One of the main challenges in group therapy with drug-addicted patients is collective pseudomentalization, i.e., a group discourse consisting of words and clichés that are decoupled from any inner emotional life and are poorly related to external reality. In this study, we aimed to explore the phenomenology of pseudomentalization and how it was addressed by the therapist in an outpatient group for drug-addicted patients. The group was composed of seven members, and the transcripts of eight audio-recorded sessions were rated and (...) studied. The interventions of the therapist were measured with the mentalization-based group therapy adherence and quality scale by independent raters. Two sessions, one with the highest and one with the lowest adherence, were selected, and the clinical sequences of pseudomentalization were analyzed in a comparative way. The findings revealed that pseudomentalization does occur as a collective phenomenon, akin to “basic assumptions” of Wilfred Bion, which we reconceptualized in this study. Any pseudomentalization seemed to be reinforced by the therapist when she was presenting frequent and long interventions, when abstaining from the management of group boundaries, when providing questions focused more on content than on the mental states of the group members, and when not focusing on emotions. However, the ultimate source of collective pseudomentalization seemed to be the fear of the group members of being overwhelmed by painful emotions, mental confusion, and a loss of identity. The findings also indicated that the principles of MBT-G may be a good antidote to pseudomentalization. (shrink)

This article presents for the first time in english lesniewski's analysis of russell's antinomy as the analysis is given in lesniewski's 1914 paper "czy klasa klas, nie podporzadkowanych sobie, jest podporzadkowana sobie?" is the class of classes which are not subordinate to themselves subordinate to itself? it is shown how the concepts appearing in this paper, written in colloquial polish, were later incorporated and expressed as fundamental axioms and theorems of his theory of collective classes, mereology. in the 1914 paper (...) he asserted: i call any object p an object subordinate to a class k if in some sense of the expression "a" the following two conditions hold: 1) k is a class (of objects) "a", 2) p is an "a". using this explication of "p is subordinate to a class k," he showed that both of the following statements are false: a) the class of classes which are not subordinate to themselves is subordinate to itself, b) the class of classes which are not subordinate to themselves is not subordinate to itself; thus showing that russell's antinomy cannot be generated since its initial assumptions are false. (shrink)

Foundations of Speech Act Theoryoffers a timely, thorough and, above all, compelling examination of the complexities of illocutionary acts, performatives, and their phenomenological basis. Savas Tsohatzidis has collected an impressive range of international scholars on the subject. Clearly demonstrating the relevance of speech act theory to semantic theory, the collection further interrogates the inability of pragmatic theories of illocution to properly locate such speech acts within the logic of phenomenology and intersubjectivity.

The development of the various themes of Catholic Social Teaching is based on numerous papal documents and ecclesiastical statements. While this paper provides a summary of a number of these documents, this paper focuses on two themes: the common good and care of the environment, and on three documents authored by Pope John Paul II in 1990, by Pope Benedict XVI in 2010, and by Pope Francis in 2015. By analyzing these documents from an engineer’s perspective, the author proposes a (...) model for Socially Responsible Engineering. The proposed model is intended to serve as a guide for engineering students and practicing engineers of all faith traditions and to those with no faith tradition at all who wish to incorporate CST in the daily conduct of their personal and professional lives; to provide guidance for the professional the author terms the aspiring Socially Responsible Engineer; and to offer engineers a preferred alternative to the undesirable aspects of the technocratic paradigm. While intended primarily for engineers, this document also serves as a guide for those with expertise in social justice and who, by gaining a better understanding of the thought processes of engineers, can become better mentors for engineering students and practicing engineers seeking to incorporate CST into their daily lives. (shrink)

Vito Tanzi offers a truly comprehensive treatment of the economic role of the state in the twentieth and twenty-first centuries from a historical and world perspective. The book addresses the fundamental question of what governments should do, or have attempted to do, in economic activities in past and recent periods. It also speculates on what they are likely or may be forced to do in future years. The investigation assembles a large set of statistical information that should prove useful (...) to policy-makers and scholars in the perennial discussion of government's optimal economic roles. It will become an essential reference work on the analytical borders between the market and the state, and on what a reasonable 'exit strategy' from the current fiscal crises should be. (shrink)

This volume presents a collection of essays on objectivity in legal discourse. Has law a distinctive type of objectivity? Is there one specific type of legal objectivity or many, depending on the observatory language utilized? Is objectivity fit for law? The analyses in the various contributions show that the Cartesian paradigm of objectivity is not relevant to the current legal discourse, and new forms of legal objectivity are revealed instead. Each essay, in its distinctive way, analyses the strong commitment of (...) law to objectivity, shedding light on the controversies that surround it. (shrink)

Déjà réédité, ce manuel a pour vocation de présenter tout le champ des relations entre femme et écriture pour les dix siècles du Moyen Age (500-1500). Figurent donc ici des textes écrits par des femmes, des textes destinés à la lecture féminine et des textes dont les femmes sont le sujet. L'Europe est l'espace culturel couvert. La lecture d'une anthologie est sans doute la moins prévisible qui soit : devant l'immense domaine couvert, chaque lecteur tracera son propre chemin. En effet,...

This paper is an addendum to [Tsohatzidis, 2013].

We investigated the contributions of familiarity of setting, self-relevance and self-projection in time to episodic future thinking. The role of familiarity of setting was assessed, in Experiment 1, by comparing episodic future thoughts to autobiographical future events supposed to occur in unfamiliar settings. The role of self-relevance was assessed, in Experiment 2, by comparing episodic future thoughts to future events involving familiar others. The role of self-projection in time was assessed, in both Experiments, by comparing episodic future thoughts to autobiographical (...) events that were not temporal in nature. Results indicated that episodic future thoughts were more clearly represented than autobiographical future events occurring in unfamiliar setting and future events involving familiar others. Our results also revealed that episodic future thoughts were indistinguishable from autobiographical atemporal events with respect to both subjective and objective detail ratings. These results suggest that future and atemporal events are mentally represented in a similar way. (shrink)

Habermas proposes a new solution to the problematic relation between republican values and democracy. He asserts that a new model of social cohesion is needed and he suggests that the sense of community in a democratic society should be founded exclusively on the acceptance and support of a system of constitutionally established rules which are the logical result of the historical evolution of constitution-making. He argues that an account of the constitutional process which led to the formation of the modern (...) republican state should provide the criteria for a rational set of norms which will exclude nationalism from the political arena. In this article, I point out the democratic hazards and the internal incoherence of Habermass alternative to the national state and I argue that a theoretical substitute should consider the existence of national identities as one of the aspects of modern pluralistic society. (shrink)

L’articolo mette in luce due paradossi, il primo dei quali è dato dal fatto che proprio in quelle terre dove si affermò la radicale impostazione anti-umanistica del protestantesimo ebbe a scaturire una straordinaria fioritura dell’umano fino alla consacrazione della libertà come principio della ricerca scientifica e del vivere civile. Il secondo paradosso è dato dalla manifestazione in quelle stesse terre meno di un secolo fa dell’ideologia nazista. La tesi sostenuta è che il principio protestante di fatto affermatosi nella coscienza europea (...) consiste non tanto nella teoria teologica della giustificazione (sola Gratia, sola Fide, sola Scriptura) quanto nella affermazione filosofica e politica della libera coscienza personale, il cui evento decisivo fu la dichiarazione di Lutero alla Dieta di Worms. Ma proprio il carattere abissale della libertà e il destino di interpretazione infinita cui la consegnò Lutero sono anche all’origine di quel disagio della coscienza e dell’esistenza da cui sorse il malessere che portò al totalitarismo.Nel sostenere la tesi enunciata l’articolo si struttura secondo quattro movimenti: 1) argomentazione sul carattere radicalmente anti-umanistico del protestantesimo; 2) argomentazione sui notevoli effetti umanistici storicamente prodotti dalla Riforma protestante; 3) argomentazione sulle possibili connessioni tra il terreno preparato dalla Riforma nella società tedesca e il sorgere in essa dell’ideologia nazionalsocialista; 4) considerazioni finali sulla dialettica della libertà umana. (shrink)

"Teaching after all is about knowing children well" -- from A Letter to Teachers "Perrone has given us a gift, a book worth reading over many times, an important reflection on his many years of close observation of schools and school people, parents, teachers, children, and their communities." -- Deborah W. Meier, principal, Central Park East Secondary School Simple, elegant and full of common sense, these reflections on the art of teaching address the deepest concerns teachers have for their work (...) with children and young people. (shrink)