We humans have a formidable armamentarium of social display behaviours, including song-and-dance, the visual arts, and role-play. Of these, role-play is probably the crucial adaptation which makes us most different from other apes. Human childhood, a sheltered period of ‘extended irresponsibility’, allows us to develop our powers of make-believe and role-play, prerequisites for human cooperation, culture, and reflective consciousness. Social mirror theory, originating with Dilthey, Baldwin, Cooley and Mead, holds that there cannot be mirrors in the mind without mirrors in (...) society. I will present evidence from the social and behavioural sciences to argue that self-awareness depends on social mirrors and shared experiential worlds. The dependence of reflectivity on shared experience requires some reframing of the ‘hard problem’, and suggests a non-trivial answer to the zombie question. (shrink)

In this article I undertake an analysis of erotic sexual intercourse - commonly, and more accurately, designated as love-making - in the spirit of Durkheim's social analysis of religion. Thus, based on a phenomenological semiotic analysis of the peculiar things we do and feel in the course of making love, I propose, first, to uncover the implicit `logic' that generates and governs these distinctly sociable doings and sociable feelings. Second, I proceed to suggest that the sameself logic, albeit in an (...) attenuated version, also generates and governs the broad class of `social occasions proper', and that this homology calls for gathering erotic and social occasions under one and the same rubric, which I propose to call the `socio-erotic' (since the term `social' has been denatured through overuse). Third, I conclude with a discussion of how socio-erotic domains fit into a larger world structured and governed mainly by interest-driven and power-driven conflictual fields. (shrink)

In this exploratory qualitative study, the open-ended responses of 71 Turkish–Muslim university students regarding their religious socialization experiences were coded by NVivo 8. Results indicate that both parents play a major role in their offspring's religious socialization. However, participants perceive their same-sex parents in particular as being more influential. Parents’ methods for transmitting religious values and practices include having religious talks with their children, answering their questions about Islam, sending them to mosques, reinforcing and/or punishing their behaviours. Peers, siblings, and (...) cousins are other important religious socialization agents whom the participants generally perceive as partners in religious activities. Some religious peer groups, same-sex siblings and cousins play a significant role in the participants’ religious learning. In Turkish–Muslim families, the oldest siblings exert a major influence on the religious socialization of their younger brothers and sisters as do grandparents, aunts and uncles. (shrink)

This research examines whether religious conceptions of guilt in Protestant and Roman Catholic groups account for constructive or non-constructive guilt-reactions and for different guilt-frequency. Participants in three groups filled in the Leuven Guilt and Shame Scale, the Leuven Emotion Scale and the Post Critical Belief Scale. Protestants were expected to experience more non-constructive guilt than Catholics, who were expected to experience more constructive guilt. Both were expected to have a higher frequency of guilt experience than the control group. Differences between (...) the groups were found: Catholics show more constructive guilt reactions than the other groups. Differences in non-constructive guilt reactions were not found. The Protestant and Catholic group experienced guilt more frequently than the control group. (shrink)

Western scholarly literature suggests that (1) weaning is initiated by mothers; (2) weaning takes place within a few days once mothers decide to stop nursing; (3) mothers employ specific techniques to terminate nursing; (4) semi-solid foods (gruels and mashed foods) are essential when weaning; (5) weaning is traumatic for children (it leads to temper tantrums, aggression, etc.); (6) developmental stages in relationships with mothers and others can be demarcated by weaning; and (7) weaning is a process that involves mothers and (...) children exclusively, with weaned children moving from close relationships with their mothers to strengthened relationships with other children. In many respects, these presumptions are consistent with contemporary Euroamerican practices: nursing stops early (usually before six months) relative to other cultures and takes place over a few days or weeks with the help of bottles and baby foods. Because bottles are available, weaning seldom appears traumatic, but it is seen as an important step in the establishment of independence between mothers and infants. By contrast, weaning from the bottle is often perceived as traumatic. Despite considerable academic and popular interest, weaning has seldom been studied systematically, especially in small-scale cultures. Qualitative and quantitative data from a study of Bofi foragers in Central Africa are used here to evaluate the cross-cultural applicability of the assumptions summarized above. (shrink)

In this paper, I will reread the history of molecular genetics from a psychoanalytical angle, analysing it as a case history. Building on the developmental theories of Freud and his followers, I will distinguish four stages, namely: (1) oedipal childhood, notably the epoch of model building (1943–1953); (2) the latency period, with a focus on the development of basic skills (1953–1989); (3) adolescence, exemplified by the Human Genome Project, with its fierce conflicts, great expectations and grandiose claims (1989–2003) and (4) (...) adulthood (2003–present) during which revolutionary research areas such as molecular biology and genomics have achieved a certain level of normalcy—have evolved into a normal science. I will indicate how a psychoanalytical assessment conducted in this manner may help us to interpret and address some of the key normative issues that have been raised with regard to molecular genetics over the years, such as ‘relevance’, ‘responsible innovation’ and ‘promise management’. (shrink)

Psychopaths appear to be ‘creatures apart’ – grandiose, shameless, callous and versatile in their violence. I discuss biological underpinnings to their pale affect, their selective inability to discern fear and sadness in others and a predatory orienting towards images that make most startle and look away. However, just because something is biologically underpinned does not mean that it is innate. I show that while there may be some genetic determination of fearlessness and callous-unemotionality, these and other features of the personality (...) may arise from developmental failures in the interpersonal reception of their emotions, needs and their sense of self. One is unlikely to be able to own inner experiences if shamed for having them, or if, having them, one does not know how to regulate and soothe. So psychopaths may learn to attend away and suppress them. Rather than a fully inherited difficulty, they may have become unable to reflect on inner states, so meta-emotions and self-reflective emotions like guilt and shame do not fully arise. They retain enough sensitivity to know their difference, and hide. I suggest that psychopaths are characterised by a nested sense of self, arising from the surprising effect of shame on these seemingly shameless characters. They do not have an integrated sense of self across context or across time or in relation to a generalised social other. With a nested sense of self, diminished intensity and scope of affective experience (in both directly experienced and vicarious forms) they lack textured access to a personal, owned and integrated past. Thus they lack the kind of access to the past required for a motivationally compelling planning of the future. They lack the emotional investment in the future that enables us to overcome the motivation to act opportunistically and myopically. These individuals live strangely in time. They have a fugitive sense of self and live nimbly among many pasts. They present an elegant and coherent mask to the person they are addressing in the moment and generate possible futures without conviction. (shrink)

The view that corporate psychopathy played a significant role in causing the global financial crisis, although insightful, paints a reductionist picture of what we present as the broader issue. Our broader issue is the tendency for psychopathy, narcissism and Machiavellianism to cluster psychologically and culturally as ‘dark leadership’ within global financial institutions. Strong evidence for their co-intensification across society and in corporations ought to alarm financial regulators. We argue that an ‘ethical revival’ of prudence within prudential regulation ought to be (...) included in any package of solutions. Referencing research on moral muteness and the role of language in framing thoughts and behaviours, we recommend that regulators define prudence in an explicitly normative sense, an approach that may be further strengthened by drawing upon a widely appealing ethic of intergenerational care. An ethical revival of prudence, we argue, would allow the core problems of greed and myopia highlighted by corporate psychopathy theory to be addressed in a politically sensitive manner which recognises the pitfalls of regulating directly against corporate psychopathy. Furthermore, it would provide a viable conceptual framework to guide regulators along the treacherous path to more intrusive cultural regulation. (shrink)

In Flourish, the positive psychologist Martin Seligman (2011) identifies five commonly recognized factors that are characteristic of human flourishing or wellbeing: (1) “positive emotion,” (2) “relationships,” (3) “engagement,” (4) “achievement,” and (5) “meaning” (p. 24). Although there is no settled set of necessary and sufficient conditions neatly circumscribing the bounds of human flourishing (Seligman, 2011), we would mostly likely consider a person that possessed high levels of these five factors as paradigmatic or prototypical of human flourishing. Accordingly, if we wanted (...) to go about the practical task of actually increasing our level of wellbeing, we ought to do so by focusing on practically increasing the levels of the five factors that are characteristic of wellbeing. If, for instance, an activity such as musical engagement can be shown to positively influence each or all of these five factors, this would be compelling evidence that an activity such as musical engagement can positively contribute to one’s living a flourishing life. I’m of the belief that psychological research can and should be used, not only to identify and diagnose maladaptive psychological states, but identify and promote adaptive psychological states as well. In this article I advance the hypothesis and provide supporting evidence for the claim that musical engagement can positively contribute to one’s living a flourishing life. Since there has not yet been a substantive and up-to-date investigation of the possible role of music in contributing to one’s living a flourishing life, the purpose of this article is to conduct this investigation, thereby bridging the gap and stimulating discussion between the psychology of music and the psychology of wellbeing. (shrink)

Awareness of, and respect for differences of gender, race, religion, language, and culture have liberated many oppressed groups from the hegemony of white, Western males. However, respect for previously denigrated collective identities should not be allowed to confine individuals to identities constructed around one main component used for political mobilisation, or to identities that depend on a priority of properties that are not optional, like race, gender, and language. In this article I want to sketch an approach for accommodating different (...) kinds of identity within a multicultural constitutional democracy. From a vantage point provided by a definition and explanation of personal identity, I want to show how people define, construct and change their personal identities to make themselves into unique individuals. Next I show how democratic political institutions and the personal identities of individuals reciprocally influence one another. In the final section I sketch ways in which diverse personal identities ought to be accommodated in multicultural constitutional democracies. The conclusion is that a society which gives its members the liberty, space, and opportunity to freely construct their own identities might avoid the formation of closed groups committed exclusively to their own sectional interests. (shrink)

In advanced technological societies there is growing concern about the prospect of protracted deaths marked by incapacitation, intolerable pain and indignity, and invasion by machines and tubing. Life prolongation for critically ill cancer patients in the United States, for example, literally costs a fortune for very little benefit, typically from $82,845 to $189,339 for an additional year of life. Those who return home after major interventions live on average only 3 more months; the others live out their days in a (...) hospital intensive care unit. (shrink)

Human groups, such as families, tribes, and nations, are often perceived as possessing mental qualities and characteristics more or less common to the group as a whole. This ancient tendency to attribute properties of personality or individuality to human aggregates is particularly strong nowadays with regard to nations, the basic units of political action in this age of nationalism and internationalism.In the recent UNESCO study by W. Buchanan and H. Cantril, How Nations See Each Other (1953), based on an eight-nation (...) sample, few findings are more revealing than the low frequency of respondents who declare themselves unable to characterize their own nation. All but a very small proportion gave their views freely when asked to describe the character of their countrymen. When this same question was asked with regard to a series of other nationalities, the “Don't know” responses (“impossible to characterize”) were in some cases much more frequent—up to 71 per cent as in the case of the German sample in regard to the Chinese; in others again very low—down to 3 per cent as in the western European responses regarding the United States. These variations are assumed to reflect differences in the degree of familiarity of nations with each other, depending on their mutual relationships over time, their physical proximity or distance, and so on. (shrink)

Life comes from physical or biological survival. But the good life comes from what we care about, what we value, what we think truly important, as distinguished from what we think merely trivial. What we care about is the source of the criteria we use to evaluate ideas, ideals, persons, events, things, and their importance in our lives. And it is these criteria that determine the judgments we make in our everyday lives. In the second edition of Thinking in Education, (...) Matthew Lipman has indicated the importance of fostering critical, creative and caring thinking in children, if one is to prepare them to make better judgments and live qualitatively better lives. He tells us that caring thinking is appreciative thinking, active thinking, normative thinking, affective thinking and empathetic thinking and then goes on to list a number of mental acts under each of these categories. Maybe it is because ‘caring thinking’ is not as common a term as ‘critical thinking’ and ‘creative thinking’ in everyday educational language that we stop for pause when we hear it. However when we read what Lipman says about caring thinking, we find ourselves nodding and saying to ourselves, ‘Yes, that makes sense. To think caringly means to think ethically, affectively, normatively, appreciatively and to actively participate in society with a concern for the common good’. In a real sense what we care about is manifest in how we perform, participate, build, contribute and how we relate to others. It is thinking that reveals our ideals as well as what we think is valuable, what we are willing to fight and suffer for. (shrink)

This article argues that shame is fundamentally interpersonal. It is opposed to the leading interpretation of shame in the field of moral psychology, which is the cognitivist, morally rationally, autonomous view of shame as a negative judgment about the self. That view of shame abandons the social and interpersonal essence of shame. I will advance the idea, as developed by the tradition of philosophical anthropology and, in particular, in the works of Helmuth Plessner, Erwin Straus, F. J. J. Buytendijk, and (...) Maurice Merleau-Ponty, that shame is a heteronomous affective response that is caused by a breakdown in our fundamental interpersonal connection with others. It is a feeling that comes from the denial of our basic need to live with others in a state of trusting acceptance. (shrink)

This article explores the relationship between Roman school texts and the socialization of the student into an elite man. I argue that composition and declamation communicated social values; in fact, the rhetorical education of the late republic and the empire was a process of socialization that produced a definite subjectivity in its elite participants. I treat two genres of Roman school texts: the expansions on a set theme known as declamation and the bilingual, Greek and Latin, writing exercises known as (...) the colloquia amid the collections of hermeneumata. This article is more broadly concerned with the attitudes toward language use that are learned along with specific literacy skills. Habits of reading and writing and speaking are learned in scenes and contexts that contribute to concepts of the self and more widely of gender and social roles. The encounters and verbal interactions recurrently plot a deviation from violence or a return to civil and familial order through the proper verbal display of the elite speaker. The student speaker's assumption of roles, his training in fictio personae, is a strong training in memory and imagination-pretending to be someone else, pretending to talk like someone else, or pretending to talk on behalf of someone else. That someone else is most important as the schoolboy becomes the voice of or for prostitutes, the raped, slaves, freedmen, women. His was not a neutral ventriloquism in the styles of Latin but a training in the master's mode toward the ready conviction that the speaker can and must speak for others, his subordinates. Roman rhetorical education was a process of persona building, shaping the schoolboy in his future role while excluding others from the very right to become speaking subjects. (shrink)

This paper reviews the literature on the mentoring process in organizations and why mentoring can be critical to the career success of women managers and professionals. It examines some of the reasons why it is more difficult for women to find mentors than it is for men. Particular attention is paid to potential problems in cross-gender mentoring. A feminist perspective is then applied to the general notion of mentorships for women. The paper concludes with an examination of what organizations can (...) do to further mentor relationships and an agenda for further research in this area. (shrink)

This paper develops a phenomenological account of what it is to lose a primitive and pervasive sense of certainty. I begin by considering Wolfgang Blankenburg’s descriptions of losing common sense or natural self-evidence. Although Blankenburg focuses primarily on schizophrenia, I note that a wider range of phenomenological disturbances can be understood in similar terms—one loses something that previously operated as a pre-reflective, unquestioned basis for experience, thought, and practice. I refer to this as the loss of certainty. Drawing upon and (...) integrating themes in the work of Wittgenstein and Husserl, I propose that losses of certainty centrally involve the inability to tolerate a certain kind of uncertainty. The contrast between having and lacking certainty is to be construed in terms of differing patterns or styles of nonlocalized, practical, bodily anticipation. I conclude by showing how this conception enables us to better understand various different disturbances to which human experience is susceptible. (shrink)

This article serves as an introduction to the special issue on Contemporary Issues in Religious and Spiritual Development in Adolescence, Young Adulthood, and Beyond. First, we give an account of the history of research on religious and spiritual development in adolescence and beyond. Although religion and spirituality have a long history in psychology, it is still an emerging area of research. Second, we summarize the current body of work on religious and spiritual development in adolescence and beyond. Most research in (...) this area has focused on outcomes, particularly religion and spirituality as a protective factor against negative youth outcomes. Some work has also looked at individual and contextual predictors of religion and spirituality. Less is known about processes and trajectories of religious development, particularly in terms of changes in religious identification. Third, we recommend directions for future research in this area. We focus on the need for research to look at the role of religion and spirituality in positive youth development, the religious and spiritual experiences of religious minority youth, religious and spiritual challenges faced by sexual minority youth, and processes and predictors of religious deconversion. Fourth, we outline the four review papers on contemporary issues in religious and spiritual development featured in the special issue. These papers provide literature reviews on four important directions for future research. (shrink)

In this paper I outline the most relevant traits of the term ‘trust’ understood as one of the synonyms for ‘certainty’ that Ludwig Wittgenstein used in his posthumous work On Certainty. To this end, I analyze the paragraphs of On Certainty in which reference is made to pupils who are expected to trust what is taught by their teacher: in addition, I note that such a process is largely based on the attitude of rejection and bewilderment that teachers promote towards (...) people who call into doubt those certainties that pupils are expected to assimilate. Subsequently, after emphasizing the importance that Wittgenstein attached to the ineffability of certainties, I explain how such certainty or trust can be staged. Lastly, I clarify why an appropriate contemplation of this staging can be of great help for pupils to achieve at least four goals of educational interest: thus, children can not only strengthen their capacity for wonder, but also experience what things are ineffable, glimpse the limits of rationality, and become more tolerant of people who are partakers of a different world-picture. (shrink)

To what extent do we value future generations? It may seem from our behavior that we don’t value future generations much at all, at least in relation to how much we value present generations. However, in his book _Death and the Afterlife_, Samuel Scheffler argues that we value the future even _more_ than we value the present, even though this is not immediately apparent to us. If Scheffler’s argument is sound, then it has important ramifications: It would give us a (...) strong motivation to put more energy into abating environmental crises like climate change, and it supports at least a limited form of ethical _longtermism_. However, in this paper, I show that Scheffler’s argument is fallacious. Scheffler claims that we do not regard the fact that we in the present generation will all die relatively soon as a catastrophe, but we do regard the non-existence of future generations as a catastrophe. But the particular scenario used by Scheffler to illustrate this point—the plot of the book _The Children of Men_—is one in which _both_ the present generation will perish _and_ there will be no future generations, and it is this _conjunction_ that is catastrophic, thus giving no information about which is worse. I suggest other ways to compare our valuations of present and future generations, and recommend that philosophers who are interested in the moral psychology of how we value future generations ought to engage with social science, as it is an empirical issue. (shrink)

Since 1950, Erik Erikson's emphasis on ego-identity formation as the crucial task of adolescence has been the framework for almost all subsequent research and programming to empower positive adolescent development. Chatlos has recently described a “Framework of Spirituality” and contends that identity formation significantly interferes with and should occur after a spiritual transformational process for optimal and more meaningful adolescent development. This article reviews the current status of research in identity formation, including religious and spiritual identity formation contributing to his (...) conclusion, and describes the spiritual transformational process that is proposed to be central to positive adolescent development. A possible link between systemic focus on identity formation and current social upheaval is also identified. (shrink)

Until recently, psychologists have conceptualised and studied trust in God (TIG) largely in isolation from contemporary work in theology, philosophy, history, and biblical studies that has examined the topic with increasing clarity. In this article, we first review the primary ways that psychologists have conceptualised and measured TIG. Then, we draw on conceptualizations of TIG outside the psychology of religion to provide a conceptual map for how TIG might be related to theorised predictors and outcomes. Finally, we provide a research (...) agenda for future empirical work in this area, as well as practical applications for counsellors and religious leaders. (shrink)

This article offers a conceptual analysis of self-respect and self-esteem that informs the ethics of psychotherapy in palliative care. It is focused on Chochinov’s Dignity Therapy, an internationally recognized treatment offered to dying patients who express a need to bolster their sense of self-worth. Although Dignity Therapy aims to help such patients affirm their value through summarized life stories that are shared with their survivors, it is not grounded in a robust theory of self-respect. There is reason to be skeptical (...) about deathbed narratives, and Dignity Therapy can unintentionally encourage distorted representations at odds with the self-respect it aims to affirm. Dignity therapy can also encourage distortions of self-esteem that are in conflict with self-respect. Although Chochinov does not address it, the distinction between self-respect and self-esteem is relevant to deathbed accounts. Dillon’s feminist revisioning of self-respect can inform the practice of Dignity Therapy by encouraging honest life stories through a reckoning with one’s moral complexity, especially in moral generativity cases where patients seek forgiveness, relate atonement, or present their lives as examples to be followed. Her concept of self-esteem allows for therapeutic benefits that are less demanding, but no less significant, than those derived from a moral reckoning. Appropriate affirmations of self-esteem can provide much-needed solace when self-respect is damaged beyond adequate repair. Dillon’s account of self-respect and self-esteem enables a richer understanding of the kinds of personal evaluation and disclosure that Dignity Therapy accommodates. As such, their place in Dignity Therapy needs more critical evaluation than it has received. (shrink)

Based on Yi-Jing we present an elaborated version of the Diagram of the Supreme Polarity that consists of immanent and transcendent processes via the void, the oneness, the twofold, the fourfold and the Five Phases in combination with the eight trigrams to reproduction and the innumerable beings. The duograms are further discussed in a quadrant system with axes derived from pattern li and vital energy qi. The model has similarities with Libbrecht’s model of comparative philosophy, but also differences. It is (...) further consistent with the quadrant system of Wilber’s integral theory. The trigrams are studied in an octant system, that we derive by adding diagonal axes in the quadrant system, representing competition versus cooperation and renewal versus preservation. This leads to the Ji-Jing cosmic model, which shows a fractal pattern of self-similarity of states and stages, with a process of involution, turn and evolution that is propelled by immanent and transcendent flows of energy. There are relationships with various modern approaches, such as Integral Theory, Reflexive Universe and Spiral Dynamics. The model can be used to analyse situations and problems at different levels: cosmos, human world, society, organizations and individuals. I demonstrate that this method, which is based on ancient resources as the Yi-Jing philosophy, through due reflective interpretation can contribute to our understanding and treatment of some currently significant jointly concerned issues. In the application a number of disadvantages of the current neo-liberal system are confronted with some proposed solutions in order to restore the balance between Yin and Yang. (shrink)

This article focuses on feelings of anxiety among radical young Muslims, not just as a result of radicalism and terrorism but rather as an important cause of both. In contrast to many other publications which mainly deal with the radicalization of Muslim youths without taking into account their personal experience, the feelings of fear and anxiety expressed by radical young Muslims are central to this research. On the basis of an ongoing case study of 23 young Muslims who have participated (...) in a lengthy de-radicalization program in Amsterdam since 2009, an attempt has been made to gain insight into the interaction between radicalization processes and feelings of anxiety among this target group. The case study suggests that the three forms of anxiety expressed by radical Muslim youths, namely, (1) fear of victimization, (2) fear caused by guilt feelings, and (3) fear of being controlled by hatred and revenge, are related to the three phases presented in the “staircase model to terrorism.” This research into the various forms of anxiety experienced by radical young Muslims provides a concrete starting point for the de-radicalization process. (shrink)

Progressive family policy regimes typically aim to promote and protect women’s opportunities to participate in the workforce. These policies offer significant benefits to affluent, two-parent households. A disproportionate number of low-income and impoverished families, however, are headed by single mothers. How responsive are such policies to the objectives of these mothers and the needs of their children? This chapter argues that one-size-fits-all family policy regimes often fail the most vulnerable household and contribute to intergenerational poverty in two ways: by denying (...) at-risk children adequate parenting, and by undermining their mothers’ legitimate interest in nurturing and caring for their own children. The capabilities of these mothers and the well-being of their children are better served by policies which recognise maternal caregiving as a productive and valuable occupation meriting equal respect and social support. (shrink)

The article is a philosophical reflection of the current status of the humanities in Slovakia. In many areas of our society there is an evident deficit in humanities-science knowledge, reflected also in parliamentary election results in 2016 and having serious consequences on our society. The article therefore suggests the possibility of transposing the knowledge of the humanities, particularly philosophy, in the educational process appropriate to the character of a pluralistic liberal democracy in the 21st century.

In adaptive development, mental well-being has a role to play in adolescents’ search in adolescents’ niche in life and the formation of a separate identity. Although this has been an area of interest in a number of disciplines, there remains ambiguity over our understanding of terms such as quality of life, life satisfaction, and mental well-being. Our aim was to employ an interpretative phenomenological analysis to find out how adolescent boys perceive the concept of mental well-being and ascertain what helps (...) them and stops them from “feeling chilled”. The data was obtained from a sample of 26 secondary school students who attended one of four focus groups. We found that they achieved a kind of escape from the world of social roles through performing activities like physical exercise or driving a vehicle, while searching for a sense of latitude and potency and attempting to reduce tension. Thus there is a clear distinction between what they desire and what is expected of them. Hanging out and “chilling” with their peer group seemed to be an important part of relationship formation, while close dyadic relationships were less significant. To a certain degree, the results of this study contradict conventional notions of happiness and mental well-being found in mainstream psychology. (shrink)

Objective: Identifying the sources of personality development across the adult life span is a key issue of current personality research. The present dissertation investigates the long-term, mutual inter-relationships of personality traits with life satisfaction, constructs of health and different cognitive abilities. Guiding questions where: Can personality and its development be predicted by these different domains? Are these predictions sensitive to aging, namely the change from middle adulthood to old age? Method: Analyzes were based on data from the “Interdisciplinary Longitudinal Study (...) on Adult Development and Aging ”, a prospective German cohort study of mid adulthood and old age, longitudinally spanning across 12 years. Participants were recruited stratified by cohort, sex and region of residence. After 12 years the overall response rate was 76.7%. Personality traits were measured by the 60-item NEO-FFI inventory. Life satisfaction was assessed by a single-item measurement and health variables by an individual’s self-rating and an extensive physician-rating. Cognitive abilities were measured by a comprehensive test-battery of various well-established cognitive tests of different cognitive domains. Furthermore, gender, education and depression were used as control variables. In publication 1 and 2 multi-group cross-lagged panel analyses were used and in publication 3 multi-group dual latent change regression models were conducted. Results: The results of publication 1 suggest that there is only limited evidence of life satisfaction predicting the personality traits extraversion and neuroticism in later life. The path coefficients were small and only significant in the old cohort. Integrating health into the models weakened the inter-relationships. The results of publication 2 show that physician-rated health is an important predictor for the personality traits neuroticism, extraversion and agreeableness at later life. Self-rated health demonstrated to be more of an outcome measure of earlier personality in adulthood. There were no considerable cohort differences regarding the cross-lagged predictor paths. The results of publication 3 illustrate the important role of cognitive abilities as a predictor for 12-year personality changes in the personality traits neuroticism, extraversion and openness. Cohort differences, again, were limited. Conclusions: All in all, health and cognitive abilities are demonstrated to be important driving forces for following personality development in adulthood for all of the Big-Five personality traits, except conscientiousness. Physician-rated health was a particularly important predictor for later life neuroticism and agreeableness, while cognitive abilities proved to be important predictors for following personality changes in neuroticism, extraversion and openness. Life satisfaction is demonstrated to be more of an outcome than a predictor of later personality. Moreover, there were no effects of aging on the cross-relationships, highlighting the non-transient importance of the predictor domains across life span. Lastly, a differential perspective is highly recommended for future research, as the results appeared to depend highly on the personality trait and predictor considered. (shrink)

In accordance with ethical principles and standards, researchers conducting studies with children are expected to seek assent and respect their dissent from participation. Little attention has been given to assent and dissent in research with toddlers, who have limited cognitive and emotional capabilities. We discuss research with toddlers in the context of assent and dissent and propose guidelines to ensure that research with toddlers still adheres to ethical principles. These guidelines include designing engaging studies, monitoring refusal and distress, and partnering (...) with parents. Research with toddlers requires flexibility and creativity to respect toddlers in the context of their developmental capabilities. (shrink)

This paper seeks to address the question of schooling for democracy by, first, identifying at least one form of social character, dependent, after Marcuse, on the historical emergence of a “new sensibility.” It then explores one pedagogical thread related to the emergence of this form of subjectivity over the course of the last two centuries in the west, and traces its influence in the educational counter-tradition associated with philosophical anarchism, which is based on principles of dialogue and social reconstruction as (...) opposed to monologue and reproduction. The idea of a dialogical school has been made possible by a historical shift in adult views of child as interlocutor rather than “othered” object of adult formation—a shift that can be observed in an historical process of “closer approaches” between adult and child and a recognition of childhood and adulthood as forms of subjectivity that lie on a synchronous rather than a diachronic lifespan continuum. Finally the author identifies an archetype of “school” understood as a specific type of intentional community—an experimental zone in which participants are allowed and encouraged, through explicitly dialogical practice, to develop the personal and relational habits that make authentic democracy possible—a communal form that gives practical meaning to Dewey’s notion of school as “embryonic society”: a utopian space where natality is recognized as a fundamental cultural force, and where the evolutionary possibilities inherent in neoteny are taken as normative. (shrink)

The orphans of Romania were participants in what is sometimes called “the forbidden experiment”: depriving human infants of intimacy, affection, and human contact is an inhuman practice. It is an experiment which no ethical researcher would set out to do. This paper examines historical data, case histories, and research findings which deal with early deprivation and performs a phenomenological analysis of deprivation phenomena as they impact emotional and physical development. A key element of deprivation is the absence of intimate relationships (...) with other human beings. However, the absence of intimacy impacts not only the social/emotional abilities of infants, but their very ability to perceive the world. Philosophically and from a radically Merleau-Pontean perspective, the intimate face of the other appears to be a world opening event for the child. Its absence has a profound impact on the child’s experience of embodiment, coexistence, spatiality, temporality, and language. When seen through early deprivation, intimacy appears as a necessary foundation for establishing the transcendence of the world beyond perceptual presence, and it provides the possibility for language, culture, and history. (shrink)

Retracing the primary common aspects between anthropological and psychoanalytic thought, in this article, we will further discuss the main common points between the notions of the unconscious according to Carl Gustav Jung and Claude Lévi-Strauss, taking into account the thought of Erich Neumann. On the basis of very simple elementary logic considerations centered around the basic notion of the separation of opposites, our observations might be useful for speculations on the possible origins of rational thought and hence on the origins (...) of consciousness. (shrink)

Counselor educators can utilize the ideas of philosopher Michel Foucault in preparing preservice school counselors for their work with K?12 students in public schools. The Foucaultian ideas of governmentality, technologies of domination, received truths, power/knowledge, discontinuity, and archaeology can contribute to students' understanding of the hidden power relations in the assumptions and techniques of counseling. Because most students enter counseling programs without a background in Foucault, it falls to counselor educators to incorporate his ideas into the curriculum. This article describes (...) areas in which Foucaultian ideas can be introduced into the counseling curriculum, in particular, in the practicum courses. (shrink)

From a phenomenological viewpoint, shame and guilt may be regarded as emotions which have incorporated the gaze and the voice of the other, respectively. The spontaneous and unreflected performance of the primordial bodily self has suffered a rupture: In shame or guilt we are rejected, separated from the others, and thrown back on ourselves. This reflective turn of spontaneous experience is connected with an alienation of primordial bodiliness that may be described as a "corporealization": The lived-body is changed into the (...) objective, corporeal body or "body-for-others." The polarity of "bodiliness" and "corporeality" may further a phenomenological understanding of several mental disorders connected with shame and guilt. This is shown by the examples of body dysmorphic disorder and melancholic depression. (shrink)

Recent philosophy of religion, particularly neo-Wittgensteinian philosophy of religion, has reminded philosophers that there is more to religion than belief and, indeed, that there is more to religious belief than mere belief. D. Z. Phillips is among those who have made a contribution here. He has emphasized how religious belief is very different from the kind of belief that amounts to holding a hypothesis, even a God-hypothesis. However, perhaps because of his non-cognitivist tendencies, Phillips, unlike Kierkegaard to whom he often (...) appeals, has failed to bring into relief another quintessential fact about belief in God, namely that it is for the believer an entered relationship with God. We do well to appreciate that belief in God is not identical with making a truth claim. But if the essential core of religious belief is construed as an attitudinal or affective response, as non-cognitivists tend to construe it, an important conceptual dimension of religious faith will all but be overlooked, as, paradoxically it seems it has been by the philosophical approach that strives to describe the religious ‘form of life’ in its own terms. In what follows I shall endeavour to bring into relief what I take to be an essential dimension of religious belief, one which presupposes that religious belief is an entered relationship for the believer. This I shall do by pursuing a contrast which, I think, at once clarifies and makes undeniable religious belief's essential nature as a relationship to God. (shrink)