Wolfhart Pannenberg's Engagement with the Natural Sciences

Wolfhart Pannenberg's engagement with the natural sciences is surveyed. A critique is given of his treatment of these themes: the concept of a field; contingency; the role of the future.     

What is the Thematic Structure of Science?

The paper justifies the concept of “thematic structure” or “order of knowledge” over the traditional “classification of sciences” due to the uncertainty of many classification criteria. The thematic structure of science has, of course, various levels and various dimensions. Arguments against any forms of separating the humanities from sciences in the traditional sense of the term are presented and discussed. Equally unacceptable are attempts at sharp separation of technical disciplines and humanities. The thematic structure of humanities is not created by some material aspects but rather through the interest — or problem-oriented aspects. In addition to the natural sciences and the humanities there exists an important sphere of sciences on artefacts or, using the term by H. Simon, the sciences of the artificial. For the contemporary research activities is typical what could be denoted as “interdisciplinary or multidisciplinary complex.” The paper traces a set of epistemological criteria for the justification of the relative independence of a scientific discipline. This revised version was published online in August 2006 with corrections to the Cover Date.     

A GROUP-ORIENTED CONTINGENCY TO INCREASE LEISURE ACTIVITIES OF ADULTS WITH TRAUMATIC BRAIN INJURY

An interdependent group-oriented contingency and graphic feedback were used to increase the activity levels of residents of a group home for persons with traumatic brain injury. Results showed that the intervention was effective for 4 of the 6 subjects. Individual performances must be examined when implementing group contingencies because all subjects may not respond.     

WILDFLOWERS AND WONDER: A PASTOR'S WANDERINGS IN THE RELIGION-SCIENCE WILDERNESS

Abstract. In this paper, I explore, as a Christian and a parish pastor, what drew me into the religion-science dialogue and what keeps me involved. Encounters with nature and readings of evolutionary theory answer some questions and raise others, especially questions about chance and the nature of God. I persist in my quest for understanding because creedal affirmations of God as Creator demand an examination of the relationship between God and the world, and because I want to proclaim the Christian message in a credible way to parishioners raised with a scientific worldview. Along the way I am reaping unexpected spiritual dividends.     

对8─16岁少年儿童认同从众反应原因的研究

个体从众的原因究竟是什么？根据文献,假设有５种原因,以１００名８～１６岁少年儿童为被试进行测试,反应结果证实了这５种原因。然后,要求上述年龄的４００名被试对有关线段长度的和有关道德判断的从众反应情境、就５项原因作主次排序。结果表明：被试认为从众反应原因的主次顺序依次为“多数人更正确”、“表示归属群体”、“为了表示友好”、“为了免受责难”、“图省事不费心”;同时这种总趋势会因被试的年龄不同和从众情境不同表现出不同特点。     

对8─16岁少年儿童认同从众反应原因的研究

个体从众的原因究竟是什么？根据文献,假设有５种原因,以１００名８～１６岁少年儿童为被试进行测试,反应结果证实了这５种原因。然后,要求上述年龄的４００名被试对有关线段长度的和有关道德判断的从众反应情境、就５项原因作主次排序。结果表明：被试认为从众反应原因的主次顺序依次为“多数人更正确”、“表示归属群体”、“为了表示友好”、“为了免受责难”、“图省事不费心”;同时这种总趋势会因被试的年龄不同和从众情境不同表现出不同特点。     

Contributions to factor analysis of dichotomous variables

A new method is proposed for the factor analysis of dichotomous variables. Similar to the method of Christoffersson this uses information from the first and second order proportions to fit a multiple factor model. Through a transformation into a new set of sample characteristics, the estimation is considerably simplified. A generalized least-squares estimator is proposed, which asymptotically is as efficient as the corresponding estimator of Christoffersson, but which demands less computing time.This research was supported by the Bank of Sweden Tercentenary Foundation under project Structural Equation Models in the Social Sciences, project director Karl G. Jöreskog.     

The analysis of group contingency data

The data analyses utilized in group contingency projects are reviewed. Previous studies are cited to emphasize advantages of nonconsolidated ("individual") over consolidated analyses. Several procedures are described that enable applied researchers to incorporate nonconsolidated data analyses in group contingency studies.     

ASSESSING AND TRAINING TEACHERS IN THE GENERAUZED USE OF BEHAVIOR MODIFICATION WITH AUTISTIC CHILDREN1

This study investigated the feasibility of developing reliable, valid criteria for measuring and training the skills necessary to teach autistic children. The behaviors of 11 teachers and 12 autistic children were recorded in a series of different teaching situations. Teacher-training was initiated at different times for different teachers. The results showed: (1) it was possible to assess empirically whether a teacher was correctly using defined behavior-modification techniques; (2) generally, for any given session, systematic improvement in the child's behavior did not occur unless the teacher working in that session had been trained to use the techniques to a high criterion; (3) all 11 teachers were rapidly trained to use these techniques; and (4) the teachers learned generalized skills effective with a variety of children and target behaviors.