In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Spirit-Driven Leader: Seven Keys to Succeeding under Pressure by Carnegie Samuel CalianTodd V. CioffThe Spirit-Driven Leader: Seven Keys to Succeeding under Pressure by Carnegie Samuel Calian Louisville, KY: Westminster John Knox Press, 2010. 125pp. $15.00Great leadership is indispensable to the success of any organization, yet it so often seems in short supply. Carnegie Samuel Calian, former president of Pittsburgh Theological Seminary for more than twenty-five years, seeks (...) to remedy the latter by providing insight into the former. Drawn from his years of experience as a successful leader and based on rigorous research on the subject, [End Page 198] Calian’s helpful volume on leadership should prove valuable for current and potential leaders from all sectors of life. Although this work contains multiple references to biblical texts, theological claims, and pietistic practices, Calian does not limit himself to religious references but draws upon what he deems are, as we often say today, the “best practices” of leadership.Each chapter proceeds by identifying a great leader or leaders (in Calian’s mind), and each example is examined with regard to the questions of what makes this person a great leader and what lessons can be drawn from such a person. Calian’s choice of examples is wide ranging, moving from obvious ones—such as Jim Sinegal (CEO of Costco), Wendy Kopp (founder of Teach for America), Asma Jahangir (a Pakistani lawyer and human rights advocate), and Martin Luther King Jr.—to less obvious ones, such as anecdotal references to Calian’s mother, a childhood pastor, and so forth. In the end, Calian is not satisfied simply to construct a “theory” of leadership; rather, he contends, we must look for approaches to leadership that have been tried, tested, and proven. The result is seven chapters on key leadership qualities: creativity, competence, commitment, character, collegiality, compassion, and courage, and an appendix containing practical resources (discussion starters, diagrams, questionnaires, and the like) for developing leadership vision and goals within an organization.More specifically, as the title suggests, a main theme of the book is to invite readers to consider ways in which religious traditions can provide resources for cultivating not only excellent leaders but also “spirit-driven” leaders. For instance, in a chapter on commitment, Calian writes in direct reference to his own Christian tradition: “My working hypothesis in life is that sustainable and creative leadership is nurtured and maintained by a renewed awakening of faith, hope, and love in our everyday lives” (32–33). Indeed, Calian is set on making a case that great leadership must be “nurtured by our spiritual roots” (36). Consequently, such phrases as “people of faith in almost every religious tradition” (86), “the divine destiny envisioned” (88), or “religious standards in every tradition” (99) are sprinkled throughout the book.It is clear that for Calian great leadership is nurtured by religious traditions. Yet what is not so clear is how exactly this works. In other words, his general claims about religious traditions, life, and practices are often ambiguous and confusing. In fact, what Calian actually means by “spirit-driven” is simply not clear, but given its prominence in the title of the book, it should be. Perhaps one criticism of the book, then, is that its use of religious sources is too superficial to be insightful and thus helpful. [End Page 199]Todd V. CioffCalvin CollegeCopyright © 2013 Society of Christian Ethics... (shrink)

In early 2020, in-person data collection dramatically slowed or was completely halted across the world as many labs were forced to close due to the COVID-19 pandemic. Developmental researchers who assess looking time were forced to re-think their methods of data collection. While a variety of remote or online platforms are available for gathering behavioral data outside of the typical lab setting, few are specifically designed for collecting and processing looking time data in infants and young children. To address these (...) challenges, our lab developed several novel approaches for continuing data collection and coding for a remotely administered audiovisual looking time protocol. First, we detail a comprehensive approach for successfully administering the Multisensory Attention Assessment Protocol, developed by our lab to assess multisensory attention skills. The MAAP is administered from a distance by using Zoom, Gorilla Experiment Builder, an internet connection, and a home computer. This new data collection approach has the advantage that participants can be tested in their homes. We discuss challenges and successes in implementing our approach for remote testing and data collection during an ongoing longitudinal project. Second, we detail an approach for estimating gaze direction and duration collected remotely from webcam recordings using a post processing toolkit and demonstrate its effectiveness and precision. However, because OpenFace derives gaze estimates without translating them to an external frame of reference, we developed a machine learning approach to overcome this limitation. Thus, third, we trained a ML algorithm [] to classify gaze estimates from OpenFace with respect to areas of interest on the participant's screen. We then demonstrate reliability between this approach and traditional coding approaches. The combination of OpenFace and ML will provide a method to automate the coding of looking time for data collected remotely. Finally, we outline a series of best practices for developmental researchers conducting remote data collection for looking time studies. (shrink)

Can new technology enhance purpose-driven, democratic dialogue in groups, governments, and societies? Online Deliberation: Design, Research, and Practice is the first book that attempts to sample the full range of work on online deliberation, forging new connections between academic research, technology designers, and practitioners. Since some of the most exciting innovations have occurred outside of traditional institutions, and those involved have often worked in relative isolation from each other, work in this growing field has often failed to reflect the full (...) set of perspectives on online deliberation. This volume is aimed at those working at the crossroads of information/communication technology and social science, and documents early findings in, and perspectives on, this new field by many of its pioneers. -/- CONTENTS: -/- Introduction: The Blossoming Field of Online Deliberation (Todd Davies, pp. 1-19) -/- Part I - Prospects for Online Civic Engagement -/- Chapter 1: Virtual Public Consultation: Prospects for Internet Deliberative Democracy (James S. Fishkin, pp. 23-35) -/- Chapter 2: Citizens Deliberating Online: Theory and Some Evidence (Vincent Price, pp. 37-58) -/- Chapter 3: Can Online Deliberation Improve Politics? Scientific Foundations for Success (Arthur Lupia, pp. 59-69) -/- Chapter 4: Deliberative Democracy, Online Discussion, and Project PICOLA (Public Informed Citizen Online Assembly) (Robert Cavalier with Miso Kim and Zachary Sam Zaiss, pp. 71-79) -/- Part II - Online Dialogue in the Wild -/- Chapter 5: Friends, Foes, and Fringe: Norms and Structure in Political Discussion Networks (John Kelly, Danyel Fisher, and Marc Smith, pp. 83-93) -/- Chapter 6: Searching the Net for Differences of Opinion (Warren Sack, John Kelly, and Michael Dale, pp. 95-104) -/- Chapter 7: Happy Accidents: Deliberation and Online Exposure to Opposing Views (Azi Lev-On and Bernard Manin, pp. 105-122) -/- Chapter 8: Rethinking Local Conversations on the Web (Sameer Ahuja, Manuel Pérez-Quiñones, and Andrea Kavanaugh, pp. 123-129) -/- Part III - Online Public Consultation -/- Chapter 9: Deliberation in E-Rulemaking? The Problem of Mass Participation (David Schlosberg, Steve Zavestoski, and Stuart Shulman, pp. 133-148) -/- Chapter 10: Turning GOLD into EPG: Lessons from Low-Tech Democratic Experimentalism for Electronic Rulemaking and Other Ventures in Cyberdemocracy (Peter M. Shane, pp. 149-162) -/- Chapter 11: Baudrillard and the Virtual Cow: Simulation Games and Citizen Participation (Hélène Michel and Dominique Kreziak, pp. 163-166) -/- Chapter 12: Using Web-Based Group Support Systems to Enhance Procedural Fairness in Administrative Decision Making in South Africa (Hossana Twinomurinzi and Jackie Phahlamohlaka, pp. 167-169) -/- Chapter 13: Citizen Participation Is Critical: An Example from Sweden (Tomas Ohlin, pp. 171-173) -/- Part IV - Online Deliberation in Organizations -/- Chapter 14: Online Deliberation in the Government of Canada: Organizing the Back Office (Elisabeth Richard, pp. 177-191) -/- Chapter 15: Political Action and Organization Building: An Internet-Based Engagement Model (Mark Cooper, pp. 193-202) -/- Chapter 16: Wiki Collaboration Within Political Parties: Benefits and Challenges (Kate Raynes-Goldie and David Fono, pp. 203-205) -/- Chapter 17: Debian’s Democracy (Gunnar Ristroph, pp. 207-211) -/- Chapter 18: Software Support for Face-to-Face Parliamentary Procedure (Dana Dahlstrom and Bayle Shanks, pp. 213-220) -/- Part V - Online Facilitation -/- Chapter 19: Deliberation on the Net: Lessons from a Field Experiment (June Woong Rhee and Eun-mee Kim, pp. 223-232) -/- Chapter 20: The Role of the Moderator: Problems and Possibilities for Government-Run Online Discussion Forums (Scott Wright, pp. 233-242) -/- Chapter 21: Silencing the Clatter: Removing Anonymity from a Corporate Online Community (Gilly Leshed, pp. 243-251) -/- Chapter 22: Facilitation and Inclusive Deliberation (Matthias Trénel, pp. 253-257) -/- Chapter 23: Rethinking the ‘Informed’ Participant: Precautions and Recommendations for the Design of Online Deliberation (Kevin S. Ramsey and Matthew W. Wilson, pp. 259-267) -/- Chapter 24: PerlNomic: Rule Making and Enforcement in Digital Shared Spaces (Mark E. Phair and Adam Bliss, pp. 269-271) -/- Part VI - Design of Deliberation Tools -/- Chapter 25: An Online Environment for Democratic Deliberation: Motivations, Principles, and Design (Todd Davies, Brendan O’Connor, Alex Cochran, Jonathan J. Effrat, Andrew Parker, Benjamin Newman, and Aaron Tam, pp. 275-292) -/- Chapter 26: Online Civic Deliberation with E-Liberate (Douglas Schuler, pp. 293-302) -/- Chapter 27: Parliament: A Module for Parliamentary Procedure Software (Bayle Shanks and Dana Dahlstrom, pp. 303-307) -/- Chapter 28: Decision Structure: A New Approach to Three Problems in Deliberation (Raymond J. Pingree, pp. 309-316) -/- Chapter 29: Design Requirements of Argument Mapping Software for Teaching Deliberation (Matthew W. Easterday, Jordan S. Kanarek, and Maralee Harrell, pp. 317-323) -/- Chapter 30: Email-Embedded Voting with eVote/Clerk (Marilyn Davis, pp. 325-327) -/- Epilogue: Understanding Diversity in the Field of Online Deliberation (Seeta Peña Gangadharan, pp. 329-358). -/- For individual chapter downloads, go to odbook.stanford.edu. (shrink)

In this paper, we clarify, unpack, and ultimately resist what is perhaps the most prominent argument for the compatibility of free will and determinism: the epistemic argument for compatibilism. We focus on one such argument as articulated by David Lewis: (i) we know we are free, (ii) for all we know everything is predetermined, (iii) if we know we are free but for all we know everything is predetermined, then for all we know we are free but everything is predetermined, (...) (iv) if for all we know we are free but predetermined, then it is really possible that we are, so (v) compatibilism. We uncover how the crucial epistemic modality underlying (iv) must be understood, and contend that, understood this way, the libertarian can resist (iv). Importantly, however, resisting the argument does commit the libertarian to what has been called “flip-flopping”—but we argue that this is perfectly coherent. We conclude by articulating two crucially ways the libertarian can resist the argument, by saying that we can know that determinism is false "from the armchair". (shrink)

Nielsen [Nielsen, T. . Felt presence: Paranoid delusion or hallucinatory social imagery? Consciousness and Cognition, 16, 975–983.] raises a number of issues and presents several provocative arguments worthy of discussion regarding the experience of the felt presence during sleep paralysis . We consider these issues beginning with the nature of FP and its relation to affective-motivational systems and provide an alternative to Nielsen’s reduction of FP to a purely spatial hallucination. We then consider implications of the “normal social imagery” model. (...) We can find only one specific empirical hypothesis articulated within this framework and it turns out to be one that we explicitly addressed in our original paper. We also review our position regarding the possible relation of FP during SP to a number of related anomalous experiences and contrast FP to anomalous vestibular-motor phenomena. We review our position that the neuromatrix concept, in the light of available evidence, is more appropriately applied to V-M experiences than FP. Finally, we pursue speculations, raised in Nielsen’s commentary, on the wider implications of FP. (shrink)

L’Ésotérisme shi‘ite: Ses racines et ses prolongements / Shi‘i Esotericism: Its Roots and Developments. Edited by M. A. Amir-Moezzi, M. de Cillis, D. de Smet, and O. Mir-Kasimov. Bibliothèque de l’École des Hautes Etudes, sciences religieuses, vol. 177. Turnhout, Belgium: Brepols, 2016. Pp. v + 870. €95.

productive Traditions in Ancient Egypt: Proceedings of the Conference Held at the University of Liège, 6th–8th February 2013. Edited by Todd Gillen. Aegyptiaca Leodiensia, vol. 10. Liege: Presses Universiraires de Liège, 2017. Pp. v + 621. €74.

Translated by Anthony Bower With an Introduction by Oliver Todd 'A conscience with style' V.S. Pritchett The Rebel (1951) is Camus's 'attempt to understand the time I live in' and a brilliant essay on the nature of human revolt. Here he makes a daring critique of communism - how it had gone wrong behind the Iron Curtain and the resulting totalitarian regimes. And he questions two events held sacred by the left wing - the French Revolution of 1789 and (...) the Russian Revolution of 1917 - that had resulted, he believed, in the use of terrorism as a political instrument. In this towering intellectual document, Camus argues that hope for the future lies in revolt with revolution - a chance to achieve change without losing our freedom. 'The last French intellectual to take the side of humanity and talk its language... a figure of immense moral stature' Sunday Times Winner of the Nobel Prize for Literature. (shrink)

Zusammenfassung Der Beitrag widmet sich der Entstehung des Faches Religionsgeschichte in Frankreich. Die Vorgeschichte zu diesem Prozess beginnt mit Benjamin Constants Religionsphilosophie der 1810–1820er Jahre, in der die lokalen und diachronen Veränderungen des allgemein menschlichen religiösen Gefühls als ein Schlüssel zur Religionsgeschichte verstanden wurden. Nach einer langen Pause wird das Thema des religiösen Gefühls in Albert Révilles liberaltheologischem Projekt wieder aktuell. Ausgehend von Schleiermachers Voraussetzungen hoffte Réville dadurch die Apologetik zu modernisieren wie auch den Weg zum theologischen Inklusivismus zu bahnen. (...) Sein Sohn Jean, ebenfalls Theologe, neutestamentlicher Forscher und Sentimentalist, arbeitete mit dem Vater zusammen an der Institutionalisierung des Faches Religionsgeschichte in Frankreich. Albert Réville leitete von 1886 bis zu seinem Tod 1906 die fünfte (religionswissenschaftliche) Sektion der École Pratique des Hautes Études, gleichzeitig war Jean Réville seit 1884 Herausgeber der Fachzeitschrift Revue de l’histoire des religions. Révilles theoretischer Standpunkt wurde von É. Durkheim und seinen Gleichgesinnten H. Hubert und M. Mauss, die die weitere weltanschauliche Säkularisierung förderten, nach 1898 stark kritisiert. Diese Serie von Erwiderungen zeigt die Kluft zwischen der Methodologie der (dem Ursprung nach) evangelischen Religionsgeschichte und der durkheimischen Religionssoziologie. (shrink)

For the past 15 years, scholars in education have focused on Levinas’s work largely in terms of his understanding of alterity, of the self-Other relation, of ethics as ‘first philosophy’ and the significance these concepts have on rethinking educational theory and practice. What I do in this paper, by way of method, is to start from a slightly different place, from the assertion that there is indeed something ‘new’ to be explored in Levinas’s philosophy – both in terms of ideas (...) to be found within his work, and also in terms of the demands educational ideas and practices place on his work from without. That is, how does the actual, lived specificity of educational encounters occasion a different set of questions than one would otherwise pose if thinking only from within the discipline of philosophy, or from a purely theoretical point of view? In light of this, this paper explores Levinas’s ideas of sensibility, materiality, and embodiment. I see these not simply as supports for his ethical thought, but as the very core of incarnation without which his ethics makes no sense. I propose that these ideas are quintessentially pedagogical aspects of his thought – that is, they are always already rooted in a relational context of change and alteration of the subject. (shrink)

This article offers a reading of the philosophies of Emmanuel Levinas and Theravada Buddhism across and through their differences in order to rethink an education that is committed to ‘negative capability’ and the sensibility to uncertainty that this entails. In fleshing this out, I first explore Buddhist ideas of impermanence, suffering and non-self, known as the three marks of existence, from the perspective of Theravada Buddhism. I explore in particular vipassana meditation's insistence on openness to the transient nature of experience (...) and self, and the notion of ‘encounter’ that is implied therein. I then interweave this with Levinas's notion of an ethics of alterity. I argue that taken in tandem, both provide the condition through which another kind of ethical sensibility can be developed—that is, one that is attuned to our encounters with the world. In conclusion, the article reflects on how this sensibility as ‘negative capability’ can re-inform an ethics of educational practices, which are by nature themselves necessarily involved with change and uncertainty. (shrink)

At some time around 200 A.D., the Stoic philosopher and teacher Cleomedes delivered a set of lectures on elementary astronomy as part of a complete introduction to Stoicism for his students. The result was _The Heavens, _the only work by a professional Stoic teacher to survive intact from the first two centuries A.D., and a rare example of the interaction between science and philosophy in late antiquity. This volume contains a clear and idiomatic English translation—the first ever—of _The Heavens, _along (...) with an informative introduction, detailed notes, and technical diagrams. This important work will now be accessible to specialists in both ancient philosophy and science and to readers interested in the history of astronomy and cosmology but with no knowledge of ancient Greek. (shrink)

In his article Evgeny Borisov offers an original solution to Kripke’s sceptical problem of meaning. Its conceptual core is the point of view of the participant of speech acts. He believes that first-person statements of speech act participants like “I know for certain that the expression ‘e’ is used by me in the meaning of m” cannot carry any epistemic fallacies. As a criticism, I propose to point out that non-factual Cartesian semantics have serious epistemic flaws that make it vulnerable (...) to sceptical attacks and accusations of petitio principii. (shrink)

The paper deals with the questions of whether naturalization of ethical theory is possible and how radical it should be. The answer to these questions depends largely on the scientific explanations of the process of moral evaluation. The author concentrates on a moderate version of naturalization, which involves merely correcting the conclusions of normative ethics by appealing to scientific evidence. A good example of moderate naturalization is the project of debunking deontological moral principles of J. Green. From J. Green’s point (...) of view, the most important of such principles (“it is impermissible to harm other people as a means of achieving a utilitarian goal, but it is permissible to cause such harm as a side-effect of its achievement”) reflects the functioning of the emotional alarm system, which in the early ages of human history protected small groups from internal violence using contact means of harm. The means of harm have since expanded, but the inflexible emotional part of our psyche still dictates the limits of permissibility. This dictate has no reasonable grounds, and the abovementioned principle cannot claim to be objective and universal. The author shows that the data used by J. Green is different from the results of studies by Yu.I. Aleksandrov and K.R. Arutyunova on the impact of alcohol intoxication on making deontological and utilitarian moral evaluations. These results indicate that both the deontological and the utilitarian principles are partly based on the emotional subsystem. Accordingly, a normative ethicist is forced to choose as the scientific basis of his or her research some of the opposing scientific models that explain the process of making moral evaluations. Some of the models are consistent with the moderate naturalization project, others are not. The choice between models depends exclusively on already taken metaethical and normative preferences. (shrink)

The article shows that Borisov’s direct solution to the problem of skepticism about meaning using a special type of introspection is associated with the assumption of the agent’s direct access to their own consciousness. This assumption has two complicating consequences: the analogy with Moore’s paradox and the Platonic concept of meaning. It is also shown that direct access to meaning as a way of Borisov’s direct solution of the skeptical paradox significantly uses the performativity of the speech act, narrowing the (...) scope of analysis of the original problem. The little-studied problem of distinction in the analysis of the skeptical paradox of meaningful and formalized mathematics is noted. (shrink)

Dennett and Kinsbourne ([1992]) argue that metacontrast backward visual masking provides a clear illustration that ‘there is really only a verbal difference’ between two versions of the Cartesian Theater model of the mind. This alleged lack of a distinction is both the crucial premise of their main argument against the Cartesian Theater and a motivator for accepting their own Multiple Drafts model. I argue that metacontrast reveals a difference between the two versions of the Cartesian Theater that meets criteria found (...) in (Dennett and Kinsbourne [1992]) for determining such a difference. This difference undermines the soundness of their argument against the Cartesian Theater, and exerts pressure on Dennett and Kinsbourne to offer a more detailed articulation of their model. 1. Introduction2. Brief Explanation of Metacontrast Backward Visual Masking3. The Stalinesque and Orwellian Models of Metacontrast 3.1. Criteria for determining a difference4. A Difference That Makes a Difference 4.1. Skeptical hypothesis objection5. Other Objections and Replies 5.1. Straw person objection5.2. Corroborative issues objection6. Conclusion. (shrink)

Sexuality education is fundamental in higher and tertiary education institutions (HTEIs). Evidence suggests that its effective education is through translations into the first language of learners. However, in global and multilingual cultural communities such as HTEIs, the foundations for these translations are still a researchable area. Notably, in HTEIs adolescents, young adults and adults co-exist and therefore, any translations must be toned to balance across these groups. The aim of this study was to establish strategies that could enable sexuality educators (...) to effectively transfer information that is steeped in indigenous language, religious and cultural meaning without precipitating stigma and taboo issues. The study setting was the National University of Science and Technology where a cross section of indigenous cultures, languages and religions co-existed with other global cultures. A University Community-based Participatory Research (CBPR) methodology was administered by the researchers using a Delphi research approach to students and staff. Multilingual, multilayered, multireligious, and multicultural nature of the setting presented serious challenges that compromised the prevention of stigma and taboo issues when dealing with sexuality education. We recommend that the strategy to present sexuality education in indigenous languages to the generality of HTEIs population should, in the first instance, involve systematic identification of appropriate interventions that are religious, cultural, and language-specific. Contribution: This research reveals paramount ethical and religious violations that have a potential to precipitate opportunistic sexual relationships that may lead to impediments in capacity building for learners. This research can be utilised by academics on the field of Practical Theology, specifically youth ministry and pastoral care. (shrink)

This paper sets out to reimagine education through a cultural perspective and explores education as a performative practice that establishes certain borders of ‘public’ belonging. Wide-spread debates about the public dimension of schools and universities have focused on how economic rationales need to be replaced with alternative visions of education. This paper seeks to contribute to this revisioning of the public in education by reclaiming education as a specifically cultural endeavour, one tied to practices that are at once both performative (...) and aesthetic. To this end, I draw on theoretical notions of publicity that highlight its performative character. I then offer a reading of a socially engaged art project in order to suggest ways in which this performative character of publicity can be seen to be educational. This paper argues that education itself emerges through various cultural enactments that delineate the contours of who counts as a public and who does not. (shrink)

-- Kniga 4. Filologii︠a︡ s prilozheniem "Semioticheskikh poslaniĭ̆" A.N. Kolmogorova.

Wedin considers the relation between the ontological commitment in the Categories and the semantical theory of underlying ontological configurations for standard categorical statements. According to Wedin, Aristotle's fourfold division of beings, which divides things according to whether they are, or are not, said of, and/or present in a subject, is a meta‐ontology that is concerned with beings per se, i.e. the fundamental things that are. Wedin explains that the primacy of c‐substance involves an asymmetry in the relation between c‐substance and (...) everything else, or between the substantial and the nonsubstantial. This is because there is an ontological dependence of non‐substances, and also of secondary substances, on substances: everything is either said of, or in, primary substance. The argument of this chapter, then, is that the world of the Categories is a world of individuals: all ontological relations needed for semantics can be accommodated by appeal to individuals only. (shrink)

Wedin argues that Aristotle makes form the substance of c‐substances because it is the essence of the c‐substance. Much of this chapter consists of a careful examination of a passage in Metaphysics Zeta 4, which Wedin calls the ‘New Primacy Passage’, that is crucial to Wedin's overall thesis, because here Aristotle appeals to a notion of definitional primacy, as opposed to the ontological primacy of the Categories. Z.4 focuses on this claim that form must be essence: Wedin argues that essence (...) is a certain kind of form, a form of a genus ; this does not mean ‘species’, as some commentators have thought. This is because the species is a combination of form and matter, whereas the genous eidos, Wedin argues, is the formal part only of the definition that applies to the thing. On Wedin's account, Aristotle introduces the notion of explanatory primacy of form in Z.4. (shrink)