Intelligence analysts’ strategies for solving analytic tasks

Analytic performance may be assessed by the nature of the process applied to intelligence tasks and analysts are expected to use a “critical” or deliberative mindset. However, there is little research on how analysts do their work. We report the findings of a quantitative survey of 113 intelligence analysts who were asked to report how often they would apply strategies involving more or less critical thinking when performing representative tasks along the analytic workflow. Analysts reported using “deliberative” strategies significantly more often than “intuitive” ones when capturing customer requirements, processing data, and communicating conclusions. Years of experience working in the intelligence community, skill level, analytic thinking training, and time spent working collaboratively (opposed to individually) were largely unrelated to reported strategy use. We discuss the implications of these findings for both improving intelligence analysis and developing an evidence-based approach to policy and practice in this domain.     

Empowering communities through social media

Multicultural competence is a cornerstone of modern day counseling psychology. The new multicultural and social justice competencies highlight the integration of social justice and multicultural frameworks. These competencies include community engagement through social justice advocacy. Social media may be one way to advocate for social justice for underserved or marginalized communities. Social media networks impact in the Arab Spring and the 2016 United States (U.S.) Presidential election suggests that people may utilize social media to inform and act on their social or political views. Throughout this article, we will explore the benefits of social media for raising critical consciousness, as defined by Freire, and examine how counseling psychologists can utilize social media to engage in social justice advocacy in diverse communities.     

Whose voice counts? Gender,power, and epistemologies in the seminary classroom

This article wrestles with the question “whose voice counts?” as an entrée into a discussion of the challenges students encounter in learning to value different epistemologies and that professors encounter in attempting to teach for inclusion of voices. The essay reflects on an experience teaching a graduate seminar on gender and epistemology in which students encounter challenges reflecting on readings that present theology in the form of personal narratives, rather than in a more abstract or theoretical form. Course content and genres of writing are both gendered and subject to power dynamics associated with the uneven treatment of different types of knowledge. The paper focuses primarily on the lens of gender but notes as well the intersectional nature of gender – and the ways in which the course dynamics are complicated by the race, sexuality, and even the class of the authors, students, and teacher. The paper makes two substantial arguments. First, it names a pedagogical meta‐question at the intersection of gender and pedagogy: Even when women are on the syllabus, how are educators ensuring that the epistemologies at work in their classrooms allow for equal authorial authority in the classroom? Second, the paper challenges educators to make changes in their classrooms to allow students time to engage and employ epistemologies they discuss and to see the importance of these practices for wider systemic change in institutions and society.     

Interpreting the Reformation in Africa: Transformative hermeneutics of Manas Bethulezi in light of 500 years of the Reformation

A cursory look at the various histories of religious renewal shows three interrelated aspects; there is an experience of injustice that is followed by the religious movement's new revitalization through the special encounter or reference to divine communication, and then an effort to reorganize the socio‐economic and political structures of society in light of the newly discovered religious vitality. This article observes in the phenomenology of religious renewal that cultural renewal and cultural distinctiveness tend to accompany religious renewal.     

Judging credibility: Can spaced lessons help students think more critically online?

Despite the prevalence of the spacing effect in the psychological literature, the impact of lesson timing has not yet been fully explored in real classrooms. The current study examined whether spacing could improve long‐term retention of both factual and critical thinking curriculum‐based teaching materials for children. Students 9 to 12 years old were taught to judge the credibility of websites in either three consecutive days of lessons or one lesson per week. Thirty‐five days after the final lesson, students were tested on factual knowledge and applied their knowledge to evaluating a new website. Students in the spaced condition remembered more facts from the lessons and were better able to explain their website ratings than students in the massed group.     

EVOLUTIONARY THEORY AND THEOLOGY: A MUTUALLY ILLUMINATIVE DIALOGUE

Scientific perspectives often are perceived to challenge biblically based cosmologies and theologies. Arthur Peacocke, biochemist and theologian, recognized that this challenge actually represents an opportunity for Christian theology to reenvision and reinterpret its traditions in ways that take into account scientific theories of evolution. In the course of his career, Peacocke offered a new paradigm for the dialogue between theology and science. This paper explores his proposals, in particular his theories of language, the God‐world relation, and the nature of God, and exemplifies the impact these proposals had on his theological insights.     

循证卫生管理的探讨

培养博学而人道的医学工作者是医学教育所追求的目标。作为一门交叉学科,医学哲学在医学生的人文素质培养中占有重要地位。对医学哲学的教学内容、理念与方法分别进行探讨,期望医学哲学教育能够提高医学生对与现代医学有关的知识、活动和态度进行批判性反思的意识和能力。     

The Contribution of the Protestant Church in Germany to the Pluralist Discourse in Bioethics: The Case of Stem Cell Research

Christian contributions to the public discourse on bioethicscome from individual Christians, from Christian churches, andfrom academic theology. All contributors must frame their argumentsin such a way as to account for the pluralism of worldviewsin contemporary Germany. For this purpose, they must take issuewith certain hermeneutical and discourse theoretical considerations.That is to say, in order for their contributions to remain normativelyauthentic in a Christian and Protestant sense, these must relateto Scripture and to Protestantism's confessional documents,and in order for these contributions to remain pertinent andrelevant to the facts, they must relate to biomedical, philosophical,and legal contexts. Given these hermeneutical and discoursetheoretical requirements, two church statements addressing theethical discussion concerning the use of embryonic stem cellsfor medical research are analyzed.     

The ELCA at 20 Years: Flunking the Theological Test

Abstract : This article deals with four theological issues at the forefront of controversy in the ELCA. They are: 1) the naming of God; 2) the unique place of Jesus in the world's salvation; 3) the authority and interpretation of the Bible; 4) the place of the law in theological ethics. The response to these issues holds the key as to whether or to what extent the ELCA will be faithful to its confessional commitment or become just another variety of liberal Protestantism.     

Jesus, Historians, and the Psychology of Historiography: A Response to My Respondents

It is remarkable to me that my book became a part of the SBL Dissertation Series. For this I thank Walter Wink who brought the work to the attention of, Wayne Rollins. And I am thankful to Wayne Rollins for bringing the book to the attention of the right people at the SBL, most particularly Rex D. Matthews and Mark Allan Powell. I am grateful to Mark Allan Powell for promoting the process of publication so we would have a book in hand at the Psychology and Biblical Studies book review session, now over two years ago. I am very appreciative of Lewis Rambo, editor of this journal, and J. Harold Ellens, special editor of this issue, for making possible the continued discussion of these ideas.