Toward the Source of Thought: Insights from David Bohm on a Sustainable Future

Abstract

This article explores insights of physicist David Bohm on the source of thought and the creative intelligence that emerges from this source. It highlights a link that Bohm sees between this creative intelligence and the crises of our age, including environmental degradation, hunger, poverty, and climate change. It describes how creative intelligence gives rise to fresh “generative orders which may open us to new ways of thinking, new possibilities and a fresh lens for experiencing, appreciating, and respecting life.     

Touching Mortality, Touching Strength: Clinical Work with Dying Patients

This paper outlines some of the special stresses that must be shouldered by clinicians—physicians, nurses, chaplains, social workers, pastoral staff, and others—whose work focuses on dying and extremely vulnerable patients. The utility of a theory of generative death anxiety as a framework for interpreting the nature of these special stresses is suggested. Three common burnout reactions are examined. The paper concludes that positive acceptance of personal mortality may help clinicians avoid burnout and lead to better therapeutic practice. This framework for interpreting therapeutic practice demonstrates the integral role spirituality plays in work with this particular patient group.     

Severe Withdrawal (and Recovery)

The problem of how to remove information from an agent's stock of beliefs is of paramount concern in the belief change literature. An inquiring agent may remove beliefs for a variety of reasons: a belief may be called into doubt or the agent may simply wish to entertain other possibilities. In the prominent AGM framework for belief change, upon which the work here is based, one of the three central operations, contraction, addresses this concern (the other two deal with the incorporation of new information). Makinson has generalised this work by introducing the notion of a withdrawal operation. Underlying the account proffered by AGM is the idea of rational belief change. A belief change operation should be guided by certain principles or integrity constraints in order to characterise change by a rational agent. One of the most noted principles within the context of AGM is the Principle of Informational Economy. However, adoption of this principle in its purest form has been rejected by AGM leading to a more relaxed interpretation. In this paper, we argue that this weakening of the Principle of Informational Economy suggests that it is only one of a number of principles which should be taken into account. Furthermore, this weakening points toward a Principle of Indifference. This motivates the introduction of a belief removal operation that we call severe withdrawal. We provide rationality postulates for severe withdrawal and explore its relationship with AGM contraction. Moreover, we furnish possible worlds and epistemic entrenchment semantics for severe withdrawals.     

Changes in colour and location as cues of generative transmission in perception of causality

Observers viewed modified launching effect displays containing a spatial gap between the final location of the launcher (a black square) and the initial location of the target (a black outline square with a white interior). In some conditions, a set of stationary objects (black outline squares with white interiors) filled the spatial gap, and these objects began changing colour upon contact from the launcher. The colour changes could involve all gap objects turning black, the first gap object turning dark grey and subsequent gap objects turning successively lighter grey, or first gap object turning light grey and subsequent gap objects turning successively darker grey. The colour changes could move from the launcher to the target or from the target to the launcher. The gap objects could also remain unchanged. Participants rated whether the launcher caused subsequent motion of the target and how much force the launcher imparted to the target. The sequence of colour changes, and the sequence of locations in which colour changes occurred, influenced ratings; sequences of colour changes consistent with the idea that influence of the launcher was transmitted across gap objects to the target resulted in higher ratings. Implications for visual perception of causality are discussed.     

Career adaptability and career entrenchment

Career adaptability constitutes a resource that can help employees to effectively manage career changes and challenges. The goal of this study was to investigate the relationship between the two higher-order constructs of career adaptability and career entrenchment (i.e., the perceived inability and/or unwillingness to pursue new career opportunities), as well as relationships among the dimensions of career adaptability and career entrenchment. We hypothesized a negative relationship between overall career adaptability and career entrenchment, and more differentiated associations among their dimensions. Data for this study came from 404 employees in Brazil. Results of structural equation modeling showed that overall career adaptability weakly negatively predicted overall career entrenchment (standardized effect = − .13), after controlling for age, gender, education, and job tenure. More differentiated findings emerged at the dimension level. Future research should examine the mechanisms and boundary conditions of the relationship between career adaptability and career entrenchment.     

TEACHING GENERATIVE USE OF SENTENCE ANSWERS TO THREE FORMS OF QUESTIONS1

Three retarded and four economically disadvantaged children were taught, through modelling and reinforcement procedures, to produce complete sentences in response to three types of questions involving changes in verb inflections. To evaluate generalization of training, new but similar questions were periodically asked, answers to which were never modelled or reinforced. Modelling and reinforcement effectively taught correct sentence answers to training questions and produced new sentence answers to questions for which no specific training had been given.     

Does retrieval intentionality really matter? Similarities and differences between involuntary memories and directly and generatively retrieved voluntary memories

Theories of autobiographical memory distinguish between involuntary and voluntary retrieval as a consequence of conscious intention (i.e., wanting to remember). Another distinction can be made between direct and generative retrieval, which reflects the effort involved (i.e., trying to remember). However, it is unclear how intention and effort interacts. For example, involuntary memories and directly retrieved memories have been used interchangeably in the literature to refer to the same phenomenon of effortless, non‐strategic retrieval. More recent theoretical advances suggest that they are separate types of retrieval, one unintentional (involuntary), another intentional and effortless (direct voluntary retrieval), and a third intentional and effortful (generative voluntary retrieval). Whether this also entails differing phenomenological characteristics, such as vividness, rehearsal, or emotional valence, has not been previously investigated. In the current study, participants reported memories in an experimental paradigm designed to elicit voluntary and involuntary memories and rated them on a number of characteristics. If intention affects the retrieval process, then we should expect differences between the characteristics of involuntary and directly retrieved memories. The results imply that retrieval intention seems to differentiate how a memory appears in a person's mind. Furthermore, we argue that these differences in part could result from differences in encoding and consolidation.     

THE FORMATION OF VISUAL STIMULUS EQUIVALENCES IN CHILDREN

Four normal children were presented a series of matching-to-sample tasks, using five sets of visual stimuli designated A, B, C, D, and E. Stimulus equivalences were established by matching stimuli from one set to those from another set. Each set consisted of three stimuli, so matching set A to set D meant that each stimulus in set A served as a sample with all three stimuli in set D as comparisons. Subjects were first taught AD and DC matching and were then able to perform AC/CA matching without additional training. After ED was taught directly, CE/EC and AE/EA performances emerged. Following CB training, three new equivalences were demonstrated: AB/BA, EB/BE, and DB/BD. Oral naming of each stimulus showed that subjects had not assigned a common label to stimuli in the same class, indicating that naming is not necessary for the formation of stimulus equivalences. The absence of response mediation suggests that matching to sample can form direct stimulus-stimulus associations. The data also provide support for the notion that generative performances are outcomes of existing stimulus-control relationships.