Taking Kierkegaard Personally: First Person Responses is a one-of-a-kind volume in which scholars from the world over address personal, existential lessons that Kierkegaard has taught them. Papers were selected from the June 2018 International Kierkegaard Conference, sponsored by the Howard V. and Edna H. Hong Kierkegaard Library at St. Olaf College. The Conference's prompt-The Wisdom of Kierkegaard: What Existential Lessons Have You Learned from Him?-compelled scholars to drop their guards and write primarily in first person narrative instead of standard (...) third person scholarly/professorial narrative. Papers range from a preacher in Texas discussing how this white nineteenth-century Dane's thought speaks to black issues, to a university development director wondering what Kierkegaard can teach Silicon Valley executives, to a Danish scholar struggling with human autonomy versus dependence on God, to a Jewish scholar finding hope in this Danish Protestant's works in which existential alienation from the world is the norm, to a Nigerian scholar introducing Kierkegaard's "single individual" into his Ndi Igbo community (a tribe predicated not on the individual but the collective), to a Slovak scholar surviving a bad divorce, to an Hispanic scholar's passion to teach Kierkegaard along the U.S.-Mexico border to Hispanic students, to an American scholar fielding his father's questions about suicide, to other scholars suffering from and coping with deaths of parents, raising children, working in trauma units, finding the need for self-denial in flourishing countries, preaching valuable sermons, dealing with college campus/department politics, and living perfectly quotidian lives. (shrink)

Organizational participants learn that "getting ahead" in organizational life comes from dramatizing a fantasy about the organization's perfection. The fantasy is the return to narcissism, in which the organization and its highest participants are seen as the center of a loving world. Since the return to narcissism is impossible, orienting the organization to the dramatization of this fantasy means that the organization loses touch with reality. The result is organizational decay-a condition of systemic ineffectiveness. Organizational decay is illustrated through the (...) case of General Motors. Specific dimensions considered are: commitment to bad decisions; advancement of participants who detach themselves from reality and discouragement of reality-oriented participants who are committed to their work; creation of the organizational jungle; isolation of management; development of a hostile orientation to the environment; transposition of work and ritual; loss of creativity; dominance of the financial staff; development of cynicism or the loss of reality; and overcentralizatior. Organizational decay may be compared with the consequences of hubris. (shrink)

Explores the psychological dynamics of the gender war and political correctness.

Next SectionThis article argues against two dominant accounts of the nature of nostalgia. These views assume that nostalgia depends, in some way, on comparing a present situation with a past one. However, neither does justice to the full range of recognizably nostalgic experiences available to us – in particular, ‘Proustian’ nostalgia directed at involuntary autobiographical memories. Therefore, the accounts in question fail. I conclude by considering an evaluative puzzle raised by Proustian nostalgia when it is directed at memories that the (...) nostalgist herself regards as non-veridical. (shrink)

A beneficial effect of gesture on learning has been demonstrated in multiple domains, including mathematics, science, and foreign language vocabulary. However, because gesture is known to co-vary with other non-verbal behaviors, including eye gaze and prosody along with face, lip, and body movements, it is possible the beneficial effect of gesture is instead attributable to these other behaviors. We used a computer-generated animated pedagogical agent to control both verbal and non-verbal behavior. Children viewed lessons on mathematical equivalence in which an (...) avatar either gestured or did not gesture, while eye gaze, head position, and lip movements remained identical across gesture conditions. Children who observed the gesturing avatar learned more, and they solved problems more quickly. Moreover, those children who learned were more likely to transfer and generalize their knowledge. These findings provide converging evidence that gesture facilitates math learning, and they reveal the potential for using technology to study non-verbal behavior in controlled experiments. (shrink)

Volume 19, Issue 9, September 2019, Page 54-56.

The first full-scale history of cognitive science, this work addresses a central issue: What is the nature of knowledge?