the United States and making progress in international negotiations on climate change there is a need for other approaches. The moral issues of ecological degradation and climate justice need to be integrated into social consciousness, political legislation, and climate treaties. Both science and religion can contribute to this integration with differentiated language but shared purpose. Recognizing the limits of both science and religion is critical to finding a way forward for addressing the critical challenges of climate change. How we value nature and human–Earth relations is crucial to this. We need a broader environmental ethics in dialogue with the science of climate change.     

Wisdom at the end of life: Hospice patients’ reflections on the meaning of life and death

The processes of aging and confronting mortality are often accompanied by unique psychological challenges. From the perspective of positive psychology, such challenges can yield opportunities for growth, including increased wisdom. This qualitative study explored 15 terminally ill hospice patients’ perspectives on wisdom, the dying process, and the meaning of life using consensual qualitative research methods. Most participants cited humility as a key component of wisdom, emphasizing that “Wisdom is when we realize ‘I don’t really know much’.” Other components of wisdom included self-knowledge, rationality, experiential learning, listening to and learning from others, and sharing knowledge with others. Participants also suggested that the process of facing illness and death presents opportunities for positive growth, including changing priorities and learning to appreciate life more fully in the present moment. In considering the sources of meaning in their lives, participants emphasized relational connections, personal growth, spirituality, vocational fulfilment, and living a full life. Participants also shared their reflections on important past experiences and regrets. Lastly, participants offered advice to others based on their experiences facing illness and mortality. Implications for psychological care of the dying and future research are discussed.     

THE HEART OF MY CONCERN

Abstract. This brief piece summarizes the author's lifelong personal credo, particularly his attempt to translate traditional religious wisdom into modern scientific concepts. Contemporary science reveals to us the vast system of natural processes that has brought the universe, our planet, and our species into existence. This natural system is in fact a "more-than-human 'Lord of History,'" corresponding to traditional ideas of God. This Lord of History not only has created us but also sustains us—not just externally but also our interior psychic and spiritual nature. We are challenged to discern the requirements that this system of natural processes places upon us; if we conform to these requirements, we shall be blessed, and we will be enabled as co-creators of our future evolution.