Narcissism lost: On translating and being translated1

The authors present a detailed account of the experiences shared in translating and having one’s work translated. Carneiro maintains that, in order to communicate with their readers, writers should relinquish the narcissistic satisfaction they derive from their texts in the original. Beyond this, she feels that, owing to a good understanding between her and her translator, the creativity in her original text persists in the translation. Brakel introduces himself to the IJPA readership and shows how he works when translating the cultural and linguistic nuances and peculiarities of Brazilian Portuguese. He concludes with some thoughts about the affect he experiences from his original work and the work he has translated.     

Making a Case for the Common Good in a Global Economy: The United Nations Human Development Reports[1990–2001]

Whereas the chief development question of the past has been “how much is a nation producing?” the human development perspective that characterizes the United Nations Human Development Reports shifts the question to “how are its people faring?” This shift reflects the fundamental moral orientation of the human development perspective which makes a case for the common good in a global economy. Relating the themes and claims of the human development reports to Brian Stiltner’s recent study on religion and the common good, the author shows a variety of ways in which the common good as a moral norm is embedded in the human development perspective, without the context of religion. She explicates the presence and utility of this norm in these United Nations reports written by economists, development specialists, and policy advisors who seek to present and assess the humanizing and dehumanizing features of globalization.     

Convergence,commonality, and context in psychoanalytic supervision

ABSTRACT

What are the binding commonalities that demark and define any and all psychoanalytic supervision perspectives? What do we all do as psychoanalytic supervisors that practically matters? Furthermore, might there be a unifying model that anchors those binding commonalities together into a supervision meaning-making, explanatory framework? In this two-part paper, I take up those questions. In Part I, based on a century-spanning literature review, I identify 50 (non-exhaustive) common Support and Learning factors that appear present across the panoply of psychoanalytic supervision perspectives. Relational, educational, and interventional, these 50 factors reflect the very stuff of which psychoanalytic supervision is made. In Part II, I present and elaborate upon the Contextual Psychoanalytic Supervision Relationship Model (CPSRM) – a theoretically-grounded model that anchors and contextualizes those common Support and Learning factors. Because common factors can be seen as nothing more than atheoretical amalgamation (i.e., lists of desirable characteristics endlessly strung together), the CPSRM is proposed as a theoretically-based antidote. A supervisory extrapolation of Wampold’s contextual psychotherapy relationship model, the CPSRM accentuates relational connection, expectations/goals, and educational action as preeminently supervisee change inducing and learner affecting.     

“THE MYSTERY OF HUMAN UNIQUENESS”: COMMON SENSE,SCIENCE, AND JUDAISM

Uniqueness implies singularity, incomparability. Nonetheless, as applied to everything within the human lifeworld, including ourselves, uniqueness is relativized. This becomes clear in the tension between “commonsensical” and “scientific” perspectives on the human. Our commonsense approach posits that human beings are unique among animals—unique because of our properties, most especially our consciousness, as well as because of our significance and value. From a scientific perspective, however, the uniqueness of the human—if it can be affirmed at all—is possibly a matter of degree, not kind. Additionally, the scientific perspective prescinds from judgments of the value of the human. To join these perspectives, without giving up on the importance of either one, is a philosophical and theological challenge. A Jewish approach to the challenge is offered here.     

Capability as Opportunity: How Amartya Sen Revises Equal Opportunity

Although the concept of equal opportunity has received scant attention from theological ethics, it attracts widespread approval in the U.S. popular culture and has been examined extensively by contemporary moral philosophy. Amartya Sen's conception of capabilities as "freedom" or "real opportunity" corrects deficiencies in both popular and philosophical conceptions of equal opportunity that ignore interpersonal variations in mental, physical, and psychological abilities beyond agents' control. Recent theologically informed conceptions of love and common grace affirm and revise Sen's conception of equal capability as equal opportunity. The resulting understanding of equal opportunity is quite different from some uses of this concept and could be an important criterion for a just society.