Contextualizationof Biblical texts is a priority of every exegete, who endeavors to bring the ancient scripts to dialogue with contemporary issues. This paper, which studies Psalm 72 and a prayer composed for good governance in Anambra State Nigeria, focuses on this hermeneutical interpretation. The writer adopts a simplified literary method in Biblical research that takes cognizance of the varied poetic techniques in Psalm 72 and engages in a detailed comparative study of a Psalm composed more than two millennia ago and (...) a prayer of our time. Such comparative study reveals a striking similar preoccupation of the composers of both texts. Both prayed for good governance of which all developing countries today are in dire need. (shrink)

Background: As actors with the key responsibility for the protection of human research participants, Research Ethics Committees (RECs) need to be competent and well-resourced in order to fulfil their roles. Despite recent programs designed to strengthen RECs in Africa, much more needs to be accomplished before these committees can function optimally.Objective: To assess training needs for biomedical research ethics evaluation among targeted countries.Methods: Members of RECs operating in three targeted African countries were surveyed between August and November 2007. Before implementing (...) the survey, ethical approvals were obtained from RECs in Switzerland, Cameroon, Mali and Tanzania. Data were collected using a semi-structured questionnaire in English and in French.Results: A total of 74 respondents participated in the study. The participation rate was 68%. Seventy one percent of respondents reported having received some training in research ethics evaluation. This training was given by national institutions (31%) and international institutions (69%). Researchers and REC members were ranked as the top target audiences to be trained. Of 32 topics, the top five training priorities were: basic ethical principles, coverage of applicable laws and regulations, how to conduct ethics review, evaluating informed consent processes and the role of the REC.Conclusion: Although the majority of REC members in the targeted African countries had received training in ethics, they expressed a need for additional training. The results of this survey have been used to design a training program in research ethics evaluation that meets this need. (shrink)

Conspicuous in the Old Testament is the literary genre of blessing that is often construed in poetic forms. They are of various types and were significant to their initial audience. A careful analysis of their texts and contexts is indispensable for a correct understanding of their message. Conversely, in our times, these texts and their contents are misinterpreted for some subjective goals, which deviate greatly from what one can perceive as their original meaning and intention. Misinterpretation and incorrect application of (...) Biblical texts of blessings thrive in a society like ours where ills are perpetrated under the guise of religion. The text of Genesis 27:27–29, carefully inserted in the patriarchal narratives, contains a type of OT blessings portraying parents’ wishful desires for their offspring; this is common to all human cultures. It is chosen as a springboard for the study of other parental blessings in the OT. Employing a literary analysis with particular attention to the functions of poetic devices in the text, the study aimed at understanding the message contained therein and its relevance to our contemporary society. (shrink)

The church shares in Christ’s mission of bringing all to the knowledge of God and to salvation. All its members are called to this intrinsic mission bequeathed to the entire church. The lay faithful form the greatest number of the members and their functions are important in this mission. However, they are beset by numerous setbacks that constitute untold challenges for the church. This article, written from a sub-Saharan African and Catholic background, examines the nature of this mission as a (...) requisite prelude to discussion on various challenges experienced by the laity in participating fully in the mission. It also recommends ways of enhancing their contributions.Contribution: The primary contribution of this article is its specific focus on the challenges the laity encounter in carrying out their mission in the world. It is a theological study based on scriptural foundations of the laity in the church. As members, laypersons share fully in the church’s received mission mandate. (shrink)

Motor inhibitory control, the ability to suppress unwanted actions, has been previously shown to rely on domain-general IC processes that are involved in a wide range of IC tasks. Nevertheless, the existence of effector-specific regions and activation patterns that would differentiate manual vs. oculomotor response inhibition remains unknown. In this study, we investigated the brain dynamics supporting these two response effectors with the same IC task paradigm. We examined the behavioral performance and electrophysiological activity in a group of healthy young (...) people with a Go/NoGo task using the index finger for the manual modality and the eyes for the oculomotor modality. By computing topographic analysis of variance, we found significant differences between topographies of scalp recorded potentials of the two response effectors between 250 and 325 ms post-stimulus onset. The source estimations localized this effect within the left precuneus, a part of the superior parietal lobule, showing stronger activity in the oculomotor modality than in the manual modality. Behaviorally, we found a significant positive correlation in response time between the two modalities. Our collective results revealed that while domain-general IC processes would be engaged across different response effectors in the same IC task, effector-specific activation patterns exist. In this case, the stronger activation of the left precuneus likely accounts for the increased demand for visual attentional processes in the oculomotor Go/NoGo task. (shrink)

BackgroundTranscranial direct current stimulation is a non-invasive, non-convulsive technique for modulating brain function. In contrast to other non-invasive brain stimulation techniques, where costs, clinical applicability, and availability limit their large-scale use in clinical practices, the low-cost, portable, and easy-to-use tDCS devices may overcome these restrictions.ObjectiveDespite numerous clinical applications in large numbers of patients suffering from psychiatric disorders, it is not quite clear how tDCS influences the mentally affected human brain. In order to decipher potential neural mechanisms of action of tDCS (...) in patients with psychiatric conditions, we focused on the combination of tDCS with neuroimaging techniques.DesignWe propose a contemporary overview on the currently available neurophysiological and neuroimaging data where tDCS has been used as a research or treatment tool in patients with psychiatric disorders.ResultsOver a reasonably short period of time, tDCS has been b... (shrink)

Boolean games are a logical setting for representing strategic games in a succinct way, taking advantage of the expressive power and conciseness of propositional logic. A Boolean game consists of a set of players, each of which controls a set of propositional variables and has a specific goal expressed by a propositional formula. We show here that Boolean games are a very simple setting, yet sophisticated enough, for analysing the formation of coalitions. Due to the fact that players have dichotomous (...) preferences, the following notion emerges naturally: a coalition in a Boolean game is efficient if it has the power to guarantee that all goals of the members of the coalition are satisfied. We study the properties of efficient coalitions. (shrink)

Cancers rely on multiple, heterogeneous processes at different scales, pertaining to many biomedical fields. Therefore, understanding cancer is necessarily an interdisciplinary task that requires placing specialised experimental and clinical research into a broader conceptual, theoretical, and methodological framework. Without such a framework, oncology will collect piecemeal results, with scant dialogue between the different scientific communities studying cancer. We argue that one important way forward in service of a more successful dialogue is through greater integration of applied sciences (experimental and clinical) (...) with conceptual and theoretical approaches, informed by philosophical methods. By way of illustration, we explore six central themes: (i) the role of mutations in cancer; (ii) the clonal evolution of cancer cells; (iii) the relationship between cancer and multicellularity; (iv) the tumour microenvironment; (v) the immune system; and (vi) stem cells. In each case, we examine open questions in the scientific literature through a philosophical methodology and show the benefit of such a synergy for the scientific and medical understanding of cancer. (shrink)

We report the identification of a recurrent, 520-kb 16p12.1 microdeletion associated with childhood developmental delay. The microdeletion was detected in 20 of 11,873 cases compared with 2 of 8,540 controls and replicated in a second series of 22 of 9,254 cases compared with 6 of 6,299 controls. Most deletions were inherited, with carrier parents likely to manifest neuropsychiatric phenotypes compared to non-carrier parents. Probands were more likely to carry an additional large copy-number variant when compared to matched controls. The clinical (...) features of individuals with two mutations were distinct from and/or more severe than those of individuals carrying only the co-occurring mutation. Our data support a two-hit model in which the 16p12.1 microdeletion both predisposes to neuropsychiatric phenotypes as a single event and exacerbates neurodevelopmental phenotypes in association with other large deletions or duplications. Analysis of other microdeletions with variable expressivity indicates that this two-hit model might be more generally applicable to neuropsychiatric disease. © 2010 Nature America, Inc. All rights reserved. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hildegard: Medieval Holism and ‘Presentism’—Or, Did Sigewiza Have Health Insurance?Jerome L. Kroll (bio)Keywordsholistic healing, presentism, Hildegard of Bingen, medieval medicineSuzanne Phillips and Monique Boivin have published an article examining Hildegard of Bingen’s (1098–179) treatment and cure of Sigewiza, a possessed woman. The purpose of their article is to demonstrate Hildegard’s holistic, or biopsychosocial, approach to healing as a model that we in the twenty-first century have lost but (...) would do well to recover. Several questions come to mind:What is Hildegard’s model?Have we lost it?Is it something we wish to emulate?The basics of the case history is that a noblewoman, Sigewiza, is ill or possessed of an evil spirit. Attempts by her local abbot and community to send her on pilgrimages or otherwise to cure or exorcise her, even with Hildegard’s recommendation, have only short-lived success, after which Sigewiza’s illness or demon returns. Finally, the abbot asks Hildegard to take the noblewoman into her Benedictine monastery, and after a suitable time and various interventions, Sigewiza is permanently (presumably) cured. The arduous process of effecting this cure has left Hildegard weak and ill herself, a pattern of poor physical health from which Hildegard suffered all her life.Phillips and Boivin claim that this is an early example of conceptualizing and utilizing a bio-psychosocial model to treat a complex illness. Hildegard, well known for her medical and pharmaceutical knowledge, applies the proper dietary changes to correct Sigewiza’s humoral (biological) imbalance. She treats the psyche and its partner, the soul, by long hours of discussion with Sigewiza and verbal duels with her demon, as well as by exorcising the demon, and she includes the social aspects of treatment by bringing Sigewiza into the Benedictine community of sisters as a participating member. Which of these three modalities may be sufficient for a cure depends upon the medieval literary genre in which the case appears. If in a medical text, then the proper dietary treatment and application of compounds to neutralize and correct the offending humoral imbalances would be the therapeutic agents. In medieval hagiography, [End Page 369] the biological modality is never sufficient and often ridiculed, because the entire thrust of the text is to demonstrate the futility of medical (secular) ministrations and the effectiveness of saintly intervention in producing a cure, whether or not exorcism is technically part of the process. In Sigewiza’s case, perhaps because of the stubbornness of the possessing demon or because of other factors attached to Sigewiza’s condition, the three (biopsychosocial) modalities are utilized. It seems that Sigewiza has a treatment-resistant illness.The narrative follows a familiar topos in saint’s lives (Kroll and Bachrach 2005). Attempts to cure a demoniac by prayers, pilgrimages, intercessions of other local saints or reputedly holy persons, and sometimes by physicians (when available) are to no avail. The sufferer is brought, amidst great fanfare and public attention (a media event), to the holy woman who is the central figure of the particular Vita, and the sufferer is promptly, or protractedly, cured. In such an account, the holiness of the holy woman is further demonstrated and her reputation, shrine, and influence are duly extended and enhanced. The holy person, with humility, attributes the intercession and cure to the power of God, or Jesus or Mary or a particular patron saint, but the crowd of onlookers and the audience of the Vita understand that God (or Jesus or Mary) has in fact granted the miracle cure as a way of demonstrating the holiness of this holy person in contrast to those who previously tried to cure the ill person. The abbot who ‘referred’ Sigewiza to Hildegard, and the previous saints’ shrine to whom Sigewiza was brought, although generally acknowledged as being of fine character or respectability, had to suffer the ignominy of their petitions being rejected to dramatize the special regard in which Hildegard is held.Although we can say that the “purposes” for which Hildegard’s hagiographer includes such anecdotes is to demonstrate her holiness and her importance in God’s eyes, this does not stop us, nine centuries later, from using such... (shrink)

Volume 19 of _The Annual of Psychoanalysis_ turns to the ever-intriguing relationship between "Psychoanalysis and Art." This introductory section begins with Donald Kuspit's scholarly reflections on the role of analysis in visual art and art criticism, and then proceeds to a series of topical studies on Freud and art introduced by Harry Trosman. Egyptologist Lorelei Corcoran explores the Egypt of Freud's imagination, thereby illuminating our understanding of the archaeological metaphor. Marion Tolpin offers new insights into Freud's analysis of the American (...) writer Hilda Doolittle by focusing on the meaning of the Goddess Athene - whose statue rested on Freud's desk - to both analyst and analysand. Stephen Toulmin examines Freud's artistic sensibility - and places the historical significance of Freud's art collection in bold relief - by looking at the many contemporary art objects Freud chose _not_ to collect. Danielle Knafo identifies key events in the early life of Austrian Expressionist Egon Schiele that were "primary determinants" of the content and form of his self-portraits. And Barbara Almond examines the spontaneous healing process depicted in Margaret Drabble's novel _The Needle's Eye _as an analogue to the kind of growth and development mobilized by the psychoanalytic process. Section II, "Psychoanalysis and Development," begins with Barbara Fajardo's appreciation of the contribution of biology to analyzability; she reviews findings from both infant research and biogenetic research that tend toward an understanding of "constitution" as resilience in development and, subsequently, in treatment. Benjamin Garber adds to the psychoanalytic understanding of childhood learning disabilities by presenting the three-and-a-half-year analysis of a learning-disabled child. In a fascinating two-part contribution, "Bridging the Chasm Between Developmental Theory and Clinical Theory," Joseph Palombo sheds light on some of the knottiest problems in contemporary analysis, including the relationship between childhood events and the reconstruction of those events in treatment. In Section III, "Psychoanalysis and Empathy," Mary Newsome presents case material in support of her claim that the analyst's empathic understanding catalyzes the coalescence of the patient's affect and aim, that is, the patient's capacity to believe in and then realize his ambitions. The acquisition of the capacity, she contends, not only betokens a specific kind of structure formation, but is the bedrock of emerging self-cohesion. Her challenging paper is thoughtfully discussed by David Terman and Jerome Winer. Section IV of _The Annual_ offers Jerome Kavka's appreciation of the work of N. Lionel Blitzsten. Blitzsten, the first Chicago psychoanalyst and one of America's most gifted clinicians and teachers, anticipated modern concepts of narcissism in identifying "narcissistic neuroses" with special treatment requirements. Morris Sklansky furthers our understanding of Blitzsten in his discussion of Kavka's essay. Ranging across the analytic canvas with presentations as edifying as they are provocative, volume 19 of _The Annual of Psychoanalysis_ challenges readers to wrestle with issues at the cutting edge of the discipline. It takes a well-deserved place in the preeminent continuing series in the field. (shrink)

Acte essentiellement privé, le mariage grec a pour traits constants, aux époques classique et hellénistique, la dation de la mariée au marié par son père (ekdosis), ainsi que le versement d'une dot directe (proïx ou phernè) par le père ou son substitut. La riche monographie que lui consacrent A.-M. Vérilhac et Cl. Vial, à l'issue d'une collaboration de plus de dix ans, leur permet d'en étudier les différentes dimensions (sociale, économique, juridique, rituelle…) et d'en souligner ains...

Le colloque organisé par Jérôme Bazin et Marie Frétigny à l’université de Picardie d’Amiens, avait-il besoin de se placer sous la bannière du « gender » pour analyser la question du réalisme dans la peinture du XXe siècle? Si l’hypothèse qui sous-tend cette journée – le réalisme est-il vecteur d’une autre image des femmes? – a pu être opérationnel pour le XIXe siècle, elle devient contre-productive pour le XXe. On ne sera pas surpris d’apprendre que le réalisme a renforcé les (...) stéréotypes de... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.2 (2005) 142-145 [Access article in PDF] The Doing of Philosophy in the Music Class: Some Practical Considerations. Response to Bennett Reimer Mary J. Reichling University of Louisiana at Lafayette How I respond to Bennett Reimer's challenge depends in part on how we define philosophy in this context. We might think of philosophy as a subject of study, that is, philosophy in itself (...) such as epistemology, metaphysics, and so on. Or we may conceive it as philosophy of music, better designated as aesthetics. Or we may consider philosophy as a verb in the sense of "doing" philosophy where our goal is to assist students in developing their thinking skills. It seems that Reimer is placing focus on the last, the doing of philosophy, not that these other views of philosophy are mutually exclusive; they are not.Yet even this distinction is not sufficient for discussion. I am reminded of a little book edited by Eunice Boardman, titled Dimensions of Musical Thinking and published by MENC in 1989. It is a real gem with many fine ideas. In particular it stresses the relationship of content-area knowledge to thinking, and that is what I want to do. Developing thinking skills does not take place in a vacuum: "Now I am going to think." It occurs with respect to a subject area. We have philosophy of science, philosophy of history, philosophy of art, and so on, and philosophy of music.Further, our thinking about music occurs in at least two different ways. I suggest that music possesses both instrumental and intrinsic value with respect to philosophical analysis, as well as instances where the two values are combined. In pondering these values we bring together several so-called philosophical 'methodologies': the search for meaning or understanding, analysis, criticism, [End Page 142] and synthesis. In the process we build arguments that are consistent, coherent, and correspond with the musical evidence.1And further, in our field, students, whether it be through course content itself or through performance classes, have the advantage of gaining both propositional knowledge, learning that, for example, the rhythmic value of eighth notes, and procedural knowledge or learning how, for example, performing eighth notes vocally or instrumentally.2Both of which challenge the students' thinking skills.It is also important to articulate several assumptions if we aspire to "doing" philosophy within the teaching of music. These include a belief that it is worthwhile to develop such thinking skills as I have outlined; that we are willing to take the time for dialogue within the music class or rehearsal hour; and that we as teachers are willing to be facilitators of questions rather than experts with answers.I shall attempt with a few examples to show how these thinking processes might be integrated into the music curriculum following Jerome Brunner's view that children can be taught anything if done so at their level of understanding.The first example relates to the instrumental value of music as it supports text or programmatic conceptions. Let us consider the text of a particular song such as "Blowing in the Wind" or the "Kookaburra" song, the subject of an opera such as Berg's Wozzeck, or the topic of war as exemplified in Britten's War Requiem or some of the protest songs. We ask students how the extra musical subjects are established musically, how the music communicates the ideas, why one musical setting is preferred or better than another, and so forth. In dialoging about these examples, students must first of all be perceptive listeners or participants, then analyze at their level of ability. For an elementary child such analysis might be as simple as pointing out the tempo, mood, rhythms, dynamics, or other expressive elements. Advanced students will have a more extensive musical background to draw upon. Through the analysis students come to a synthesis of these factors that leads to greater understanding of the meaning of the music as they approach questions of value and beauty. If the teacher... (shrink)

Augustine of Hippo is a giant in the history of Christian thought, commended by St Jerome for having virtually 're-founded the old faith'.

Biological dysfunction is regarded, in many accounts, as necessary and perhaps sufficient for disease. But although disease is conceptualized as all-or-nothing, biological functions often differ by degree. A tension is created by attempting to use a continuous variable as the basis for a categorical definition, raising questions about how we are to pinpoint the boundary between health and disease. This is the line-drawing problem. In this paper, we show how the line-drawing problem arises within “dysfunction-requiring” accounts of disease, such as (...) those of Christopher Boorse and Jerome Wakefield. We then provide several detailed examples to establish that biological dysfunction cannot provide a boundary. We examine potential ways of resolving the line-drawing problem, either by dropping one of the claims that generates it, or by appealing to additional criteria. We argue that two of these options are plausible, and that each of these can be applied with regard to different diseases. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.2 (2005) 142-145 [Access article in PDF] The Doing of Philosophy in the Music Class: Some Practical Considerations. Response to Bennett Reimer Mary J. Reichling University of Louisiana at Lafayette How I respond to Bennett Reimer's challenge depends in part on how we define philosophy in this context. We might think of philosophy as a subject of study, that is, philosophy in itself (...) such as epistemology, metaphysics, and so on. Or we may conceive it as philosophy of music, better designated as aesthetics. Or we may consider philosophy as a verb in the sense of "doing" philosophy where our goal is to assist students in developing their thinking skills. It seems that Reimer is placing focus on the last, the doing of philosophy, not that these other views of philosophy are mutually exclusive; they are not.Yet even this distinction is not sufficient for discussion. I am reminded of a little book edited by Eunice Boardman, titled Dimensions of Musical Thinking and published by MENC in 1989. It is a real gem with many fine ideas. In particular it stresses the relationship of content-area knowledge to thinking, and that is what I want to do. Developing thinking skills does not take place in a vacuum: "Now I am going to think." It occurs with respect to a subject area. We have philosophy of science, philosophy of history, philosophy of art, and so on, and philosophy of music.Further, our thinking about music occurs in at least two different ways. I suggest that music possesses both instrumental and intrinsic value with respect to philosophical analysis, as well as instances where the two values are combined. In pondering these values we bring together several so-called philosophical 'methodologies': the search for meaning or understanding, analysis, criticism, [End Page 142] and synthesis. In the process we build arguments that are consistent, coherent, and correspond with the musical evidence.1And further, in our field, students, whether it be through course content itself or through performance classes, have the advantage of gaining both propositional knowledge, learning that, for example, the rhythmic value of eighth notes, and procedural knowledge or learning how, for example, performing eighth notes vocally or instrumentally.2Both of which challenge the students' thinking skills.It is also important to articulate several assumptions if we aspire to "doing" philosophy within the teaching of music. These include a belief that it is worthwhile to develop such thinking skills as I have outlined; that we are willing to take the time for dialogue within the music class or rehearsal hour; and that we as teachers are willing to be facilitators of questions rather than experts with answers.I shall attempt with a few examples to show how these thinking processes might be integrated into the music curriculum following Jerome Brunner's view that children can be taught anything if done so at their level of understanding.The first example relates to the instrumental value of music as it supports text or programmatic conceptions. Let us consider the text of a particular song such as "Blowing in the Wind" or the "Kookaburra" song, the subject of an opera such as Berg's Wozzeck, or the topic of war as exemplified in Britten's War Requiem or some of the protest songs. We ask students how the extra musical subjects are established musically, how the music communicates the ideas, why one musical setting is preferred or better than another, and so forth. In dialoging about these examples, students must first of all be perceptive listeners or participants, then analyze at their level of ability. For an elementary child such analysis might be as simple as pointing out the tempo, mood, rhythms, dynamics, or other expressive elements. Advanced students will have a more extensive musical background to draw upon. Through the analysis students come to a synthesis of these factors that leads to greater understanding of the meaning of the music as they approach questions of value and beauty. If the teacher... (shrink)

La diffusion des révisions hiéronymiennes des Bibles latines s’est faite notamment à travers les textes liturgiques latins. La présente communication s’intéresse à l’utilisation de l’oeuvre du moine de Bethléem dans les prières des livres liturgiques (missels, sacramentaires et bénédictions pontificales). Elle est centrée sur les citations des livres dits “des petits prophètes”. Si l’oeuvre de Jérôme s’impose progressivement dans la vie liturgique occidentale à partir de la deuxième moitié du VIIe et du VIIIe siècle, plusieurs missels et sacramentaires comportent aussi (...) bien des citations de la révision de Jérôme que de versions des Vieilles latines. C’est notamment le cas de sacramentaires irlandais de la fin du VIIe siècle et du missel gallican dit Missale Gothicum, datant des années 700. À cette époque, l’oeuvre de Jérôme n’est donc pas encore utilisée par la liturgie comme un ensemble unifié. La citation et l’allusion aux anciennes traductions latines persiste même dans la péninsule ibérique et la liturgie mozarabe jusqu’au XIIe siècle. Une étude détaillée des allusions au livre II de Jonas montre que des morceaux de versets issus des Vieilles latines se sont maintenus pendant tout le Moyen-Âge dans des livres ayant recours à la Vulgate, peut-être parce qu’ils étaient passés dans la culture biblique collective. Cet article souligne donc la nécessité d’une analyse détaillée, livre liturgique par livre liturgique, pour étudier les citations de la Bible dans la liturgie latine, car une même pièce liturgique peut emprunter à plusieurs traductions différentes. (shrink)

Dès son introduction, J.-M. Salamito, professeur d’histoire du christianisme à la Sorbonne, inscrit sa réflexion dans le sillage des « intuitions lumineuses » de G. de Plinval, P. Brown et Ch. Pietri concernant la signification sociale des positions pélagiennes. Pour en présenter les enjeux, décisifs pour le christianisme au début du Ve siècle, et définir ce qui oppose si radicalement Augustin à Pélage et ses disciples, l’A. déploie sa connaissance des sources - on peut se réjouir que les tex..

Argues that educators should help students piece together authentic narratives about themselves and about society, and not to focus so much on teaching students to process information.

Second, this collection of cognitive programs evolved in the Pleistocene to solve the adaptive problems regularly faced by our hunter-gatherer ancestors-...

Is jealousy eliminable? If so, at what cost? What are the connections between pride the sin and the pride insisted on by identity politics? How can one question an individual's understanding of their own happiness or override a society's account of its own rituals? What is wrong with incest? These and other questions about what sustains and threatens our identity are pursued using the resources of philosophy, psychoanalysis, and other disciplines. The discussion throughout is informed and motivated by the Spinozist (...) hope that understanding our lives can help change them, can help make us more free. (shrink)

Mgr Félix Hedde (1879-1960), o.p., est un personnage-clé de la mission des dominicains de Lyon dans le Haut-Tonkin. Son long ministère au Việt Nam (1926-1960) en fit un témoin privilégié d’une période dramatique de l’histoire du pays. Il a connu les années prospères de la colonisation française jusqu’en 1940, les souffrances de ses compatriotes pendant la Seconde Guerre mondiale et la guerre d’Indochine, leur humiliation face à la décolonisation forcée, et enfin la persécution ouverte ou larvée des chrétiens sous le (...) régime communiste. Chez Félix Hedde, l’amour pour la mission du Tonkin, le désir d’y implanter l’Église, se conjuguait à sa volonté d’honorer ses traditions familiales et nationales. L’épreuve de l’occupation japonaise, de la guerre d’Indochine, des défaites de l’armée française, autant que le réconfort de la fidélité des chrétiens vietnamiens de la mission dans une situation de plus en plus critique, détachant Mgr Hedde de ses rêves patriotiques, le conduisirent à l’accomplissement de sa vocation missionnaire. Les conditions particulières de son territoire de mission, où les ethnies montagnardes sont très largement majoritaires, l’amenèrent cependant à proposer pour lui succéder le Français André Jacq, privant ainsi d’évêque les chrétiens du lieu, de 1958 à 1990. (shrink)

Some commentators have condemned Kant’s moral project from a feminist perspective based on Kant’s apparently dim view of women as being innately morally deficient. Here I will argue that although his remarks concerning women are unsettling at first glance, a more detailed and closer examination shows that Kant’s view of women is actually far more complex and less unsettling than that attributed to him by various feminist critics. My argument, then, undercuts the justification for the severe feminist critique of Kant’s (...) moral project. (shrink)

Bruner sets forth nothing less than a new agenda for the study of the mind. He examines the irrepressibly human acts of imagination that allow us to make experience meaningful; he calls this side of mental activity the “narrative mode,” and his book makes important advances in the effort to unravel its nature.

This book, the product of a lifetime of research by one of the founders of developmental psychology, takes on the powerful assumptions behind these questions- ...

Surely since the Enlightenment, if not before, the study of mind has centered principally on how man achieves a “true” knowledge of the world. Emphasis in this pursuit has varied, of course: empiricists have concentrated on the mind’s interplay with an external world of nature, hoping to find the key in the association of sensations and ideas, while rationalists have looked inward to the powers of mind itself for the principles of right reason. The objective, in either case, has been (...) to discover how we achieve “reality,” that is to say, how we get a reliable fix on the world, a world that is, as it were, assumed to be immutable and, as it were, “there to be observed.”This quest has, of course, had a profound effect on the development of psychology, and the empiricist and rationalist traditions have dominated our conceptions of how the mind grows and how it gets its grasp on the “real world.” Indeed, at midcentury Gestalt theory represented the rationalist wing of this enterprise and American learning theory the empiricist. Both gave accounts of mental development as proceeding in some more or less linear and uniform fashion from an initial incompetence in grasping reality to a final competence, in one case attributing it to the work out of internal processes or mental organization, and in the other to some unspecified principle of reflection by which—whether through reinforcement, association, or conditioning—we came to respond to the world “as it is.” There have always been dissidents who challenged these views, but conjectures about human mental development have been influenced far more by majoritarian rationalism and empiricism than by these dissident voices. Jerome Bruner is research professor of psychology at New York University, where he is also serving as Meyer Visiting Professor of Law. His most recent book, Acts of Meaning, appeared in 1990. In 1987 he received the Balzan Prize for “a lifetime contribution to the study of human psychology.”. (shrink)

Much of our understanding of human thinking is based on probabilistic models. This innovative book by Jerome R. Busemeyer and Peter D. Bruza argues that, actually, the underlying mathematical structures from quantum theory provide a much better account of human thinking than traditional models. They introduce the foundations for modelling probabilistic-dynamic systems using two aspects of quantum theory. The first, 'contextuality', is a way to understand interference effects found with inferences and decisions under conditions of uncertainty. The second, 'quantum (...) entanglement', allows cognitive phenomena to be modeled in non-reductionist ways. Employing these principles drawn from quantum theory allows us to view human cognition and decision in a totally new light. Introducing the basic principles in an easy-to-follow way, this book does not assume a physics background or a quantum brain and comes complete with a tutorial and fully worked-out applications in important areas of cognition and decision. (shrink)

A theory that treats language not as an abstract symbol system but as a function of our brains and experience, integrating recent findings from biology, ...

Closely related to this is Mr. Bruner's "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a ...