We are drowning in information, while starving for wisdom.Are the smartest people also the wisest? Not necessarily. While traditional intellectual reasoning and procedural knowledge have helped build the communities we live in, there is a growing scientific understanding that we need emotionally balanced and better-fitting prosocial frameworks for coping with the uncertainties and complexities of life and addressing new challenges of the modern world. We are now poised on the edge of a new science of wisdom.The concept of wisdom, long (...) considered the “pinnacle of insight into the human condition”, has been that of an intangible, subjective, culturally specific entity—an unscientific... (shrink)

Wisdom is a multi-component trait that is important for mental health and well-being. In this study, we sought to understand gender differences in relative strengths in wisdom. A total of 659 individuals aged 27–103 years completed surveys including the 3-Dimensional Wisdom Scale and the San Diego Wisdom Scale. Analyses assessed gender differences in wisdom and gender’s moderating effect on the relationship between wisdom and associated constructs including depression, loneliness, well-being, optimism, and resilience. Women scored higher on average on the 3D-WS (...) but not on the SD-WISE. Women scored higher on compassion-related domains and on SD-WISE Self-Reflection. Men scored higher on cognitive-related domains and on SD-WISE Emotion Regulation. There was no impact of gender on the relationships between wisdom and associated constructs. Women and men have different relative strengths in wisdom, likely driven by sociocultural and biological factors. Tailoring wisdom interventions to individuals based on their profiles is an important next step. (shrink)

One antidote to moral distress is stronger moral agency—that is, an enhanced ability to act to bring about change. The Clinical Ethics Residency for Nurses, an educational program developed and run in two large northeastern academic medical centers with funding from the Health Resources and Services Administration, intended to strengthen nurses’ moral agency. Drawing on Improving Competencies in Clinical Ethics Consultation: An Education Guide, by the American Society for Bioethics and Humanities, and on the goals of the nursing profession, CERN (...) sought to change attitudes, increase knowledge, and develop skills to act on one's knowledge. One of the key insights the faculty members brought to the design of this program is that knowledge of clinical ethics is not enough to develop moral agency. In addition to lecture‐style classes, CERN employed a variety of methods based in adult learning theory, such as active application of ethics knowledge to patient scenarios in classroom discussion, simulation, and the clinical practicum. Overwhelmingly, the feedback from the participants (sixty‐seven over three years of the program) indicated that CERN achieved transformative learning. (shrink)

Doctoral programmes in nursing are charged with developing the next generation of nurse scholars, scientists, and healthcare leaders. The American Association of Colleges of Nursing (AACN) endorses the inclusion of philosophy of science content in research‐focused doctoral programmes. Because a philosophy course circumscribed to the natural or social sciences does not address the broad forms of knowledge that are relevant to nursing practice, we have developed and co‐taught a course on the philosophy of knowledge that introduces students to competing claims (...) regarding the nature of knowledge, truth, and rationality. In addressing broad themes related to science and knowledge of the body, health and illness, and ethics, the course equips students to tread the rough and shifting ground of nursing scholarship and practice. Providing doctoral students with this philosophical footing is intended to give future scholars, researchers, and healthcare leaders the intellectual skills to critically reflect on knowledge claims, to challenge the hegemony of science, and to recognize the disciplinary forms of knowledge that are left out or trivialized. Our pedagogical approach to knowledge development does not denigrate scientific knowledge, but elevates forms of inquiry and notions of clinical knowledge that are too often marginalized in doctoral education and the academy in general. (shrink)

Introduction Future HIV vaccine efficacy trials with adolescents will need to ensure that participants comprehend study concepts in order to confer true informed assent. A Hepatitis B vaccine trial with adolescents offers valuable opportunity to test youth understanding of vaccine trial requirements in general. Methods Youth reviewed a simplified assent form with study investigators and then completed a comprehension questionnaire. Once enrolled, all youth were tested for HIV and confirmed to be HIV-negative. Results 123 youth completed the questionnaire (mean age=15 (...) years; 63% male; 70% Hispanic). Overall, only 69 (56%) youth answered all six questions correctly. Conclusions Youth enrolled in a Hepatitis B vaccine trial demonstrated variable comprehension of the study design and various methodological concepts, such as treatment group masking. (shrink)

In Epistemology of the Closet, Eve Kosofsky Sedgwick explores the connection between the binaries of heterosexuality/homosexuality and the utopian/apocalyptic. In doing so, she exposes the commonplace of a “fantasy trajectory toward a life after the homosexual.”1 In this narrative model, once the queer has completed its function of purging the symbolic of its sins, the character is eliminated from the text as part of the emergence of a postnarrative hetero-normative utopia. In a similar vein, Lee Edelman’s “Against Survival: Queerness in (...) a Time That’s Out of Joint,” an essay on the quintessential revenge tragedy, Hamlet, notes that the revenger’s death ensures a return of society’s idealized vision of the future.2... (shrink)

I have taken such pains to indicate the scope, terms, and foci of Neumann's analysis because he provides one of the main pillars on which any further systematic study of the woman hero must rest. By showing Psyche's relation to the mythic or archetypal structure of heroism, by demonstrating the particular ways in which the hero is a figure distinguished primarily by involvement in particular patterns of action and psychological development, Neumann provides an invaluable service to further studies of literature, (...) heroism, and women. Without belaboring the distinction between the hero and the heroine, Neumann validates the claim that a woman can be a hero and eliminates the awkward distinction between the heroine as heroic figure and the heroine as conventional woman that has perplexed so much recent literary, especially feminist, analysis.1 He is also very good at locating the details in Psyche's dilemma that constitute significant associative images within a narrative representing heroism by means of a female character. Specifically, he indicates how Psyche's beauty is as much a burden as a boon, shows the importance of her relationship to other female characters, and points out the ways in which the apparent hostility of other women acts as a necessary goad to Psyche's own developing independence. Neumann's analysis is also suggestive in showing the appropriateness of archetypal criticism to material which is not myth in the narrow sense. To be sure, Apuleius' Amor and Psyche results from the distillation of narratives whose origins are clearly to be found in the folklore and functioning mythologies of Greek and Roman culture; just as clearly, however, Apuleius is telling his tale as part of a highly self-conscious, complexly structured narrative2 analogous, in some ways, to Chaucer's Canterbury Tales, Bunyan's Pilgrim's Progress, Milton's great religious epics, and even that seemingly least mythic set of narrative structures, the novel. · 1. See, e.g., Ellen Moers' long discussion of "heroinism" in Literary Women: The Great Writers , pp. 113-242. Moers' use of this awkward term, the female version of the presumably masculine heroism, perpetuates the idea that only men can be true heroes, while extraordinary women remain "special cases" necessitating special terminology.· 2. See P. G. Walsh, The Roman Novel: The 'Satyricon' of Petronius and the 'Metamorphoses' of Apuleius , pp. 141-223. Lee R. Edwards is an editor of The Massachusetts Review and an associate professor of English at the University of Massachusetts at Amherst. She is presently completing The Labors of Psyche: Female Heroism and Fictional Form. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Toward Mindful Music Education:A Response To Bennett ReimerSandra L. StaufferIn her book Composing a Life, Mary Catherine Bateson reminds us to acknowledge our antecedents—those who have gone before in whatever way or whatever path.1 I believe we should also acknowledge our co-conspirators—those who have listened to us and wrestled with our ideas. Following Bateson, I wish to recognize the contributions of my teachers and my colleagues, particularly the members (...) of the doctoral seminar at Arizona State University. I am grateful for your contributions to the life of my mind and the words of this morning. For the record, I also want to say that Bennett Reimer is both antecedent and co-conspirator for everyone in this room, and we are indebted to him."The first task of philosophy involves learning to ask a good question," says Walter Feinberg in his essay on the philosophical scholar.2 Reimer asks us, "Who is philosophy of music education for?"—a provocative question indeed. He also gives us an answer: K-12 students.I agree, but not really. How can that be? Imagine this. A music teacher I know, Stephanie, was engaged with some first-grade children in singing songs and moving and reading rhythms. She turned to write on the white board. When she turned back to the children, one boy, Alex, was standing, perfectly still, on his head. What happened next? I will tell you in few minutes. Reimer says, "Philosophical issues are not disconnected to or incidental to musical experience. [End Page 135] They are foundational for musical experience, because one's values, beliefs, desires, preferences, and so forth, directly affect how one engages with music and what one gets from doing it." Abridging those two sentences at my own peril, Reimer appears to be saying that philosophical issues are foundational to musical experience.That idea works for me only if I am standing, figuratively and metaphorically, not literally, on my head. It seems to me that experience is the foundation of philosophy or, put another way, that one's philosophy derives from one's experiences; the richer the experiences, the richer the philosophy. A philosophy based on limited or weak experience is a limited or weak philosophy. This, however, is only surface-level logic for a deeper epistemological question—where does one's philosophy come from? If I take the Deweyan perspective that philosophy derives from experience, then surely I am obligated, in this forum, to define my terms—particularly "experience." It would be easy to say that experience means making music and listening to music, and surely it does. By experience, however, I mean not only these actions—the doing of music—but also thinking, or what Ellen Langer calls mindfulness.3 Langer describes mindful learning as having three characteristics: "the continuous creation of new categories; openness to new information; and an implicit awareness of more than one perspective."4 I like how Robert Duke articulates the same idea: "Teach things that are intellectually interesting and functionally valuable."5 Engage students not just in doing, but also in thinking—in mindful learning. Rich experience makes for rich philosophy. If we are talking about music education at all levels that is not only participatory, but also mindful, then I am all for it.Reimer asks a second question: how are we to accomplish the teaching of philosophy to K-12 students? I want to know what we are trying to accomplish. Are we trying to teach the content of philosophy or are we trying to help students develop their own abilities to think about their experiences as musicians, whether as listeners or as music makers, in whatever contexts they find themselves? The former seems to be a reification of philosophy in which I am not eager to engage most K-12 students. I hope we are aiming for the latter. If so, then our task is to provide rich and mindful experiences in every music setting. Our task is to model the disposition of a philosopher—one who asks questions, is curious, and is engaged in the life of the mind.This seems so obvious. Why aren't we doing it already? There... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Toward Mindful Music Education:A Response To Bennett ReimerSandra L. StaufferIn her book Composing a Life, Mary Catherine Bateson reminds us to acknowledge our antecedents—those who have gone before in whatever way or whatever path.1 I believe we should also acknowledge our co-conspirators—those who have listened to us and wrestled with our ideas. Following Bateson, I wish to recognize the contributions of my teachers and my colleagues, particularly the members (...) of the doctoral seminar at Arizona State University. I am grateful for your contributions to the life of my mind and the words of this morning. For the record, I also want to say that Bennett Reimer is both antecedent and co-conspirator for everyone in this room, and we are indebted to him."The first task of philosophy involves learning to ask a good question," says Walter Feinberg in his essay on the philosophical scholar.2 Reimer asks us, "Who is philosophy of music education for?"—a provocative question indeed. He also gives us an answer: K-12 students.I agree, but not really. How can that be? Imagine this. A music teacher I know, Stephanie, was engaged with some first-grade children in singing songs and moving and reading rhythms. She turned to write on the white board. When she turned back to the children, one boy, Alex, was standing, perfectly still, on his head. What happened next? I will tell you in few minutes. Reimer says, "Philosophical issues are not disconnected to or incidental to musical experience. [End Page 135] They are foundational for musical experience, because one's values, beliefs, desires, preferences, and so forth, directly affect how one engages with music and what one gets from doing it." Abridging those two sentences at my own peril, Reimer appears to be saying that philosophical issues are foundational to musical experience.That idea works for me only if I am standing, figuratively and metaphorically, not literally, on my head. It seems to me that experience is the foundation of philosophy or, put another way, that one's philosophy derives from one's experiences; the richer the experiences, the richer the philosophy. A philosophy based on limited or weak experience is a limited or weak philosophy. This, however, is only surface-level logic for a deeper epistemological question—where does one's philosophy come from? If I take the Deweyan perspective that philosophy derives from experience, then surely I am obligated, in this forum, to define my terms—particularly "experience." It would be easy to say that experience means making music and listening to music, and surely it does. By experience, however, I mean not only these actions—the doing of music—but also thinking, or what Ellen Langer calls mindfulness.3 Langer describes mindful learning as having three characteristics: "the continuous creation of new categories; openness to new information; and an implicit awareness of more than one perspective."4 I like how Robert Duke articulates the same idea: "Teach things that are intellectually interesting and functionally valuable."5 Engage students not just in doing, but also in thinking—in mindful learning. Rich experience makes for rich philosophy. If we are talking about music education at all levels that is not only participatory, but also mindful, then I am all for it.Reimer asks a second question: how are we to accomplish the teaching of philosophy to K-12 students? I want to know what we are trying to accomplish. Are we trying to teach the content of philosophy or are we trying to help students develop their own abilities to think about their experiences as musicians, whether as listeners or as music makers, in whatever contexts they find themselves? The former seems to be a reification of philosophy in which I am not eager to engage most K-12 students. I hope we are aiming for the latter. If so, then our task is to provide rich and mindful experiences in every music setting. Our task is to model the disposition of a philosopher—one who asks questions, is curious, and is engaged in the life of the mind.This seems so obvious. Why aren't we doing it already? There... (shrink)

The recent financial crisis has prompted questioning of our basic ideas about capitalism and the role of business in society. As scholars are calling for “responsible leadership” to become more of the norm, organizations are being pushed to enact new values, such as “responsibility” and “sustainability,” and pay more attention to the effects of their actions on their stakeholders. The purpose of this study is to open up a line of research in business ethics on the concept of “ authenticity (...) ” as it can be applied in modern organizational life and more specifically to think through some of the foundational questions about the logic of values. We shall argue that the idea of simply “acting on one’s values” or “being true to oneself” is at best a starting point for thinking about authenticity. We develop the idea of the poetic self as a project of seeking to live authentically. We see being authentic as an ongoing process of conversation that not only starts with perceived values but also involves one’s history, relationships with others, and aspirations. Authenticity entails acting on these values for individuals and organizations and thus also becomes a necessary starting point for ethics. After all, if there is no motivation to justify one’s actions either to oneself or to others, then as Sartre has suggested, morality simply does not come into play. We argue that the idea of responsible leadership can be enriched with this more nuanced idea of the self and authenticity. (shrink)

A thought-provoking comparative take on two seminal thinkers in Christian history In this book -- the first volume in the Kierkegaard as a Christian Thinker series -- Lee Barrett offers a novel comparative interpretation of early church father Augustine and nineteenth-century philosopher-theologian Soren Kierkegaard. Though these two intellectual giants have been paired by historians of Western culture, the exact nature of their similarities and differences has never before been probed in detail. Barrett demonstrates that on many essential theological levels Augustine (...) and Kierkegaard were more convergent than divergent. Most significantly, their parallels point to a distinctive understanding of the Christian life as a passion for self-giving love. Approaching Kierkegaard through the lens of Augustine, Barrett argues, enables the theme of desire for fulfillment in God to be seen as much more central to Kierkegaard's thought than previously imagined. (shrink)

This is the first introductory anthology on the philosophy of ecology edited by an ecologist and a philosopher. It illustrates the range of philosophical approaches available to ecologists and provides a basis for understanding the thinking on which many of today's environmental ideas are founded. Collectively, these seminal readings make a powerful statement on the value of ecological knowledge and thinking in alleviating the many problems of modern industrial civilization. Issues covered include: the challenges of defining scientific ecology, tracing its (...) genealogy, and distinguishing the science from various forms of "ecological-like" thinking the ontology of ecological entities and processes selected concepts of community, stability, diversity, and niche the methodology of ecology (rationalism and empiricism, reductionism and holism) the significance of evolutionary law for ecological science. (shrink)

Disney’s Frozen (2013) and Frozen 2 (2019) are among the highest-grossing films of all time (IMDb 2021) and are arguably among the most influential works of fantasy produced in the last decade in any medium. The films, based loosely on Hans Christensen Andersen’s “The Snow Queen” (Andersen 2014) focus on the adventures of the sisters Anna and Elsa as they, together with their companions, seek to safeguard their people both from external threats and (importantly) from Elsa’s inabilities to control her (...) magical abilities to summon ice and snow. While Anna’s choices drive much of the action of both films, Elsa has undoubtedly been the more influential and popular of the two characters, as indicated by measures such as merchandise sales (Ellen Byron and Paul Ziobro 2014), Google search data (Play Like Mum 2020), and even baby name choices (Wolfers 2015). -/- Despite her popularity, Elsa is in many ways a paradoxical sort of hero, as she finds her actions all but predetermined by both external and internal forces. This is particularly the case in the first film, where we meet an Elsa who has been born with a power she cannot control, and which appears more as a force of nature than as anything that “belongs” to Elsa. The film’s action is driven, in large part, precisely by Elsa’s failures to exert control over her emotions and abilities. She begins the film by accidentally injuring Anna. This, in turn, causes Elsa to become fearful and withdrawn and to isolate herself from her sister, even after their parents die on a quest to find a cure for Elsa. Elsa's fear and lack of control lead to an even more dire outcome when she inadvertently calls down winter on Arendelle and abandons her people for the mountains. It is only through Anna's devoted quest to rescue her sister, first by pursuing her to the mountains, and later by throwing herself in front of the villainous Hans’ sword attack on her sister, that Elsa (and Arendelle) are saved. Elsa's most active contribution to this is to appreciate the import of Anna's sacrifice and to discover the power of "love" to overcome her fear. -/- What then, are we to make of Elsa as a character? It is the younger sister Anna who corresponds most closely to Gerda, the unquestioned protagonist of Andersen’s original tale, and her character arc fits neatly with the well-known “Hero’s Journey” model for describing myth (Campbell 2020). It is Anna, for example, who goes on a quest, meets a group of motley companions (the human Kristoff, the reindeer Sven, and the magical snowman Olaf), accepts advice from wise elders (the trolls), undergoes a severe trial, and even gets the "reward" of romantic love at the end. All of this has led some scholars (Niemiec and Bretherton 2015; Heit 2019) to hold up Anna, rather than Elsa, as something like the hero of the story. Existing scholarship on Elsa, by contrast, has focused largely on issues related to her gender and sexuality (Law 2014; Lee 2015; Steinhoff 2017; Streiff and Dundes 2017; Dundes, Streiff, and Streiff 2018; Dundes 2020; Llompart and Brugué 2020). In what follows, I’ll be taking a closer look at Elsa’s unique status as a protagonist, and what her struggles with fate reveal about the nature of free will and ethical responsibility. I’ll argue that Elsa provides a useful model of a “Stoic hero” and that her strengths and weaknesses as a character provide valuable insight into an often-misunderstood school of philosophy. My argument will proceed in several stages. I’ll begin by describing the basic tenets of Stoic philosophy, paying special attention to the role of fate and nature. I’ll then move on to a more detailed treatment of Stoic ethics, as exemplified by Elsa’s own character development. I’ll close by considering the infamous “Lazy Argument” against. (shrink)

There are few scientists of the twentieth century whose life's work has created more excitement and controversy than that of physicist David Bohm . For the first time in a single volume, The Essential David Bohm offers a comprehensive overview of Bohm's original works from a non-technical perspective. Including three chapters of previously unpublished material, and a forward by the Dalai Lama, each reading has been selected to highlight some aspect of the implicate order process, and to provide an introduction (...) to one of the most provocative thinkers of our time. (shrink)

As medical technology has advanced, the question of medical futility has become a topic of intense debate both within the medical community and within society as a whole. However, a unanimous definition thereof is yet to be decided—some commentators are sceptical as to whether an agreement will ever be reached—and this continues to lead to difficulties, tension, and even legal action when a treating physician disagrees with a patient and/or a patient’s family regarding care and treatment options. Although living in (...) a pluralistic society presents one of the major reasons as to why, despite 30 years of intense discussion, no consensus has been made; the issue of medical futility will always be complex as it is, by nature, multifaceted, and numerous elements—including possible risks, evidence of the probability of benefit, the wishes of the patient (and family), professional standards, and cost—interact. Nevertheless, the global medical community has seen the development of two distinctly different approaches to medical futility: one in which the autonomy of patients is of paramount importance in the decision whether or not to pursue a treatment; and one in which beneficence and primum non nocere—first do no harm—are almost entirely the clinician’s prerogative, and whereby he/she has a duty to refuse any treatment for which the potential risks outweigh the potential benefits for the patient. Recently, however, there has been a rejection of this dichotomous view of medical futility and the apparent “power struggle” between physician and patient, and a positive movement towards a more collaborative decision-making process that highlights the necessity of communication, aiming to result in the obtainment of the best possible outcome for each patient as an individual. (shrink)

In this project, we explore perceptions of the social and ethical implications of nanotechnology among US scientists who work at the nanoscale, and develop and pilot test an online training module to foster consideration of social and ethical implications in the lab. To meet our first goal, we drew qualitative insights from open-ended survey data collected from scientists affiliated with the National Nanotechnology Infrastructure Network. Our data suggest that while the survey participants responded positively to the idea that consideration of (...) SEI should be a part of the work they do, there was confusion about whether SEI refers to lab safety, research integrity, or something more. This is something we sought to address in the online training module that we developed based on that qualitative data and on feedback collected from experts in nanoethics and lab management. We then pilot tested the module with undergraduate students studying nanotechnology in the National Science Foundation’s Research Experiences for Undergraduates program and with scientists registered to use a National Nanotechnology Coordinated Infrastructure-funded microelectronics research lab. The undergraduate data suggested that students appreciated the SEI training but wished professors and scientists would begin integrating the ideas therein into coursework and mentoring. The scientist data suggested that the module increased understanding of “social and ethical implications,” increased the perceived need to implement SEI into workplace routines, and, interestingly, heightened perceptions of risk associated with the scientists’ own work. The practical and theoretical implications of this work are discussed. (shrink)

Shifting Burdens explores the process and features of mental patient deinstitutionalization as it occurred in America in the 1950s and 1960s. This paper examines the disillusionments American society had with mental institutions, such as faltering standards of care, staff failures, and inadequate treatment options. These issues resulted in the movement towards deinstitutionalization, resulting in the burden of care for displaced mental patients being shifted onto community homes and patients families. Shifting Burdens challenges the notion that deinstitutionalization at the time was (...) a successful endeavour, as the question of care for mental patients continues to exist today. (shrink)

Much of the neuroimaging research has focused on how mathematical operations are performed. Although this body of research has provided insight for the refinement of pedagogy, there are very few neuroimaging studies on how mathematical operations should be taught. In this article, we describe the teaching of algebra in Singapore schools and the imperatives that led us to develop two neuroimaging studies that examined questions of curricular concerns. One of the challenges was to condense issues from classrooms into tasks suitable (...) for neuroimaging studies. Another challenge, not particular to the neuroimaging method, was to draw suitable inferences from the findings and translate them into pedagogical practices. We describe our efforts and outline some continuing challenges. (shrink)

Researchers developed and tested an online training module with both experienced public relations professionals and newcomers to the field with the hopes of helping them sharpen and refine their ethical decision-making skills. The study found that although most testers reported the Web site was difficult to navigate and/or found the ethical content to be complex, the majority believed their ethical decision-making abilities were improved.

Many new genetic tests are used in clinical practice, and the number of available tests is growing. Two important health policy questions arise as these genetic tests become available. The first question, whether a new test should be made available, has been the focus of much recent discussion. The second question concerns defining the appropriate standards surrounding the use of these tests, including patient selection, education, informed consent, test interpretation and counseling.Genetic tests currently move from the research arena, where strategies (...) are put in place to minimize risks,into the clinical context where the practice of medicine is more variable and the risks to patients less understood. In the research setting, risks can be minimized through safeguards including education, consent, and counseling. The frequency and magnitude of psychosocial and clinical risks canbe assessed. In the clinical setting, however, these safeguards may not be used consistently, creating unknown risksfor patients. (shrink)

Many new genetic tests are used in clinical practice, and the number of available tests is growing. Two important health policy questions arise as these genetic tests become available. The first question, whether a new test should be made available, has been the focus of much recent discussion. The second question concerns defining the appropriate standards surrounding the use of these tests, including patient selection, education, informed consent, test interpretation and counseling.Genetic tests currently move from the research arena, where strategies (...) are put in place to minimize risks,into the clinical context where the practice of medicine is more variable and the risks to patients less understood. In the research setting, risks can be minimized through safeguards including education, consent, and counseling. The frequency and magnitude of psychosocial and clinical risks canbe assessed. In the clinical setting, however, these safeguards may not be used consistently, creating unknown risksfor patients. (shrink)

Stumbling Toward Justice is a collection of stories of one man's odyssey through the darkness of the modern world.

Long awaited after No Future, and making queer theory controversial again, Lee Edelman's Bad Education proposes a queerness without positive identity-a queerness understood as a figural name for the void, itself unnamable, around which the social order takes shape. Like Blackness, woman, incest, and sex, queerness, as Edelman explains it, designates the antagonism, the structuring negativity, preventing that order from achieving coherence. But when certain types of persons get read as literalizing queerness, the negation of their negativity can seem to (...) resolve the social antagonism and totalize community. By translating the nothing of queerness into the something of "the queer," the order of meaning defends against the senselessness that undoes it, thus mirroring, Edelman argues, education's response to queerness: its sublimation of irony into the meaningfulness of a world. Putting queerness in relation to Lacan's "ab-sens" and in dialogue with feminist and Afropessimist thought, Edelman reads works by Shakespeare, Jacobs, Almodovar, Lemmons, and Haneke, among others, to show why queer theory's engagement with queerness necessarily results in a bad education that is destined to teach us nothing. (shrink)

In this engaging and provocative new book, Lee Eisenberg, bestselling author of The Number, dares to tackle nothing less than what it takes to find enduring meaning and purpose in life. He explains how from a young age, each of us is compelled to take memories of events and relationships and shape them into a one-of-a-kind personal narrative. In addition to sharing his own pivotal memories (some of them moving, some just a shade embarrassing), Eisenberg presents striking research culled from (...) psychology and neuroscience, and draws on insights from a pantheon of thinkers and great writers-Tolstoy, Freud, Joseph Campbell, Virginia Woolf, among others. We also hear from men and women of all ages who are wrestling with the demands of work and family, ever in search of fulfillment and satisfaction. It all adds up to a fascinating story, delightfully told, one that goes straight to the heart of how we explain ourselves to ourselves-in other words, who we are and why. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Just Sustainability: Technology, Ecology, and Resource Extraction eds. by Christiana Z. Peppard and Andrea ViciniTallessyn Zawn Grenfell-LeeJust Sustainability: Technology, Ecology, and Resource Extraction Edited by Christiana Z. Peppard and Andrea Vicini maryknoll, ny: orbis, 2015. 304 pp. $42.00Just Sustainability offers a detailed journey through various Catholic contextual understandings of what ecological sustainability means today in light of the demands of justice. In the first section of the book, (...) called "Locations" (11–53), the contributors put concepts of sustainability into dialog with concerns of socioeconomic, gender, and racial justice from contexts as diverse as Europe, East Asia, India, Africa, and North America. The various locations share common themes, such as the importance of deep meanings of the term "sustainability," the priority of education and advocacy, the resource and energy challenges behind structures of injustice, and the primary role of economics. Yet distinctive emphases emerge from the diverse contexts as well. Examples include the [End Page 200] need for humility instead of the ironic arrogance of nuclear energy in Japan, the widespread challenges of corruption in Africa and Mexico, and the problem of the agriculture lobby in the United States.The second section, "Structures" (57–156), steps back from specific cultural contexts and explores various systemic approaches to the challenge of just sustainability. Using Catholic social teachings, the authors again often speak from diverse global contexts, but with reference specifically to economic and societal systems such as politics, measurements of well-being, urban planning, food and agriculture, and health care. In this section the authors speak of which structures have worked and which have failed to build just and sustainable societies. For example, in the Philippines, more accountability through transparency and regular reporting helped impact energy efficiency. In Kenya and Chad, the authors highlight the need for reliable social systems of access, communication, collaboration, and government in order to counter corruption and build sustainable programs to address HIV, hunger, employment, and food sovereignty. Several authors also describe the positive impact of more democratic and egalitarian participatory structures that involve the people most affected by ecological decisions and policies.The last section, "Theological Stances and Sustainable Relations" (159–268), delves more deeply into Catholic theological resources to provide both a foundation as well as specific practices of just sustainability. The authors wrestle with theocentric, biocentric, and anthropocentric concepts of humanity and the imago Dei, the Eucharist as a potentially powerful way to connect ideas of inequity, the promise of ecofeminist theologies in elevating the wisdom of local peoples to build just sustainability practices, and virtue ethics and Catholic social teachings to foster ecological conversion and build solidarity, hope, and efficacy.The book sets itself a challenging task, to provide a coherent picture of Catholic approaches to building just sustainability while presenting a spectrum of not only diverse cultural and geographical contexts but also diverse theologies. In the end, the book reveals the ways in which Catholic laity and leaders are creatively responding to the challenge of just sustainability across much of the globe by using a combination of ecclesial, theological, and social scientific resources. The book would have benefited from a concluding essay to tie together some of the salient themes from the numerous, somewhat disparate essays, and a chapter from South America would have strengthened the global orientation of the collection. Nonetheless, the reader is left with a more holistic understanding of the difficult task of just sustainability as well as the wealth of work toward this goal from many parts of the Earth. [End Page 201]Tallessyn Zawn Grenfell-LeeBoston University School of TheologyCopyright © 2018 Society of Christian Ethics... (shrink)