Countering Deficits: A Grounded Theory of Success From Graduate Students of Color

The existing research on students of color in counselor education focuses on the barriers they experience, providing a deficit perspective. Using grounded theory and a critical race theory framework, we studied the racialized experiences of 19 graduate students of color in counselor education. Grounded in participants' voices, we propose a liberatory theory of academic success. Implications for promoting the success of students of color in counselor education and for future critical race theory research are discussed. Las investigaciones hasta la fecha sobre estudiantes de color en programas educativos de consejería se centran en las barreras que afrontan, lo cual ofrece un déficit de perspectiva. Usando un muestreo teórico y un marco de teoría crítica de la raza, estudiamos las experiencias racializadas de 19 estudiantes de posgrado de color en programas educativos de consejería. Basándonos en las voces de los participantes, proponemos una teoría liberatoria de éxito académico. Se discuten las implicaciones para fomentar el éxito de estudiantes de color en programas educativos de consejería y para investigaciones futuras de teoría crítica de la raza.     

Meno's Paradox in Context

I argue that Meno's Paradox targets the type of knowledge that Socrates has been looking for earlier in the dialogue: knowledge grounded in explanatory definitions. Socrates places strict requirements on definitions and thinks we need these definitions to acquire knowledge. Meno's challenge uses Socrates' constraints to argue that we can neither propose definitions nor recognize them. To understand Socrates' response to the challenge, we need to view Meno's challenge and Socrates' response as part of a larger disagreement about the value of inquiry.     

Fostering critical religious thinking in multicultural education for teacher education

Religious diversity as a consequence of global immigration has become a cultural phenomenon of pluralism in society. The fear of indoctrination and the desire for religious freedom fuel the debate on whether to remove religion from school education. Freire’s Pedagogy of the Oppressed offers a positive perspective on the debate by calling attention to the pedagogy of religious education in the pursuit of religious freedom for all human beings. Rather than transferring religious knowledge to students, the challenge for religious education is to foster critical religious thinking in them. Unfortunately, many teachers lack the confidence to address religious issues, as well as lacking support in the professional development of critical religious thinking. Hence, this article proposes a tentative model for fostering critical religious thinking that might fit into a course in multicultural education for teachers.     

Second Nature,Critical Theory and Hegel’s Phenomenology

ABSTRACT

While Hegel’s concept of second nature has now received substantial attention from commentators, relatively little has been said about the place of this concept in the Phenomenology of Spirit. This neglect is understandable, since Hegel does not explicitly use the phrase ‘second nature’ in this text. Nonetheless, several closely related phrases reveal the centrality of this concept to the Phenomenology’s structure. In this paper, I develop new interpretations of the figures ‘natural consciousness’, ‘natural notion’, and ‘inorganic nature’, in order to elucidate the distinctive concept of second nature at work in the Phenomenology. I will argue that this concept of second nature supplements the ‘official’ version, developed in the Encyclopedia, with an ‘unofficial’ version that prefigures its use in critical theory. At the same time, this reconstruction will allow us to see how the Phenomenology essentially documents spirit’s acquisition of a ‘second nature’.     

Kant's Neoplatonism: Kant and Plato on Mathematical and Philosophical Method

Both Plato and Kant devote much attention and care to deliberating about their method of philosophizing. And, interestingly, both seek to expand and explain their view of philosophical method by one selfsame strategy: explaining the contrast between rational procedure in mathematics and in philosophy. Plato and Kant agree on a fundamental point of philosophical method that is at odds with the mathematico‐demonstrative methodology of philosophy found in Spinoza and present in Christian Wolff. Both reject the axiomatic approach with its insistence on fundamental truths postulated from the outset. Both alike insist that philosophizing—unlike mathematics—is an exercise in theorizing where the questions of basicness and foundations come into view only after the inquiry has gone on for a long, long time—and certainly not at its start.     

A Comparison of the Original and Revised Stanford-Binet Scales

Empirical evidence has abundantly demonstrated that people report an intermediate level of tension for triadic interpersonal relations of the classical Heiderian P-O-X type, when the P/O link is negative. Low tension is found in balanced triads and high tension in imbalanced ones when the P/O bond is positive. This paper postulates that the opposing forces of balance and of agreement found in all four P-O-X triads in which the P/O bond is negative, in addition to Newcomb's lack of engagement hypothesis, may also account for the intermediate level of tension found in practically all experiments in this area. Subjects were grouped as Hi and Lo Conformists according to the C Scale of the Comrey Personality Scales, and later asked to rate hypothetical triads with a negative P/O bond. The results confirmed the hypotheses that Hi Conformists, who supposedly value agreement with others more than Lo Conformists (or are less bothered by disagreement than the latter), report significantly less tension and less willingness to change P-O-X triads with agreement than those with disagreement, when such triads have a negative P/O bond.     

Is the Critical Point for Aperture Crossing Adapted to the Person-Plus-Object System?

When passing through apertures, individuals scale their actions to their shoulder width and rotate their shoulders or avoid apertures that are deemed too small for straight passage. Carrying objects wider than the body produces a person-plus-object system that individuals must account for in order to pass through apertures safely. The present study aimed to determine whether individuals scale their critical point to the widest horizontal dimension (shoulder or object width). Two responses emerged: Fast adapters adapted to the person-plus-object system by maintaining a consistent critical point regardless of whether the object was carried while slow adapters initially increased their critical point (overestimated) before adapting back to their original critical point. The results suggest that individuals can account for increases in body width by scaling actions to the size of the object width but people adapt at different rates.     

Contextualising the Quebec Charter of Values: how the Muslim ‘Other’ is conceptualised in Quebec

At varying points in Quebec’s recent history, political parties have gained prominence through employing identity politics, framing Muslims as a threatening ‘Other’. This occurred during the Reasonable Accommodation debates from 2006 to 2008 and more recently in discussions over Bill 60, a proposed law that would have prohibited government employees or employees of state-funded institutions from wearing conspicuous forms of religious attire. This article attempts to contextualise the anti-Muslim fallout which resulted from Bill 60, arguing that it was symptomatic of pre-existing fears of a threatening ‘Other’. Through examining how Quebec identity was transformed in the 1960s, this article will demonstrate how the values proceeding from this era influenced state policies to preserve the white francophone majoritarian culture. In the post-9/11 context, this has resulted in Islamophobic rhetoric and anti-Muslim bias permeating political and media discourses in Quebec on the grounds of asserting gender equality and secularist ideals.     

Integrative Psychotherapy in the Current Managed Care Environment

ABSTRACT

Contact (internal, with the self, and external, with others) is growth-enhancing. When couples improve their ability to be contact-ful with each other, both their relationship and their individual level of emotional well-being are likely to improve. Integrative Psychotherapists help couples to deepen their level of contact by teaching them to utilize inquiry, attunement, and involvement in their transactions with each other/The authors discuss teaching these skills to couples, in the context of eight common relational needs that must be responded to if a relationship is to survive and grow. An extensive clinical example is provided.