Reconsideration of “Motherhood” in Contemporary Japan

In this paper, the author reconsiders motherhood in Japan. This reconsideration is based on Japanese psychoanalytic knowledge and a case study of a woman. As a child she was physically abused by her father, and struggled throughout her life with conflicts with her mother. The Japanese have historically idealized the concept of motherhood and maintained that it was possible for women to become the ideal mother for their children. The author maintains that motherhood is not dependent only on mothers, but is created and shared by fathers, children and all of society. In psychotherapy, the therapist provides a motherly energy to the client and shares the motherhood fantasy with the client to a certain extent. The therapist assists the client in the gradual process of abandoning the desire to be loved by the ideal mother and accept motherhood from other sources.Kiyoko Kamibeppu, R.N., Ph.D., Associate Professor, The University of Tokyo, Clinical Psychologist, Japanese Association for Clinical Psychology. Address correspondence to Kiyoko Kamibeppu, Department of Family Nursing, Faculty of Medicine, Graduate School of Health and Nursing, The University of Tokyo, 7-3-1, Hongo, Bunkyo-ku, Tokyo, Japan; e-mail: kkamibeppu-tky@umin.ac.jp.     

More Reel than Real: Mel Gibson’s <Emphasis Type="Italic">The Passion of the Christ</Emphasis>

Responses to Mel Gibsons film The Passion of the Christ have run the gamut from high praise to condemnation for excessive violence and antisemitism. Outlining some key observations of the psychology of antisemitism, this article explores how Gibsons film may or may not be antisemitic. It further explores whether Gibsons cinematic technique guides the viewer to a specific understanding of Jesus crucifixion and its meaning, drawing on theories of meaning-making and interpretation proposed by Umberto Eco and Norman Holland and René Girards theory of sacrificial violence and the scapegoat.D. Andrew Kille is director of Revdak Consulting and InterfaithSpace and co-chair of the Psychology and Biblical Studies Section of the Society of Biblical Literature.     

Student Evaluations and Moral Hazard

Most universities solicit feedback from students at the end of a course in order to assess student perceptions of the course. This feedback is used for various objectives, including for evaluating teaching by academic administrators. One would therefore expect faculty to rationally take this into account while formulating their teaching strategy. In certain cases, such strategic considerations can give rise to moral hazard. I have modelled the situation using the well-known Prisoners Dilemma game and found that in equilibrium, the teaching style will be examination-centric, while considerations of societal good would demand that the teaching style be knowledge-centric. I also discuss the policy implications for this finding.     

Ibn ʿArabī (1165–1240) and Rūmī (1207–1273) on the Question of Evil: Discontinuities in Sufi Metaphysics

This article compares and contrasts Ibn ?Arabī’s and Rūmī’s accounts of evil. Ibn ?Arabī explains the existence of evil as a consequence of both metaphysical necessity and God’s volitional act. Evil is the inevitable ‘shadow’ of existence implied by the Infinity of God, and God’s mercy existentiates the possibilities ‘hidden’ in the Infinite, allowing this metaphysical necessity to emerge. In contrast to Ibn ?Arabī’s necessitarian-cum-volitional theodicy, Rūmī presents an almost exclusively volitional theodicy. He traces the roots of evil to the Divine Will. To preserve God’s moral perfection, he frequently points to the positive compensating functions of the existence of evil in the world. Ibn ?Arabī’s theodicy enables him to accentuate the necessity of evil in order to save the act of will, and hence God’s perfection, from being directly related to the emergence of evil. Rūmī’s volitional theodicy, however, relates the Divine Will directly to evil, and subsequently attempts to preserve the purity of the Divine intention by accentuating all the positive compensations.     

Students’ knowledge about the value of discussions for teaching and learning

We are particularly interested in looking at teaching and learning from students perspectives. Focussed interviews and written responses from a number of linked investigations with middle-school and tertiary students highlighted that students perceive discussion to be a valuable teaching -- learning technique. This paper provides text extracts, organised into six key themes, to illustrate students understandings about how discussion helps them to learn. We conclude that, across the whole participant group, knowledge about the various potentials of discussion for learning is wide ranging. However, at the individual level, some students perspectives appear limited. We propose that specific attention to enhancing students pedagogical knowledge about techniques such as discussion should accompany subject matter instruction.     

Operative Group Dynamics in School Settings: Structuring to Enhance Educational, Social, and Emotional Progress

This article will describe the dynamics taking place in school settings, particularly in classrooms. Literature pertaining to the use of group dynamics in classrooms will be presented. A number of significant group therapy concepts will be addressed. These will include group-as-a-whole, group structure, transference-countertransference, the school and the classroom as holding environments, and therapeutic factors. Some practical dynamic strategies that are meant to strengthen group operations in classroom will also be included. The article will be guided by the writer's personal experiences within school settings and classrooms.