Rendering unto Science and God: Is NOMA Enough?

The proverbial “war between science and religion” has in many quarters reached the status of truism. Francisco J. Ayala seeks to negotiate a truce between the opposing sides through implementing the concept of the Non-overlapping Magisteria (NOMA) of science and theology. The NOMA understanding of the interaction between science and religion maintains that science and religion cannot contradict each other because each discipline has its own proper range of inquiry, namely questions of fact versus questions of value. This article explores the boundaries of these two different domains of knowledge and finds that in both theory and practice, the territorial claims overlap significantly. Furthermore, the author argues that such “territorial trespassing” is not owing to misunderstandings concerning the essence of science and of religion as such. Instead, the overlap of boundary lines—when viewed in light of the history and philosophy of science—is understood as integral to how progressive research normally advances in both science and theology.     

The Constructive Use of Power and the Philosophy of the Self in the Training of Family Therapists

Abstract

This article presents findings from an exploratory qualitative study, which used individual interviews and a focus group to investigate how women in Black-White interracial heterosexual partner relationships retrospectively described their racial identity development and the influence of gender identity development on this process. Social consrructionist, feminist, and racial identity development theories guided the grounded theory methodology. Participants described both constraining and empowering racial identities. Salient constraining racial identities were being a “sell-out” or “traitor,” being a “rule-breaker,” having a masked reference group orientation, needing to prove reference group orientation, and having minority family status. Empowering racial identities included refusing to take sides, being “not racial,” being neutral, identifying by respect rather than by race, having a multiple reference group orientation, being strong, and being an educator and mediator.

Gender identity themes of strength and resiliency emerged as significant influences in racial identity development. Suggested questions for use within a narrative therapy context provide a clinical application of findings from the study.     

Theoretical Orientation and Therapists' Attitudes to Important Components of Therapy: A Study Based on the Valuable Elements in Psychotherapy Questionnaire

The authors describe the inception and subsequent testing of a questionnaire on attitudes regarding how psychotherapy ought to be pursued: the Valuable Elements in Psychotherapy Questionnaire (VEP-Q). A sample of 416 Swedish therapists (161 psychodynamic, 93 cognitive, 95 cognitive behavioral, and 67 integrative/eclectic) responded to the 17-item VEP-Q. A factor analysis of these items resulted in three subscales: PDT, CBT, and Common Factor, as validated by analyses of covariance. The internal consistency and test–retest reliability of the scales were excellent. In addition to theoretical orientation, variables such as gender and basic professional training influenced how respondents answered the VEP-Q. The authors conclude that the VEP-Q seems to be an appropriate instrument for describing similarities as well as differences among practitioners of various schools of psychotherapy.     

Methodological considerations in developing measures of HIV risk-relevant behaviors and attitudes: An empirical illustration

Abstract

This paper describes the pilot testing of a survey designed to assess the prevalence of HIV exposure risk-relevant behaviors and associated attitudes, beliefs and knowledge in a heterogeneous, ethnically diverse, sexually active population (the US Army). The specific objectives for the pilot test were to: (1) define optimal survey question formats for behavioral and attitude items; (2) identify questions that were poorly worded or that would not contribute to the overall objectives of the survey; (3) assess the extent to which respondents could accurately follow instructions; (4) identify appropriate and culturally relevant terminology for sensitive items; (5) determine the appropriate timeframe for recall of simple and complex sexual behaviors; (6) assess the degree of respondent honesty and belief in the anonymity of the survey results.     

Islam as moral education: madrasa courses and contestation of the secular in the Republic of Tatarstan,Russia

In this paper, based on fieldwork in a small town in post-Soviet Tatarstan, Russia, I explore the dynamics of religious life in a rural community, highlighting the ways religious and secular education interact with and reinforce each other, contributing to the processes of religious revival in this community. Soviet ideas and practices of moral education as well as post-Soviet concerns about morality constitute the common ground that brings secular and religious together. Adhering to the Soviet idea that society is responsible for the moral education of its young people, local schoolteachers use Islam as a source of moral values and disciplining practices to bring up the younger generation, affected by post-Soviet transformations. Teachers increasingly rely on Islamic ethics in the moral upbringing of schoolchildren that effectively challenges the separation between secular and religious education. Religion acquires growing significance as a process of moral edification and discipline.     

Perceived self‐society moral discrepancies predict depression but not anxiety

Discrepancies between one's own beliefs, standards and practices and the standards expected by others are associated with increased vulnerability to depression and anxiety. Perhaps the most important personal standard is morality, one's standard of acceptable behaviour. We therefore reason that perceived discrepancies between one's own moral standards and those of society predict anxious and depressed moods. We tested this hypothesis, for the first time, in a sample of 99 female Turkish students. Moral discrepancies were assessed using an adapted moral foundations scale: participants were asked how much payment they would require to perform a series of potentially immoral acts, and how much payment they thought the average person in society would require. Participants also completed standard questionnaire measures of depression and trait anxiety. Results show that perceived self‐society moral discrepancies were significantly related to depression scores, but not to anxiety scores. Furthermore, only discrepancies related to the moral dimensions of respect for ingroups and avoiding harm were related to depression. We argue that perceiving a discrepancy between one's own standards of behaviour and those of society can increase vulnerability to depression, much as other kinds of self‐other discrepancies can; however, the specific moral standards which predict depression may vary with culture and the characteristics of the sample.     

The Relational Genesis of Community: Self–Other Dialogue

Of late, there is increasing interest in the dialogical foundations of the self and community. Indeed, dialogical theory points to the embeddedness of community in self–other relations. This article proposes a dialogical approach to community that draws upon four key themes of discourse: the sociality of the self, the realm of interindividual relations, the constructive role of social representations, and the emergent properties of collective action. The ‘between’ constitutes a valuable concept for theorizing fundamental processes of relational existence and responsive meaning‐making, including the co‐constitution of community. In the process of coming into dialogic relation with one another, individuals construct meanings, experiences, and actions that profoundly shape both selfhood and community. Thus conceived, community is founded on dialogic interaction and intersubjective representation, thereby becoming the conscious object of reflection and action. The intention here is to theorize the relational genesis and continued transformation of community through self–other dialogue. Copyright © 2014 John Wiley & Sons, Ltd.     

Career construction in French apprenticeship programs: An exploration of the role of gender in the tutorship

In France, the private sector has increasingly over the last 20 years developed apprenticeship programs (Aeberhardt, Crusson, & Pommier, 2011) in Higher Education. One reason for this development is that young people who prepare for a diploma through apprenticeship programs achieve professional integration in the working world more quickly (Arrighi & Joseph, 2005). However, 17% of young people drop out before the end of their work contract, partly because they consider the work environment to be unsatisfactory or the work too difficult (Cart, ToutinTrelcat, & Henguelle, 2010). In the workplace, apprentices receive the guidance of a professional, the tutor. This research aims to analyze the role of tutor gender on apprentices' perception of their career and intention to quit or stay in the professional sector. The general hypothesis of the research is that tutors have a key role on the career construction of apprentices. Semi-structured interviews have been conducted with apprentices in Higher Education on their relationships with their male or female tutor in the company. The findings underline the role of both tutors' and apprentices' gender and of the particular labor division in the workplace.     

Thinking Inside the Tool Box: Creativity,Constraints, and the Colossal Portraits of Chuck Close

This article presents a problem‐solving model to examine the often problematic relationship between expertise and creativity. The model has two premises, each the opposite of a common cliché. The first cliché asserts that creativity requires thinking outside‐the‐box. The first premise argues that experts can only think and problem solve inside the tool boxes of their expertise. The second cliché, that creativity requires freedom from constraints, points to the problem with expertise. Free to do anything, experts repeat what has worked best in the past. A solution is suggested by the second premise: to circumvent the liabilities of expertise, creativity requires constraints of a particular paired kind. The model is introduced as an expansion of prior process models focused on problem identification and construction. Problem‐finding is reanalyzed as constraint‐finding. A case study shows how one recognized creator, painter Chuck Close, uses constraints as a tool to solve the expertise‐creativity problem.     

When Is Perception Top‐Down and When Is It Not? Culture,Narrative, and Attention

Previous findings in cultural psychology indicated that East Asians are more likely than North Americans to be attentive to contextual information (e.g., Nisbett & Masuda, 2003 ). However, to what extent and in which conditions culture influences patterns of attention has not been fully examined. As a result, universal patterns of attention may be obscured, and culturally unique patterns may be wrongly assumed to be constant across situations. By carrying out two cross‐cultural studies, we demonstrated that (a) both European Canadians and Japanese attended to moving objects similarly when the task was to simply observe the visual information; however, (b) there were cultural variations in patterns of attention when participants actively engaged in the task by constructing narratives of their observation (narrative construction). These findings suggest that cultural effects are most pronounced in narrative construction conditions, where the need to act in accordance with a culturally shared meaning system is elicited.