One of the most beloved passages in the Zhuang-Zi text is a dialogue between Hui Zi and Zhuang Zi at the end of the “Qiu-shui” chapter. While this is one of many vignettes involving Hui Zi and Zhuang Zi in the text, this particular vignette has recently drawn attention in Chinese and comparative philosophy circles. The most basic question concerning these studies is whether or not the passage represents a substantial philosophical dispute, or instead idle chitchat between two friends. (...) This vignette has not only received much attention as of late, but commentators from at least Guo Xiang onward have taken the conversation as substantial rather than merely charming. Of the traditional readings that take the passage as substantial, there are two main strategies for taking Zhuang Zi as “winning” a substantial dispute: One that argues Zhuang Zi is undermining Hui Zi’s position without offering a positive position, and another that argues that Zhuang Zi is undermining Hui Zi’s position by offering a positive position. Guo Xiang’s “official commentary” is paradigmatic of the first “negative” strategy, while Wang Fuzhi’s reading is paradigmatic of the second “positive” strategy. The goal in the present article is to present these two strategies for reading the passage by translating and analyzing Guo’s and Wang’s annotations, thereby showing how the passage might be and has been taken as more than frivolous chitchat. (shrink)

Vignette research is a phenomenological approach that attempts to access the experiential basis of knowledge by examining lifeworlds in educational or social contexts, going ‘to the things themselves’ (Husserl). The vignette methodology enables researchers to capture their own experiences with the experiences of others as they occur in the field by adopting a stance of ‘co-experiential experience’. The vignette aims to provide a depiction of pedagogical events as close as possible to lived experience. The focus is on (...) experiential circumstances that affect researchers in the field. A vignette, as a linguistically condensed text, presents a short, concise narrative in which something surprising, special, or peculiar emerges. The final vignette is subjected to phenomenological analysis, a process known as ‘vignette reading’, wherein processes of categorisation or operationalisation are set aside, and the vignette is approached by the reader without drawing conclusions from the experience. (shrink)

Proper names—expressions such as “Barack Obama” or “New York”—play a crucial role in the philosophical debate on reference, that is, the relation that allows words to stand for entities of the world. In an elicited production test, Devitt and Porot prompt participants to use proper names to compare the Descriptivist Theory and the Causal‐Historical Theory on proper names’ reference. According to the Descriptivist Theory, names refer to the entity that fulfills the description that speakers associate with them. In contrast, the (...) Causal‐Historical Theory holds that names refer to the entity at the origin of the causal‐historical chain of uses, regardless of any description. Devitt and Porot consider a criticism of their work, which they call “New‐Meaning objection”: upon reading the vignette, the participant gains access to some facts unknown to the people within the fictional scenario. As a consequence, the descriptivist participant may undertake the elicited production test by relying upon a new meaning that is in force within a linguistic community “in the know.” In that case, the Descriptivist Theory predicts the same name usage as the Causal‐Historical Theory. While Devitt and Porot address the objection also with a follow‐up experiment, they consider the criticism theoretically flawed, arguing that names do not change meaning any time speakers acquire new information about the world. In this article, I argue that, contrary to Devitt and Porot's claim, their vignette inclines the descriptivist participant to assume that the name has acquired a new meaning. (shrink)

_From Illiteracy to Literature_ presents innovative material based on research with ‘non-reading’ children and re-examines the complex relationship between psychoanalysis and literature, through the lens of the psychical significance of reading: the forgotten adventure of our coming to reading. Anne-Marie Picard draws on two specific fields of interest: firstly the wish to understand the nature of literariness or the "literary effect", i.e. the pleasures we derive from reading; secondly research on reading pathologies carried out at (...) St Anne’s Hospital, Paris. The author uses clinical observations of non-reading children to answer literary questions about the reading experience, using psychoanalytic theory as a conceptual framework. The notion that reading difficulties or phobias should be seen as a symptom in the psychoanalytic sense, allows Picard to shed light on both clinical vignettes taken from children’s case histories and reading scenes from literary texts. Children experiencing difficulties in learning to read highlight the imaginary stakes of the confrontation with the arbitrary nature of the letter and the "price to pay" for one’s entrance into the Symbolic. Picard applies the lesson "taught" by these children to a series of key literary texts featuring, at their very core, this confrontation with the signifier, with the written code itself.. This book argues that there is something in literature that drives us back, again and again, to the loss we have suffered as human beings, to what we had to undergo to become human: our subjection to the common place of language. Picard shows complex Lacanian concepts "at work" in the field of reading pathologies, emphasizing close reading and a clinical attention to the "letter" of the texts, far from the "psychobiographical" attempts at psychologizing literary authors. _From Illiteracy to Literature_ presents a novel psychodynamic approach that will be of great interest to psychotherapists and language pathologists, appealing to literary scholars and those interested in the process of reading and "literariness.". (shrink)

This article thinks the place of the body, agency and movement in politics through the body of the asylum-seeker. Asylum-seekers do not have ample space to politically voice their experiences, but their bodies and ways of taking agency are fluid. The Agambenian idea of exceptional space and bare life privileges the power of the sovereign, leaving little space for agency for its subjects. It leads to an impasse, as it offers no viable option of thinking the possibilities of opposing sovereign (...) rule. We have resorted to Jean-Luc Nancy’s philosophy in order to read to the contrary: to sketch the potential of the body to move beyond the reach of sovereign power and to communicate itself and its relations to others. The untenability of the sovereign subject pointed to by Nancy’s ontology of bodies allows seeing the asylum-seeker’s body as expressive and moving body that reorganizes its relations to others and turns it to an active agent from which events of the body politic emerge. With its focus on crisscrossing movement of the body and between bodies, the notion of choreography assists us in envisioning that the space for political agency and community do not pre-exist, but are articulated through bodies’ movements. We argue that either purely textual analysis or focus on administrative rationality is bound to leave possible expressions of political agency aside, and thus to ignore the challenge the bodily choreographies of asylum-seekers pose to political theory. We illustrate our argument with vignettes from Fernand Melgar’s 2008 documentary film The Fortress. (shrink)

Go beyond reading about early learning theories and see what they look like in action in modern programs and teacher practices. With classroom vignettes and colorful photographs, this book makes the works of Jean Piaget, Erik Erikson, Lev Vygotsky, Abraham Maslow, John Dewey, Howard Gardner, and Louise Derman-Sparks visible, accessible, and easier to understand. Each theory is defined-through engaging stories and rich visuals-in relation to cognitive, social-emotional, and physical developmental domains. Use this book to build a stronger comprehension of (...) the foundations of early learning theories and become more reflective and intentional in your work with young children. (shrink)

In Alice Walker’s vignette “The Flowers,” a young black girl’s walk in the woods is interrupted when she treads “smack” into the skull of a lynched man. As her name predicates, Myop’s age and innocence obstruct her from seeing deeply into the full implications of the scene, while the more worldly reader is jarred and confronted with a whole history of racial violence and slavery. The skeleton, its teeth cracked and broken, is a temporal irruption, a Gothic “smack” that (...) shatters the transience of the pastoral scene with the intrusion of a deeper past from which dead matter/material de-composes the story’s present with the violent matter/issue of racism. Walker’s story is representative of an important trope in fiction, where the pastoral dead speak through the details of their remains, and the temporal fabric of text is disrupted by the very substance of death. Against the backdrops of Terry Gifford’s post-pastoral and Fred Botting’s Gothic understanding of the literary corpse as “negative[ly] sublime,” this essay explores the fictional dead as matter unfettered by genre, consistently signifying beyond their own inanimate silences, revealing suppressed and unpalatable themes of racial and sexual violence, child abuse and cannibalistic consumerism. Along with Walker’s story, this study considers these ideas through new readings of Stephen King’s novella The Body, Raymond Carver’s story “So Much Water So Close to Home,” and The Road by Cormac McCarthy. While these writers may form an unlikely grouping in terms of style, each uses pastoral remains as significant material, deploying the dead as Gothic entities that force the reader to confront America’s darkest social and historical matters. (shrink)

The widespread use of stimulants among healthy individuals to improve cognition has received growing attention; however, public attitudes toward this practice are not well understood. We determined the effect of framing metaphors and context of use on public opinion toward cognitive enhancement. We recruited 3,727 participants from the United States to complete three surveys using Amazon’s Mechanical Turk between April and July 2017. Participants read vignettes describing an individual using cognitive enhancement, varying framing metaphors (fuel versus steroid), and context of (...) use (athletes versus students versus employees). The main outcome measure was the difference in respondent-assigned level of acceptability of the use of cognitive enhancement by others and by themselves between the contrasting vignettes. Participants were more likely to support the use of cognitive enhancement by others than by themselves and more when the use of enhancement by others was framed with a fuel metaphor than with a steroid metaphor. Metaphoric framing did not affect participants’ attitudes toward their own use. Participants supported the use of enhancement by employees more than by students or athletes. These results are discussed in relation to existing ethical and policy literature. (shrink)

Peer reporting is a specific form of whistelblowing in which an individual discloses the wrongdoing of a peer. Previous studies have examined situational variables thought to influence a person's decision to report the wrongdoing of a peer. The present study looked at peer reporting from the individual level. Five hypotheses were developed concerning the relationships between (1) religiosity and ethical ideology, (2) ethical ideology and ethical judgments about peer reporting, and (3) ethical judgments and intentions to report peer wrongdoing.Subjects read (...) a vignette concerning academic cheating, and were asked to respond to a question-naire concerning the vignette. Data were analyzed using structural equation methodology. (shrink)

In this paper, we report on the development and validity of the Professional Decision-Making in Research measure, a vignette-based test that examines decision-making strategies used by investigators when confronted with challenging situations in the context of empirical research. The PDR was administered online with a battery of validity measures to a group of NIH-funded researchers and research trainees who were diverse in terms of age, years of experience, types of research, and race. The PDR demonstrated adequate reliability and parallel (...) form correlation. As hypothesized, the PDR was significantly negatively correlated with narcissism, cynicism, moral disengagement, and compliance disengagement; it was not correlated with socially desirable responding. In regression analysis, the strongest predictors of higher PDR scores were low compliance disengagement, speaking English as a native language, conducting clinical research with human subjects, and low levels of narcissism. Given that the PDR was written at an eighth grade reading level to be suitable for use with English as a second language participants and that only one-fourth of items focused on clinical research, further research into the possible roles of culture and research ethics training across specialties is warranted. This initial validity study demonstrates the potential usefulness of the PDR as an educational outcome assessment measure and a research instrument for studies on professionalism and integrity in research. (shrink)

Some people claim that evolution is "just a theory". Do you know what a scientific theory really is? Just a theory is an overview of the modern concepts of science. A clear understanding of the nature of science will enable you to distinguish science from pseudoscience (which illegitimately wraps itself in the mantle of science), and real social issues in science from the caricatures portrayed in postmodernist critiques. Prof. Ben-Ari's style is light (even humorous) and easy to read, bringing the (...) latest concepts of science to the general reader. Of particular interest is his analysis of the terminology of science (fact, law, proof, theory) in relation to the colloquial meaning of these terms. Between chapters are biographical vignettes of scientists — both familiar and unfamiliar — showing their common commitment to the enterprise of science, together with a diversity of backgrounds and personalities. This accessible, informative, and comprehensive work will give lay readers a good grasp of real science. (shrink)

Is the basis of criminality an act that causes harm, or an act undertaken with the belief that one will cause harm? The present study takes a cognitive neuroscience approach to investigating how information about an agent’s beliefs and an action’s conse- quences contribute to moral judgment. We build on prior devel- opmental evidence showing that these factors contribute differ- entially to the young child’s moral judgments coupled with neurobiological evidence suggesting a role for the right tem- poroparietal junction (RTPJ) (...) in belief attribution. Participants read vignettes in a 2 2 design: protagonists produced either a negative or neutral outcome based on the belief that they were causing the negative outcome (‘‘negative’’ belief) or the neutral outcome (‘‘neutral’’ belief). The RTPJ showed significant activation above baseline for all four conditions but was modulated by an interaction between belief and outcome. Specifically, the RTPJ response was highest for cases of attempted harm, where protag- onists were condemned for actions that they believed would cause harm to others, even though the harm did not occur. The results not only suggest a general role for belief attribution during moral judgment, but also add detail to our understanding of the inter- action between these processes at both the neural and behavioral levels. (shrink)

Behaving consistently across situations is fundamental to a person’s authenticity in Western societies. This can pose a problem for biculturals who often frame switch, or adapt their behavior across cultural contexts, as a way of maintaining fit with each of their cultures. In particular, the behavioral inconsistency entailed in frame switching may undermine biculturals’ sense of authenticity, as well as Westerners’ impressions of biculturals’ authenticity. Study 1 had a diverse sample of biculturals (N = 127) living in the US and (...) Canada describe an episode of frame switching (vs. no switching control vs. neutral control) and report on their state authenticity during the episode. Results showed that biculturals recalled feeling less authentic during an instance of frame switching compared to no switching control and neutral control. Study 2 had mainstream Canadians (White and of American, Canadian, or Western European cultural heritage, N = 97) read a hypothetical vignette, from a third-person perspective, about a bicultural who frame switches (vs. no switching control vs. neutral control) and provide their impressions of the bicultural’s authenticity and multiple other desirable traits. Participants rated the bicultural as less authentic when he frame switched compared to no switching control and neutral control, and rated him as less likeable, trustworthy, and warm (but not competent) as downstream consequences of seeing him as less authentic. These results demonstrate that frame switching can come at a cost to authenticity, both in terms of how biculturals see themselves and are seen by others, at least in Western societies. These findings highlight that the way biculturals negotiate their cultures affects them psychologically and socially. In the context of cultural fit, the active process of establishing and maintaining fit with one’s cultures can have unforeseen consequences. (shrink)

This paper is concerned with some limitations of the vignette methodology used in contemporary appraisal research and their implications for appraisal theory. We focus on two recent studies in which emotional manipulations were achieved using textual materials, and criticise the investigators' apparent implicit assumption that participation in everyday social reality is somehow comparable to reading a story. We take issue with three related aspects of this cognitive analogy between life and its narrative representation, by arguing that emotional reactions (...) in real life are not necessarily mediated by symbolic processes, that people are involved participants of real life rather than neutral observers, and that in real life people's evaluations and emotions are typically part of an ongoing dialogue rather than the expression of a soliloquy. Results from these studies of emotional vignettes therefore tend to overestimate the importance of constructive, abstract, and individualistic processes in the everyday causation of social emotions. In real life, people do not necessarily have to calculate, transform, or internally represent the meaning of the dynamic situation in order to make emotional sense of what is happening to them in the social world. (shrink)

The twentieth century has been described as the time of man’s discovery of himself; few have contributed more to this cause than Erik Erikson. _The Clinical Erik Erikson: A psychoanalytic method of engagement and activation_ highlights Erikson’s transforming contributions to the field of psychoanalysis and honors his legacy by providing unpublished clinical case illustrations of his actual psychotherapeutic work. The publication of case material—simple memorable fragments and clinical vignettes— brings the reader into Erikson’s consultation room, providing a portrait of his (...) clinical technique and demonstrating how he actually worked. Stephen Schlein, an authority on Erikson, presents an illuminating account of Erikson’s pioneering work through an exhaustive search of his early monographs on child psychoanalysis, clinical writings, psychotherapeutic case studies, and participation at case conferences at The Austen Riggs Center. Erikson’s writings reveal a psychoanalytic method of extraordinary richness that emphasizes essential ingredients of an interpersonal-relational clinical method and articulates interactional dimensions that have restorative potential. His vision focuses on the relationship, its powerful affects, and a belief that human beings have a potent capacity for real change. This book will be essential reading for psychoanalysts and psychoanalytic psychotherapists. (shrink)

This essay analyzes the subtle theology of laughter that is scattered across Augustine’s Confessiones (conf.). First, I draw on Sarah Byers’s work in order to argue that Augustine adopts and adapts Stoic moral psychology as a means of sorting the laugh into two moral kinds—as evidence of either good joy or bad joy. In turn, these two kinds provide the loose structure for the double theological taxonomy of merciless and merciful laughter that conf. develops. Next, I treat laughter of each (...) sort via exegesis of several textual vignettes. Close readings of key passages show that both merciless and merciful laughter evince distinctive features across Augustine’s conf. This also reveals exactly how Augustine embeds laughter’s double taxonomy in order to confect his own salvation narrative. Thus, on the reading offered here, laughter proves central to the salvation history that Augustine’s conf. weaves. We learn a good deal about Augustine’s story and his theology by attending to the subject, object, and character of laughter that may be found in his conf. (shrink)

In their widely cited article, Swain et al. report data that, purportedly, demonstrates instability of folk epistemic intuitions regarding the famous Truetemp case authored by Keith Lehrer. What they found is a typical example of priming, where presenting one stimulus before presenting another stimulus affects the way the latter is perceived or evaluated. In their experiment, laypersons were less likely to attribute knowledge in the Truetemp case when they first read a scenario describing a clear case of knowledge, and more (...) likely to ascribe knowledge when they first read a vignette describing a clear case of nonknowledge. We tried to replicate Swain et al. findings in three experiments: one devised in Polish, and the other two conducted in English. We found no priming effect for knowledge ratings regarding the Truetemp case – laypersons were similarly likely to attribute knowledge in all three investigated conditions. These three failed replication attempts are not decisive as to whether the priming effect in question occurs, nevertheless, the collected data puts Swain et al. conclusions about instability of epistemic intuitions in jeopardy. (shrink)

Though the impetus for psychoanalytic and group analytic in-patient psychotherapy largely came from Britain, it is in Germany that this work has been supported, developed and researched to a greater extent than elsewhere. In _Psychoanalytic Therapy in the Hospital Setting_ Paul Janssen describes the different models which have been tried and evaluated and explains his own integrative model in detail, illustrating it with vivid clinical vignettes. The author also shows that in-patient groups are particularly effective in the treatment of severe (...) personality disorders, borderline conditions and psychosomatic illness. Not previously available in the English language, this book will be invaluable reading to psychiatrists, psychotherapists, nurses, social workers and anyone working in health care. (shrink)

To gain insight into the reasons that the public may have for endorsing or eschewing pharmacological moral enhancement for themselves or for others, we used empirical tools to explore public attitudes towards these issues. Participants from the United States were recruited via Amazon’s Mechanical Turk and were randomly assigned to read one of several contrastive vignettes in which a 13-year-old child is described as bullying another student in school and then is offered an empathy-enhancing program. The empathy-enhancing program is described (...) as either involving taking a pill or playing a video game on a daily basis for four weeks. In addition, participants were asked to imagine either their own child bullying another student at school, or their own child being bullied by another student. This resulted in a 2 × 2 between-subjects design. In an escalating series of morally challenging questions, we asked participants to rate their overall support for the program; whether they would support requiring participation; whether they would support requiring participation of children who are at higher risk to become bullies in the future; whether they would support requiring participation of all children or even the entire population; and whether they would be willing to participate in the program themselves. We found that people were significantly more troubled by pharmacological as opposed to non-pharmacological moral enhancement interventions. The results indicate that members of the public for the greater part oppose pharmacological moral bioenhancement, yet are open to non-biomedical means to attain moral enhancement. [248 words]. (shrink)

The present study examined nonprofessionals' perceptions of culturally based and noncultural ethical violations. One hundred seventy-four undergraduates students read 12 vignettes depicting situations in which a clinician committed either a culturally based violation (e.g., sexist or ageist behavior) or a noncultural violation (e.g., breeching confidentiality or multiple relationship). Results indicated that participants were more likely to have unfavorable views of clinicians who had committed culturally based violations. In addition, results suggested that participants would be more likely to report a clinician (...) who had committed a culturally based violation to a supervisor or ethics board. (shrink)

ABSTRACT:Corporate social responsibility has been hailed as a new means to address gender inequality, particularly by facilitating women’s empowerment. Women are frequently and forcefully positioned as saviours of economies or communities and proponents of sustainability. Using vignettes drawn from a CSR women’s empowerment programme in Ghana, this conceptual article explores unexpected programme outcomes enacted by women managers and farmers. It is argued that a feminist Foucauldian reading of power as relational and productive can help explain this since those involved (...) are engaged in ongoing processes of resistance and self-making. This raises questions about the assumptions made about women and what is it that such CSR programmes aim to empower them ‘from’ or ‘to.’ Empowerment, when viewed as an ethic of care for the self, is better understood as a self-directed process, rather than a corporate-led strategy. This has implications for how we can imagine the achievement of gender equality through CSR. (shrink)

One of the characteristic features of Sartre’s philosophical writing, especially in Being and Nothingness, is his use of extended narrative vignettes that immediately resound with the reader’s own experience yet are intended to illustrate, perhaps also to support, complex and controversial claims about the structures of conscious experience and the shape of the human condition. Among the best known are his description of Parisian café waiters, who somehow contrive to caricature themselves, and his analysis of feeling shame upon being caught (...) spying through a keyhole. Commentators disgaree over what these two examples are intended to convey and how they relate to one another. My aim here is to defend and enrich the interpretation of these vignettes and their associated theories that I offer in my book, The Existentialism of Jean-Paul Sartre. On this reading, the waiter should be understood, as he usually is, as as an example of bad faith, but this discussion of bad faith is much more significant than has generally been recognised. We should read the later discussion of shame and interpersonal relations within this framework of bad faith. Sartre describes two aspects of shame: the revelation of the existence of what Sartre calls ‘the Other’, a perspective on the world other than my own; and the ascription to another person of a particular kind of attitude towards me. This second aspect presupposes the first, but is not essential to shame. It is simply the way we experience other people within the project of bad faith. (shrink)

In this text Hasse presents a new, inclusive, posthuman learning theory, designed to keep up with the transformations of human learning resulting from new technological experiences, as well as considering the expanding role of cyborg devices and robots in learning. This ground-breaking book draws on research from across psychology, education, and anthropology to present a truly interdisciplinary examination of the relationship between technology, learning and humanity. Posthumanism questions the self-evident status of human beings by exploring how technology is changing what (...) can be categorised as "human". In this book, the author applies a posthumanist lens to traditional learning theory, challenging conventional understanding of what a human learner is, and considering how technological advances are changing how we think about this question. Throughout the book Hasse uses vignettes of her own research and that of other prominent academics to exemplify what technology can tell us about how we learn and how this can be observed in real-life settings. Posthumanist Learning is essential reading for students and researchers of posthumanism and learning theory from a variety of backgrounds, including psychology, education, anthropology, robotics and philosophy. (shrink)

Teachers’ responses to bullying incidents are key in bullying intervention at school. Scholars have suggested that teacher responses can predict student cognitions that are associated with their bullying behaviors. However, little is known about whether and how teacher responses affect these cognitions. Therefore, the current study investigated the effects of four immediate teacher responses on four bullying-related student cognitions, using an experimental vignette design. Additionally, it was examined whether students’ own participant role behaviors in actual bullying moderated these effects. (...) The investigated teacher responses were non-response, comforting the victim, correcting the bully, and a combination of comforting the victim and correcting the bully. The investigated student cognitions were perceived teacher attitudes toward bullying, perceived teacher moral disengagement regarding bullying, student willingness to report bullying to the teacher and student expectations regarding bullying participant role behaviors in the classroom. Fourth-to-sixth grade students read a vignette describing a hypothetical teacher’s response to a same bullying incident, following random assignment to one of eight conditions. Afterward, students completed questionnaires about their social cognitions and manipulation checks. ANOVA demonstrated that students perceived stronger teacher anti-bullying attitudes and less teacher moral disengagement when the hypothetical teacher displayed an active response. These effects were even stronger when the teacher corrected the bully compared to when only the victim was comforted. Further, students were more willing to report bullying when the teacher corrected the bully than when the teacher only comforted the victim. Finally, students expected less pro-bullying behaviors, more defending and less victimization in the vignette’s classroom following active teacher response compared to non-response. The effects of teacher responses on student cognitions were not moderated by students’ own participant roles in bullying. Taken together, these findings emphasize the importance of active teacher responses to bullying, and especially, responses that clearly show that bullying is not tolerated. Teachers are encouraged to be aware that students can deduce beliefs from teacher responses which can, in turn, affect bullying processes in the classroom. (shrink)

Two self-report experiments examined how religiosity affects attributions made for the outcome of a tornado. Undergraduate students and online adults read a fictional vignette about a tornado that hits a small town in the United States. The townspeople met at church and prayed or prepared emergency shelters for three days before the tornado; either no one died or over 200 people died from the tornado. Participants made attributions of cause to God, prayer, faith, and worship. In both studies, individuals (...) identifying as Christian made more attributions to God, prayer, faith, and worship, but only when no one died; when townspeople died, Christian participants made fewer attributions to God, prayer, faith, and worship. Individuals identifying as agnostic or atheist did not show this bias. Directions for future research in terms of implicit religious beliefs and normative evaluations of religion are discussed. (shrink)

Existing evidence suggests that children from around the age of 8 years strategically alter their public image in accordance with known values and preferences of peers, through the self-descriptive information they convey. However, an important but neglected aspect of this 'self-presentation' is the medium through which such information is communicated: the voice itself. The present study explored peer audience effects on children's vocal productions. Fifty-six children (26 females, aged 8-10 years) were presented with vignettes where a fictional child, matched to (...) the participant's age and sex, is trying to make friends with a group of same-sex peers with stereotypically masculine or feminine interests (rugby and ballet, respectively). Participants were asked to impersonate the child in that situation and, as the child, to read out loud masculine, feminine and gender-neutral self-descriptive statements to these hypothetical audiences. They also had to decide which of those self-descriptive statements would be most helpful for making friends. In line with previous research, boys and girls preferentially selected masculine or feminine self-descriptive statements depending on the audience interests. Crucially, acoustic analyses of fundamental frequency and formant frequency spacing revealed that children also spontaneously altered their vocal productions: they feminized their voices when speaking to members of the ballet club, while they masculinized their voices when speaking to members of the rugby club. Both sexes also feminized their voices when uttering feminine sentences, compared to when uttering masculine and gender-neutral sentences. Implications for the hitherto neglected role of acoustic qualities of children's vocal behaviour in peer interactions are discussed. This article is part of the theme issue 'Voice modulation: from origin and mechanism to social impact (Part II)'. (shrink)

Motivation is a concept more frequently found in venues concerned with educational psychology than in ones concerned with educational philosophy. Under the influence of psychology, and its typically dualistic way of making sense of the world, motivation in education has tended to be viewed in dichotomous terms, for example, as intrinsic or extrinsic in character. Such psychology-derived theories of educational motivation operate within a dichotomous ontology, traceable to structuralist notions of agency versus (rather than within) structure, while exemplifying the tendency (...) in psychology that philosopher R. S. Peters identified over half a century ago, of seeking to provide totalizing, comprehensive theories of human behaviour in emulation of the achievements of the natural sciences. This article offers an alternative reading of motivation in terms of Foucauldian ethical self-formation that attempts to recognize motivation as arising from the individuals? socially situated and constrained agency, and that focuses on how individuals pursue learning as a way of creating a particular desired version of the self. We illustrate this approach through a vignette of Wolfgang, a Hong Kong learner of German as a third language. Although we are certainly not seeking to supplant other approaches to theorizing motivation, we believe that the approach we elaborate here contributes significantly to the repertoire of motivational research in education. (shrink)

The ambiguity regarding whether a given intervention is perceived as enhancement or as therapy might contribute to the angst that the public expresses with respect to endorsement of enhancement. We set out to develop empirical data that explored this. We used Amazon Mechanical Turk to recruit participants from Canada and the United States. Each individual was randomly assigned to read one vignette describing the use of a pill to enhance one of 12 cognitive, affective or social domains. The vignettes (...) described a situation in which an individual was using a pill to enhance the relevant domain under one of two possible enhancement conditions, one perceived as enhancing above the norm, what most people recognize as a clear case of enhancement, whereas the other perceived as enhancing towards the norm, with the individual using the enhancement having a modest, but subclinical deficit. Participants were asked how comfortable they were with the individual using the enhancement and about the impact the enhancement might have had in the individuals’ success in life. We found that irrespective of the domain to be enhanced, participants felt significantly more comfortable with ETN than with EAN, and they regarded the enhancement intervention as contributing to greater success in life with ETN rather than EAN. These data demonstrate that the therapy enhancement distinction is morally salient to the public, and that this distinction contributes to the angst that people feel when considering the propriety of CAS enhancement. (shrink)

The debate over the propriety of cognitive enhancement evokes both enthusiasm and worry. To gain further insight into the reasons that people may have for endorsing or eschewing pharmacological enhancement, we used empirical tools to explore public attitudes towards PE of twelve cognitive, affective, and social domains. Participants from Canada and the United States were recruited using Mechanical Turk and were randomly assigned to read one vignette that described an individual who uses a pill to enhance a single domain. (...) After reading the vignette, participants were asked how comfortable they were with the individual using the enhancement. People were significantly more comfortable when they read about enhancement of certain CAS domains than others. We found a modest negative correlation between comfort level and the degree to which the PE was perceived as changing core features of the person. We also found a modest correlation between comfort level and the degree to which the PE was perceived as improving success in life. Finally, using a sequential mixed method technique, we found that participants who felt uncomfortable about PE use overwhelmingly focused on a lack of need and, to a lesser degree, expressed concerns about safety; those who felt comfortable about PE use most frequently mentioned the safety of the pill and its ability to provide a positive outcome. The data provide novel insights into public enthusiasms and concerns over the use of PE. (shrink)

In a series of poignant vignettes, a preeminent historian makes a compelling case for Machiavelli as an unjustly maligned figure with valuable political insights that resonate as strongly today as they did in his time. Whenever a tempestuous period in history begins, Machiavelli is summoned, because he is known as one for philosophizing in dark times. In fact, since his death in 1527, we have never ceased to read him to pull ourselves out of torpors. But what do we really (...) know about this man apart from the term invented by his detractors to refer to that political evil, Machiavellianism? It was Machiavelli's luck to be disappointed by every statesman he encountered throughout his life--that was why he had to write The Prince. If the book endeavors to dissociate political action from common morality, the question still remains today, not why, but for whom Machiavelli wrote. For princes, or for those who want to resist them? Is the art of governing to take power or to keep it? And what is "the people?" Can they govern themselves? Beyond cynical advice for the powerful, Machiavelli meditates profoundly on the idea of popular sovereignty, because the people know best who oppresses them. With verve and a delightful erudition, Patrick Boucheron sheds light on the life and works of this unclassifiable visionary, illustrating how we can continue to use him as a guide in times of crisis. (shrink)

This timely collection asks the reader to consider how society's modern notion of humans as rational, isolated individuals has contributed to psychological and social problems and oppressive power structures. Experts from a range of disciplines offer a complex understanding of how humans are shaped by history, tradition, and institutions. Drawing upon the work of Lacan, Fanon, and Foucault, this text examines cultural memory, modern ideas of race and gender, the roles of symbolism and mythology, and neoliberalism's impact on psychology. Through (...) clinical vignettes and suggested applications, it demonstrates significant alternatives to the isolated individualism of Western philosophy and psychology. This interdisciplinary volume is essential reading for clinicians and anyone looking to augment their understanding of how human beings are shaped by the societies they inhabit. (shrink)

These meditations, which begin with Stephan Schwartz and Mark Schroll's contested and contesting histories of the lineage and founding of the Society for the Anthropology of Consciousness (below), contribute to the imagining of what Bethe Hagens calls "the relatively new interdisciplinary field of anthropology of consciousness.” Ethnographic vignettes from fieldwork of anthropologists, as well as fieldwork of students studying that fieldwork, highlight the paradox of anthropology's secularism and invite the reader, through the reading and writing of the text itself, (...) to participate in the practices of consciousness described. Using Schwartz's metaphor of "boulders in the stream,” these practices, and the modes of consciousness they invoke, serve as boulders that readers must swim around, or hop from, secularist anthropology through cyborg anthropology to an anthropology of consciousness itself. (shrink)

ABSTRACTThe recognition of emotional facial expressions is often subject to contextual influence, particularly when the face and the context convey similar emotions. We investigated whether spontaneous, incidental affective theory of mind inferences made while reading vignettes describing social situations would produce context effects on the identification of same-valenced emotions as well as differently-valenced emotions conveyed by subsequently presented faces. Crucially, we found an effect of context on reaction times in both experiments while, in line with previous work, we found (...) evidence for a context effect on accuracy only in Experiment 1. This demonstrates that affective theory of mind inferences made at the pragmatic level of a text can automatically, contextually influence the perceptual processing of emotional facial expressions in a separate task even when those emotions are of a distinctive valence. Thus, our novel findings suggest that language acts as a contex... (shrink)

Abstract:This article contextualizes the thought of the Zhuangzi 莊子 via the Classic of Poetry (Shijing 詩經), the most canonical textual tradition from the Warring States (fifth century to 221 b.c.e.) into the early imperial period. First, it reads the fantastical vignettes from the opening of chapter 1 "Free-and-Easy Wandering" (Xiaoyao you 逍遙遊), as parodies of Shi poetics. Second, it argues that the themes of "wandering" (you 遊) and "lodging" (yu 寓) stand as critical alternatives to the Shi preoccupation with homeward, (...) ruler-centric movements. Such connections open up new ways of understanding the development of Zhuangzian thought. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 187-189 [Access article in PDF] Blue Jean Buddha: Voices Of Young Buddhists. Edited by Sumi Loundon. Foreword by Jack Kornfield. Boston: Wisdom Publications, 2001. xxi + 234 pp. Blue Jean Buddha is not the name of one of this year's short-lived pop sit-coms nor is it a trendy apparel statement. You will not find low-rise, hip-hugging jeans and navel-studded co-eds in this collection of lively (...) and articulate essays by young American Buddhists in their late twenties and early thirties. (But then again you might have found them if today's teen Buddhists were represented!) Blue Jean Buddha is highly readable and mind-opening to those unfamiliar with the growth of Buddhist communities and practitioner networks in North America as well as for text and church-bound academicians of Buddhist-Christian discourse.Blue Jean Buddha:Voices of Young Buddhists is a medley of twenty-nine upbeat and down-home personal testimonies of mostly Westerners who were raised as Buddhists in the United States or who converted early on in life. The book is divided into four parts: Lessons, Life Stories, Livelihood, and Reflections. Refreshingly immediate introductory pages (really a series of questions!) and the concluding Reflections are offered by editor Sumi Loundon, an artist and graduate of Harvard Divinity School and former chair of the Harvard Buddhist Community. Sumi herself was born into a small Zen community in rural New Hampshire, practiced vipassana for years and is now committed to the Buddhist traditions of Korea, where I first met her at a temple in Seoul. She is planning to come out with a second volume of essays by more representatives of America's fertile Buddhist garden in 2004.The essays in Blue Jean Buddha are a cornucopia of commentary and questions about the reception of Buddhism in the West, the spiritual odysseys of exceptional young seekers, and thoughtful ruminations on the transformative effects of dharma practice for personal and social change. These are the voices of American Buddhism at its grassroots, in the lives of young Buddhists as they are actually living it. One contributor, Elijah, age twenty-eight, was recognized as a tulku by the Dalai Lama when he was eight; another voice is Hanuman, twenty-four, a musician and proud "Bu-Hin-Chris-Jew" whose senior performance was called "The Mind Is a Belligerent Puppy—Easy to Train, Difficult to Discipline." Yet another contributor is Liane, a Japanese American Jodo Shinshu follower, thirty-three, whose faith was tested after she became paralyzed from the neck down in an automobile accident when she was twenty.Blue Jean Buddha is one of those versatile books you can recommend to almost anyone you meet to introduce them to the living practice of Buddhism in contemporary America. The personal vignettes are short, compelling, and easy to read on a plane, on a bus, or at your bedside. College students at all levels will enjoy it because of the open spirit with which it is presented. It asks many leading questions about [End Page 187] Buddhism and the nature of spiritual life in general. Readers will be happily surprised, remarking, "Hey! I was there, too! That's what I was thinking!" You can read and reread it many times and still get some new personal insight out of it. I certainly did, assisting my wife, Jinsuk Lim, preparing a Korean translation of the book. A best-seller among Eastern spiritual titles distributed by Amazon.com and Shambhala, the Korean version sold very well in Buddhist and more intellectually progressive circles. Those conversant with Buddhist studies in general as well as meditation and transpersonal psychology will recognize a few familiar surnames; candid and compassionate offspring of illustrious parents have contributed to Blue Jean Buddha. I will leave it to SBCS members in the know to seek out and identify them!As for the interface of Buddhist and Christian beliefs and interfaith practice of concern to our seasoned readers, let us allow editor Sumi Loundon to offer her musings from her own youthful experience: The essays in this book... (shrink)

This research examined the influence of social-, genetic-, and brain-based explanations on attributions of others’ behaviors. Participants were university students in Studies 1, 2, and 3. Participants read a vignette about an individual who possessed several undesirable behaviors and answered related questions. The first two studies had within-subjects designs. Participants in Study 1 were provided with social-, genetic-, and brain-based explanations for the individual’s behavior. The order of the genetic- and brain-based explanations was reversed in Study 2. Study 3 (...) used the same materials, but had a between-subjects design where participants were assigned to one of three groups that differed in their explanation: social, genetic, or brain. Participants also completed measures of social desirability and free will beliefs in all three studies. Consistently, biological explanations had more influence than social explanations on ratings of others’ responsibility, capacity for change, and sentencing considerations. There was inconsistent evidence across the three studies, however, that brain-based explanations had more influence than genetic-based explanations. Interestingly, Free will scores were associated with aspects of the individual’s behavior in the social condition but not in the biological conditions. Additional social cognition research is needed to determine whether brain-based explanations are just one specific instantiation of biological explanations or whether they are unique in this regard when it comes to the attributions we make about others’ behaviors. (shrink)

Although authorship policies exist, researchers understand little about their impact on perceptions of authorship scenarios. Graduate students (N = 277) at a large university read 1 of 3 vignettes about a graduate student-faculty collaboration. One half of the surveys included the American Psychological Association's statement on authorship. Participants rated (a) the ethics of the professor as first author and (b) the likelihood of a dissatisfied student reporting the authorship result, as well as the effectiveness and negative consequences of reporting. Work (...) arrangements on the project had a consistent main effect. Also, an authorship policy impacted women's ratings of first authorship when the student contributed the idea for a project. For men, a policy impacted only ratings of the likelihood of reporting when a professor was first author on a student's dissertation. Apart from sex, no other demographic variables on participants were predictive. Discussion focuses on the policy's potential for making only some specific issues salient. (shrink)

Peter Sloterdijk turns his keen eye to the history of western thought, conducting colorful readings of the lives and ideas of the world's most influential intellectuals. Featuring nineteen vignettes rich in personal characterizations and theoretical analysis, Sloterdijk's companionable volume casts the development of philosophical thinking not as a buildup of compelling books and arguments but as a lifelong, intimate struggle with intellectual and spiritual movements, filled with as many pitfalls and derailments as transcendent breakthroughs. Sloterdijk delves into the work and (...) times of Aristotle, Augustine, Bruno, Descartes, Foucault, Fichte, Hegel, Husserl, Kant, Kierkegaard, Leibniz, Marx, Nietzsche, Pascal, Plato, Sartre, Schelling, Schopenhauer, and Wittgenstein. He provocatively juxtaposes Plato against shamanism and Marx against Gnosticism, revealing both the vital external influences shaping these intellectuals' thought and the excitement and wonder generated by the application of their thinking in the real world. The philosophical "temperament" as conceived by Sloterdijk represents the uniquely creative encounter between the mind and a diverse array of cultures. It marks these philosophers' singular achievements and the special dynamic at play in philosophy as a whole. Creston Davis's introduction details Sloterdijk's own temperament, surveying the celebrated thinker's intellectual context, rhetorical style, and philosophical persona. (shrink)

In his later lectures, published as The Hermeneutics of the Subject, Michel Foucault surveys different modalities of obtaining ‘truth’ about one's self and the world: from Socrates to the Cynics, Stoics, Epicureans and early church writers. Genealogically tracing this opposition between knowing self and world, he occasionally invites phenomenological enquiry into how this epistemic couplet bears on education. Drawing on three vignettes familiar to educators, my investigation explores modes of discovering self and world through counselling, distributed governance in the classroom (...) and the arts of writing. In each case we confront a paradox of freedom, in that agency is needed, already, to liberate the self from the world. An exegetical task is to show how Foucault worked through this philosophical problem, of relevance to many situations in education, by re-reading Kant, Nietzsche and Heidegger. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Culturally Responsive Teaching in Music Education: From Understanding to Application by Vicky R. Lind and Constance L. McKoyEric ShiehVicky R. Lind and Constance L. McKoy, Culturally Responsive Teaching in Music Education: From Understanding to Application (New York, NY: Routledge, 2016).In the book’s penultimate chapter, titled “Community,” we encounter a teacher who agrees to a student’s request to start a mariachi band and gets “more than he bargained for.”1 (...) We hear from a teacher who seeks a greater understanding of the context for her Black students and finds herself the only White person in many of the community events she attends. We learn about a teacher who has her marching band, predominantly comprised of Latinx students, march in annual Korean and Black community parades in the city and why she does this. What to make of these stories—inspiring, provocative, suffused with honesty? I found myself restless to share these narratives with my own teaching colleagues, to ask not simply “What do you see happening here?” but also “Where would something like this take us?”What is notable about Vicky Lind and Constance McKoy’s achievement here is that they have given us a very full book and one that provides many different points of entry—stories and theories and activities and questions—through which to engage with ideas of culturally responsive teaching. In just under 150 [End Page 210] pages with index and references, the book encompasses four chapters that review various academic traditions connected to culturally responsive teaching, concludes with three chapters that relay narratives and vignettes from K-12 music teachers, and includes throughout lists of reflection questions and teaching strategies. The primary audience is pre-service and in-service K-12 music teachers. If a key requirement for culturally responsive teaching is continuous reflection over the impacts our pedagogies have on our students and ourselves as teachers, this book’s wide-ranging engagement is indeed a welcome one.What I offer here in terms of review, then, is first a consideration of the book’s various components and where they might lead us. Second, I bring its ideas of cultural responsiveness into dialogue with ideas more commonly found in anti-racist and social justice approaches to education—traditions the book does not directly engage with but which certainly have a place in conversations around it. This is a particularly relevant time, I suggest, to engage with questions of cultural responsiveness alongside perhaps more politically-minded approaches: this book will be read, I hope, by teachers grappling with our age of renewed and visible racial struggle, increased forced migration, and cultural insecurity.The first half of the book is explicitly dedicated to “understanding” culturally responsive teaching. Its chapters present a historical overview of its conceptual development, explicate the centrality of culture and cultural competence to teaching, and discuss the connection between music and identity in young people. The authors center their conceptualization of culturally responsive teaching around Geneva Gay’s framework, outlined in her Culturally Responsive Teaching, as “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them.”2 “Effective,” here, is understood broadly and includes academic competence, self-efficacy, social critique, and the freedom to be “ethnically expressive.”3In laying this foundation, the authors negotiate thoughtfully a number of tensions inherent in this work that are too often simplified in the classroom. They recognize, for example, the need to acknowledge culture as a category through which human experience is mediated, but also one that too easily gives way to stereotyping. When discussing issues of music and identity they remind readers that musical identities are multiple and suggest that musical identities might be viewed as both “bottom-up” and “top-down”—constructed through a variety of ongoing experiences as much as they are constituted by national or ethnic affiliation.4 They also do not shy from language such as “high expectations” and “academic competence” when discussing the need for comprehensive and supportive classrooms, despite the uneasiness with which these terms often sit in arts education and alongside purposes of engendering social critique... (shrink)

This essay unfolds within the wider theological project of an apophatic relationalism. The moral intention of political theology, in its progressive hope, takes refuge here in the apophatic folds of a Cusan cosmological mysticism that, in turn, lends depth to a polyvocal Whiteheadian theology. In this paper hope finds itself tangled in the question of religio-political peace, vis-à-vis a specific thousand-year loop of Western history. In the knotty present, this cosmopolitics—with an eye to each new wave of Islamophobia—lives with uncertainty (...) as to the realism of its pluralistically complicated peace-talk. Partners in the pilgrimage of this paper include (with Whitehead) certain political theorists who read him, especially William Connolly and Paulina Ochoa, along with William Cavanaugh, Enrique Dussel, and Eduourd Glissant, who do not. The aim will be to convert—at the level of symbolic resonance at least—what I call the crusader peace complex into the complex conviviality of peace. The pulses of this transdisciplinary exercise (an effort in self-education rather than specialization) will proceed through eight theopolitical vignettes. (shrink)

In Movies with Stanley Cavell in Mind, some of the scholars who have become essential for our understanding of Stanley Cavell's writing on film gather to use his landmark contributions to help us read new films-from Hollywood and elsewhere-films that exist beyond his immediate reach and reading. In extending the scope of Cavell's film-philosophy, we naturally find ourselves contending with it and amending it, as the case may be. Through a series of interpretive vignettes, our group effort situates, for (...) the expert and novitiate alike, how Cavell's writing on film can profitably enrich one's experience of cinema generally and also inform how we might continue the practice of serious philosophical criticism of specific films mindful of his sensibility. The resulting conversations between texts, traditions, disciplines, and generations creates propitious conditions for discovering what it means to watch movies with Stanley Cavell in mind. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Surrender Versus Control:How Best Not to DrinkMark D. Rego (bio)Keywordsaddiction, Alcoholics Anonymous, will, St. AugustineI recall as a teenager noticing that some people modified nouns in, what sounded to me, a peculiar way. A friend's mother who was taking an automotive repair course said, " We're going to learn to fix the brakes next week." The same folks would also use the possessive for common nouns in phrases like: (...) "I'll be ready after I take my shower." Although not incorrect, I believe this type of usage reflected a different attitude about brakes, showers, and other things. These tended to be more hands-on people and thus, in my understanding at least, had a more particular relationship with things in their world than others for whom objects were examples of types of things.This brief vignette serves as an introduction to my qualified enthusiasm for the project taken up by Allison Mitchell in her paper, "Taking Mentality Seriously: A Philosophical Inquiry into the Language of Addiction and Recovery" (Mitchell, 2006). Indeed, as a practicing psychiatrist I would be hard pressed not to endorse the use of language as a key to deeper aspects of experience.My following remarks are mostly contra Mitchell's hypothesis, but before beginning I name one more reason I think this project is worthwhile. In spite of much research and recitations of the motto "treatment works," we do not presently have a reliable treatment for addiction. The linguistic portrait painted by Mitchell allows us to view our treatments in vivo and reflect upon what we see. (For the purpose of this commentary, I consider alcoholism and Alcoholics Anonymous [AA] as a general example of addiction and treatment.)Medication treatment remains almost inconsequential except when applied for comorbid psychiatric disorders rather than the primary addiction. Even then it rarely serves to undo some form of self-medication, but instead only offers an important leg up in battling the addiction.Research and much experience has shown AA to be the single best treatment for alcoholism (Vaillant and Hiller-Sturmhofel 1996). Some investigators have proposed underlying mechanisms for its efficacy (some, like "creating dependency" run very counter to Mitchell) (Vaillant 2005). AA's success is highly dependent upon attendance (McCrady et al. 2004), which can of course be a marker for getting better in the first place and not solely a cause of improvement (i.e., people who are doing better attend more meetings not vice- versa). Even within AA, the dropout rate is quite high (Martin et al. 1996). Workers in this area [End Page 223] have raised questions about AA's approach and have proposed other avenues to sobriety, including interpersonal, cognitive–behavioral, and relapse prevention programs (Witkiewitz and Marlatt 2005, 2004; O'Dwyer 2006). Lamentably, some very large studies failed to show any effective ability to match up alcoholics with a particular treatment modality (Church 2004; Read 2004).Given the lack of clarity with which we still work, I think an approach like Mitchell's is a welcome call for serious reflection. The limitations of a linguistic analysis place an unfortunate constriction on implications to be drawn.Mitchell's chief concern is that the language of recovery, as reflected in twelve-step programs, betrays and even fosters a degree of passivity, which leaves the addict without an adequate sense of agency and autonomy with which to combat addiction. From a more philosophical perspective, Mitchell believes this is due to an incomplete philosophical materialism; one that lacks "mentality" (i.e., the sense that part of our physical being is made up of mental activities such as emotions, motivations, beliefs, etc.). This attitude is manifest in a "pretheoretic conception of the self" that leaves the addict with a dearth of self-awareness as a mental agent of action and change.In place of the standard recovery model in use today, Mitchell suggests cultivating a sense of self that values and fosters engaged agency that is both capable of self-control and responsive to external obligations.A Few ConcernsFirst, I will offer a few concerns about premises at work within the paper. Then, I outline an attempt to make sense of the... (shrink)

ABSTRACT Engaging in sexting, such as sending or receiving of sexual words, pictures, or videos via technology, is a common behavior in minors and a rising trend. This study aimed to understand the ethical dilemmas that clinicians face when working with minors that engage in sexting under current mandated reporting standards. For this study, 178 graduate students and licensed clinicians who work with minors in the state of California completed an online survey involving vignettes concerning issues of sexting behaviors in (...) adolescents. Participants were asked to read each vignette and answer a series of questions regarding their knowledge and attitudes related to the presented issue and whether or not they would breach confidentiality in each case. Results indicated that participants, who had undergone specific training in issues of social media and technology, were significantly more likely to have more declarative knowledge of mandated reporting requirements, however, their reporting behavior was not significantly different from those, who had not previously had any training. Younger clinicians tended to report less than older clinicians. This study highlights the discrepancy that exists between the knowledge of mandated reporting standards relevant to sexting behaviors and clinicians’ reporting practice. (shrink)

Ethics is the emphasis of our first-year Introduction to Clinical Medicine-1 course. Introduction to Clinical Medicine-1 uses problem-based learning to involve groups of seven to nine students and two facilitators in realistic clinical cases. The cases emphasize ethics, but also include human behaviour, basic science, clinical medicine, and prevention learning issues. Three cases use written vignettes, while the other three cases feature standardized patients. Groups meet twice for each case. In session one, students read the case introduction, obtain data from (...) the written case or standardized patient, identify the case's ethical problems, formulate learning issues, discuss ways to resolve the moral conflicts, and assign research responsibilities. In session two, students discuss their assigned learning issues and specify and justify clinical actions to address the case's ethical dilemmas. Following three cases, groups write an essay discussing what they learned and describing how they would approach and resolve the case's learning issues. (shrink)

We have examined healthcare staff attitudes of toward a blogging cancer patient who publishes critical posts about her treatment and their possible effect on patient-staff relationships and treatment decisions. We used two versions of a questionnaire containing a vignette based on a modified real case involving a 39-year-old cancer patient who complained on her blog about how she was encountered and the treatment she received. Initially she was not offered a new, and expensive treatment, which might have influenced her (...) perception of further encounters. In one version of the vignette, the team decides to put extra effort into both encounters and offers the expensive new cancer treatment. In the other version, the team decides to follow the clinic’s routine to the letter. Subsequently, blog postings became either positive or negative in tone. We also divided participants into value-neutral and value-influenced groups by asking how their trust in healthcare would be affected if the team’s suggestion were followed. A total of 56 % of the respondents faced with a team decision to ‘do something-extra’ in encounters would act in accordance with this ambition. Concerning treatment, 32 % would follow the team’s decision to offer a new and expensive treatment. A large majority of those who received the “follow-routine” version agreed to do so in encountering [94 % ]. Similar proportions were found regarding treatment [86 % ]. A total of 83 % of the value-neutral participants who received the “do-something-extra” version stated that they would act as the team suggested regarding encounters, while 57 % would do so in regard to treatment. Among the value-influenced participants who received the “do-something-extra” version, 45 % stated that they would make an extra effort to accommodate the patient and her needs, while the proportion for treatment was 22 %. Among those who had received the “follow-routine” version, a large majority agreed, and no difference was indicated between the value-neutral and the value-influenced participants. The present study indicates that healthcare staff is indeed influenced by reading a patient’s critical blog entries, largely regarding encounters, but also concerning treatment is concerned. Value-neutral healthcare personnel seem to exhibit a pragmatic attitude and be more inclined to heed and respond to a patient whose criticism may well be warranted. The study also indicates that healthcare staff is partly positive or negative to future blogging patients depending on how the issue has been framed. For future research we suggest as a bold hypothesis that the phrase “clinical routine” might conceal power aspects masquerading as adopted ethical principles. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Surviving American Culture:On Chuck PalahniukEduardo MendietaIn an age in which American culture has become the United States' number one export, along with its weapons, low intensity conflict, carcinogenic cigarettes, its "freedom," and pornography, it is delightful and even a sign of hope that there are writers who have taken on the delicate and perilous task of offering a prognosis of what ails this culture. In the following essay I (...) argue that Chuck Palahniuk's works ought to be read as a mortician's report on American culture. Chuck Palahniuk broke into the literary world by way of the movie version of his first novel: Fight Club (1995). He has gone on to write six other novels: Survivor (1999), Invisible Monsters (2000), Choke (2001), Lullaby (2002), and Diary (2003). He also has published an interesting travel book, Fugitives and Refugees; A Walk in Portland, Oregon (2003), but since this is not properly fiction, I will not discuss it in this essay.1Clearly, Palahniuk has already produced a corpus worthy of careful consideration and analysis. Yet, as a west coast writer, far from the literary circles and brokers of the east coast, indeed far away from the clubs of self-promotion and self-monitoring that censure and hold in tight grip the monopoly of criticism that highlights "worthy literature," Palahniuk has not attracted a lot of critical attention. It is only with his most recent work Choke that he has began to be widely reviewed and commented on. In the following I provide a thematic reconstruction of each one of the six published novels, in chronological sequence. I will argue that Palahniuk is not trying to write the "great American novel," although he is profiling himself as a quintessential "American" writer in the midst of post–Cold War megalomania and celebrated Pax Americana. He has taken on a culture that has become so gargantuan, [End Page 394] fragmented, and differentiated but at the same time so rich, so self-reflexive, so historicized and also so mimicked that one novel cannot tell its story in one narrative with one dramatic thread. Many novels, many short cuts, many vignettes, are necessary: one polyphonic, asynchronous, temporally bi-directional, hyper-textual, and cyber-encyclopedic novel made up of individual novels, where each novel is the Bildungsroman of an American hero but told in reverse. These heroes, I will argue, are testimonies to the resilient power of individuals to resist even the most invasive and persistent onslaughts by culture on the physic life of freedom and individuality. I will also argue that he is neither a commercial nor academic writer; that is, he is not the kind of writer who writes either in order to maintain a living or secure tenure. He is a writer with a mission, a vision, and a very distinctive style. The stories that Palahniuk tells are stories that begin at the end, and end at the beginning: they are turned around Bildungsromans. They are, in other words, about unmaking, uncoupling, and disentangling our selves from the normal self into which we have been socialized. These stories are, thus, about the discovery of moral resources that lay dormant in the very simplicity of human solidarity and trust in our will to survive morally untainted, or at least redeemable. I will conclude by arguing that Palahniuk's novels are about surviving American Culture, and about how deviance is the health of the individual in a sick society.One could characterize Fight Club as the intelligent man's response to Robert Bly's Iron John (1990),2 or the fictionalized version of the Michael Kimmel's Manhood in America: A Cultural History (1996).3 Alternatively, one could argue that Fight Club is the fin-de-sieclé response to Barbara Ehrenreich's prognosis in her The Hearts of Men: American Dreams and the Flight from Commitment (1983) of 1970s and 1980s narcissistic and hedonistic masculinity.4 Chuck Palahniuk's first novel is a biting and poignant look at men in American culture after the end of affluence and the simultaneous "feminization" of masculinity. It is at the same time about the struggle for a viable sense of masculinity in an age in... (shrink)

Peter Sloterdijk turns his keen eye to the history of western thought, conducting colorful readings of the lives and ideas of the world's most influential intellectuals. Featuring nineteen vignettes rich in personal characterizations and theoretical analysis, Sloterdijk's companionable volume casts the development of philosophical thinking not as a buildup of compelling books and arguments but as a lifelong, intimate struggle with intellectual and spiritual movements, filled with as many pitfalls and derailments as transcendent breakthroughs. Sloterdijk delves into the work and (...) times of Aristotle, Augustine, Bruno, Descartes, Foucault, Fichte, Hegel, Husserl, Kant, Kierkegaard, Leibniz, Marx, Nietzsche, Pascal, Plato, Sartre, Schelling, Schopenhauer, and Wittgenstein. He provocatively juxtaposes Plato against shamanism and Marx against Gnosticism, revealing both the vital external influences shaping these intellectuals' thought and the excitement and wonder generated by the application of their thinking in the real world. The philosophical "temperament" as conceived by Sloterdijk represents the uniquely creative encounter between the mind and a diverse array of cultures. It marks these philosophers' singular achievements and the special dynamic at play in philosophy as a whole. Creston Davis's introduction details Sloterdijk's own temperament, surveying the celebrated thinker's intellectual context, rhetorical style, and philosophical persona. (shrink)

ArgumentThis paper reconstructs Wronski's philosophical foundations of mathematics. It uses his critique of Lagrange's algebraic analysis as a vignette to introduce the problems that he raised, and argues that these problems have not been properly appreciated by his contemporaries and subsequent commentators. The paper goes on to reconstruct Wronski's mathematical law of creation and his notions of theory and techne, in order to put his objections to Lagrange in their philosophical context. Finally, Wronski's proof of his universal law is (...) reviewed in terms of the above reconstruction. I argue that Wronski's philosophical approach poses an alternative to the views of his contemporary mainstream mathematicians, which brings up the contingency of their choices, and bridges the foundational concerns of early modernity with those of the twentieth-century foundations crisis. I also argue that Wronski's views may be useful to contemporary philosophy of mathematical practice, if they are read against their metaphysical grain. (shrink)

In two studies, we examined how expressions of guilt and shame affected person perception. In the first study, participants read an autobiographical vignette in which the writer did something wrong and reported feeling either guilt, shame, or no emotion. The participants then rated the writer's motivations, beliefs, and traits, as well as their own feelings toward the writer. The person expressing feelings of guilt or shame was perceived more positively on a number of attributes, including moral motivation and social (...) attunement, than the person who reported feeling no emotion. In the second study, the writer of the vignette reported experiencing (or not experiencing) cognitive and motivational aspects of guilt or shame. Expressing a desire to apologise (guilt) or feelings of worthlessness (private shame) resulted in more positive impressions than did reputational concerns (public shame) or a lack of any of these feelings. Our results indicate that verbal expressions of moral emotions such as guilt and shame influence perception of moral character as well as likeability. (shrink)