In this chapter, Ricardo Silvestre and Alan Herbert offer a reconstruction of the Gītā’s concept of God with a focus on the relationship between God and the world. They try to explain the claim that the Gītā is panentheistic. This is done with the help of some key notions of contemporary metaphysics (such as ontological dependence and fundamentality) along with the Indic notion of prakṛti, considered as a metaphysical primitive denoting the intimate relationship that exists between matter and conscious living (...) beings on the one hand, and God on the other. (shrink)

The need to establish a research field within psychology didactics at secondary level has recently been voiced by several researchers internationally. An analysis of a Swedish case coming out of secondary level education in psychology presented here provides an illustration that complexity thinking – derived from complexity theory – is uniquely placed to consider and indicate possible solutions to challenges, described by researchers as central to the foundation of a new field. Subject-matter didactics is defined for the purpose of this (...) paper as a combination of general didactics and subject- matter content, and considering the international nature of research traditions coming out of psychology, the implications of the results presented here cannot be regarded as limited solely to national concerns. An on-line survey was sent to secondary schools in Sweden. Discussions and lectures along with teaching to the book – alternatively used as inspiration – emerged as central from the thematic analysis of the results, providing the first mapping of teaching practices in secondary level psychology in Sweden. An analysis, founded on complexity thinking – combined with a model enabling a delimitation of the scope of study – focused on time use and the importance placed on self-knowledge, along with the transformation of theory into practice. The former pointing to a teacher centred nested subsystem (e.g. asymmetric relations between teachers and students), the latter pointing to student centred nested subsystems coming out of embodied knowledge (e.g. students as node) where psychological perspectives are learnt through self-reflexion, case studies and everyday life experiences (turning theory to practice), implying a holistic approach. The analysis applied to the Swedish case provides an illustration of how complexity theory has the potential to address challenges at micro and macro level to the establishment of a new research field in psychology didactics and to indicate possible solutions. Psychologies high relevance to everyday life, multi-causality, perspective pluralism, dynamic systems character and scientific character, makes complexity thinking a relevant approach in the consideration of challenges to the establishment of a research field in didactics of psychology. (shrink)

Grossmann's argument for the “fearful ape hypothesis” rests on an incomplete review of infant responses to emotional faces. An alternate interpretation of the literature argues the opposite, that an early preference for happy faces predicts cooperative learning. Questions remain as to whether infants can interpret affect from faces, limiting the conclusion that any “fear bias” means the infant is fearful.

Alternative non‐B‐DNA conformations formed under physiological conditions by sequences called flipons include left‐handed Z‐DNA, three‐stranded triplexes, and four‐stranded i‐motifs and quadruplexes. These conformations accumulate and release energy to enable the local assembly of cellular machines in a context specific manner. In these transactions, nucleosomes store power, serving like rechargeable batteries, while flipons smooth energy flows from source to sink by acting as capacitors or resistors. Here, I review the known biological roles for flipons. I present recent and unequivocal findings showing (...) how innate immune responses are regulated by Z‐flipons that identify endogenous RNAs as self. Evidence is also presented supporting important roles for other flipon classes. In these examples, the dynamic exchange of energy between flipons and nucleosomes enables rapid switching of genetic programs without altering flipon sequence. The increased phenotypic diversity enabled by flipons drives their natural selection, with adaptations evolving faster than is possible by codon mutation alone. (shrink)

Gauḍīya Vaiṣṇavas frequently assimilate and recast ancient and established ideas and practices to suit and justify their own theology and goals. The final aim of this strategy is to promote their version of mature emotional bhakti, as devotional participation. Their depictions of mature divine interactions are often mapped by way of rasa theory, originating as ancient poetic and dramatic aesthetic theory. Although only explicitly used to map aspects of mature religious experience, this paper explores an often-neglected side of the tradition’s (...) pedagogy, namely its tacit appeal to rasa theory to explain practices meant primarily for ordinary practitioners. An example of this strategy appears in the sixteenth century Gauḍīya treatise, Ṣaṭ-sandarbha. The author, Jīva Gosvāmī, offers a reformulated account of a typical set of Pāñcarātra meditation rituals. However, although the rituals are necessarily performed in the imagination, he paradoxically warns that the generated mental images should not be considered imaginative. By correlating his explanations of these ritual visualisations with elements of his yet to be depicted rasa theory, a consistent and non-problematic role of ritual imagination can be revealed. Since Jīva offers nothing explicit to arrive at this conclusion, this paper infers how a prominent Gauḍīya seems to be reformulating even ordinary ritual by way of rasa theory. This analysis acts as an individual example of a broader strategy in Gauḍīya texts. (shrink)

The Pedagogy of Creativity represents a groundbreaking study linking the pedagogy of classroom creativity with psychoanalytical theories.

This book analyses the concepts of God in Vaisnavism, which is commonly referred to as one of the great Hindu monotheistic traditions. Addressing the question of what attributes God possesses according to particular textual sources and traditions in Vaisnavism, the book analyses Vaisnava traditions and texts in order to locate them within a global philosophical framework. The book is divided into two sections. The first one, God in Vaisnava Texts, deals with concepts of God found in the canonical Vaisnava texts: (...) the Bhavagad Gita, the Bhagavata Purana, the Pancaratras, and the Mahabharata. The second section, God in Vaisnava Traditions, addresses concepts of God found in several Vaisnava traditions and their respective key theologians. As well as the Alvars, five traditional Vaisnava schools- the Sri Vaisnava tradition, the Madhva tradition, the Nimbarka tradition, the Pustimarga tradition, and the Caitanya Vaisnava tradition- and two contemporary ones Ramakrishna's and Swami Bhaktivedanta's are considered. The book combines normative, critical and descriptive elements. Some chapters are philosophical in nature, others are more descriptive, unpacking a specific Vaiṣṇava concept of God for future philosophical analysis and critique. Written by experts who break new ground in presenting and representing a diversity of Vaiṣṇava texts and tradition, the book presents approaches that reflect the amount of philosophical and historical deliberation on the specific issues and divine attributes considered. This book will be of interest to researchers in the fields of philosophy of religion and Indian philosophy, cross-cultural and comparative philosophy, analytic philosophy of religion, Hindu studies, theology and religious studies. (shrink)