Although mindfulness research has burgeoned, questions regarding the development of mindfulness remain largely unanswered. Mindfulness correlates negatively with the anxiety and avoidance dimensions of adult attachment and positively with autonomy, competence, and relatedness, the three primary psychological needs postulated by self-determination theory. It was hypothesized that secure attachment style and autonomy orientation would predict higher levels of self-reported mindfulness. After accounting for age, state self-esteem, and meditation practice, autonomy orientation predicted higher levels of self-reported mindfulness whereas secure attachment was no (...) longer related to mindfulness. State self-esteem was found to be an important variable in understanding mindfulness. Results suggest mindfulness might be an innate construct that can be developed over time and enhanced by practice. Further, autonomy orientation and high self-esteem may foster the development of mindfulness in those with little to no meditation/mindfulness practice. Additional research is needed to clarify the roles of autonomy, attachment style, and self-esteem in the development of mindfulness. (shrink)

In this paper, the authors discuss Frege's theory of "logical objects" and the recent attempts to rehabilitate it. We show that the 'eta' relation George Boolos deployed on Frege's behalf is similar, if not identical, to the encoding mode of predication that underlies the theory of abstract objects. Whereas Boolos accepted unrestricted Comprehension for Properties and used the 'eta' relation to assert the existence of logical objects under certain highly restricted conditions, the theory of abstract objects uses unrestricted Comprehension for (...) Logical Objects and banishes encoding formulas from Comprehension for Properties. The relative mathematical and philosophical strengths of the two theories are discussed. Along the way, new results in the theory of abstract objects are described, involving: the theory of extensions, the theory of directions and shapes, and the theory of truth values. (shrink)

Some advocates of the doctrine of meticulous (“risk-free”) divine providence, in response to the charge that such a strong view of divine providence makes God the “author of evil,” have appealed to an authorial model according to which the relationship of God to his creation is analogous to that of a human author and his or her literary creation. This response appears vulnerable to the objection that there is a critical _disanalogy_ between the two kinds of authorship: in the case (...) of divine authorship, unlike that of human authorship, the story is _intentionally actualized_, and thus the divine author is morally culpable for the evils written into that story. Call this the “actuality objection.” In this paper, I develop a four-case defense of the authorial model that aims to neutralize the actuality objection. I also respond to five objections to the authorial model and my defense of it. (shrink)

In Paradox in Christian Theology I argued that the Christian doctrines of the Trinity and the Incarnation are paradoxical—that is, they appear to involve implicit contradictions—yet Christians can still be rational in affirming and believing those doctrines. Dale Tuggy has characterized my theory of theological paradox as a form of “positive mysterianism” and argues that the theory “faces steep epistemic problems, and is at best a temporarily reasonable but ultimately unsustainable stance.” After summarizing my proposed model for the rational affirmation (...) of theological paradox and considering whether my proposal is indeed a form of “positive mysterianism” as Tuggy defines the term, I address the two main criticisms raised in Tuggy’s paper: first, that the doctrine of divine incomprehensibility cannot bear the weight required by my defense of paradox; and second, that my proposed model is afflicted with epistemic instability. I conclude that Tuggy has failed to show that a mysterian stance with respect to paradoxical Christian doctrines is in principle unreasonable, unnatural, or unsustainable. (shrink)

In this paper we offer a new argument for the existence of God. We contend that the laws of logic are metaphysically dependent on the existence of God, understood as a necessarily existent, personal, spiritual being; thus anyone who grants that there are laws of logic should also accept that there is a God. We argue that if our most natural intuitions about them are correct, and if they are to play the role in our intellectual activities that we take (...) them to play, then the laws of logic are best construed as necessarily existent thoughts -- more specifically, as divine thoughts about divine thoughts. We conclude by highlighting some implications for both theistic arguments and antitheistic arguments. (shrink)

Highly creative and interactive, this apologetics resource helps readers identify and evaluate 21 different worldviews through engaging yes-or-no questions and easy-to-understand descriptions. Appendices include answers to common questions and suggestions for further reading.

In this essay an endeavor will be made to sketch the place of the individual in the culture of industrialism. The conclusions to be drawn cannot be other than tentative, for we live at the beginning of a new period in world history which we shall call that of industrialism, and our experience with it has been limited. Nonetheless, the subject bears such vital significance for our future that the temerity of the attempt may be justified. Since industrialism emphasizes speedy (...) change, we must continuously check on the direction which it is taking. One of the most revealing indicators is that of the position of the individual; and on that problem a comparison of the role of the individual, actual and potential, in this culture with his role in pre-industrial societies may throw some light. In so brief an essay it is impossible to attempt to explain the change in the position of the individual or to condition general statements by the discussion of exceptions. The interest is concentrated upon the broad lines of the historical process. (shrink)

This paper examines the impact of a week-long philosophy summer camp on middle and high school-age youth with specific attention paid to the development of intellectual humility in the campers. In June 2016 a university in Texas hosted its first philosophy summer camp for youth who had just completed sixth through twelfth grades. Basing our camp on the pedagogical model of the Philosophy for Children program, our aim was specifically to develop a community of inquiry among the campers, providing them (...) with a safe intellectual space to be introduced to philosophy and philosophical discussion. In 2017 we launched a formal longitudinal study to determine what impact a week-long philosophy summer camp would have on teens and tweens. Examining quantitative and qualitative data collected from 2016–2020, we found that the camp has had a significant impact on the teenagers who have attended. In particular, we found that intellectual humility increased over the duration of their camp experience and that this increase correlates with an increased affinity for philosophy and philosophical discussion. (shrink)

This volume represents a unique survey of the extent to which Islamic law is in fact applied in those parts of East and West Africa which were at one time under British administration. It examines the relevant legislation and case law, much of which has never appeared in any Law Reports; the judges and courts which apply it and the problems to which its application give rise.

Name der Zeitschrift: Semiotica Jahrgang: 2014 Heft: 202 Seiten: 609-629.

This essay describes conversation as an ensemble accomplishment that can be illuminated by critics working with specific texts within a rhetorical framework. We first establish dialogue as the key concept for any criticism of conversation, specifying the rhetorical dimensions of interpersonal dialogue. Second, we show how template thinking is particularly dangerous for conversational critics and suggest a research (anti)method, based on a coauthorship, that provides a thoroughgoing dialogical access to texts. Finally, we exemplify dialogic criticism of a conversational text by (...) analyzing the famous 1957 dialogue of philosopher Martin Buber and psychologist Carl Rogers. (shrink)

How do educators better reach their students, better capture their attention and imagination without sacrificing scholarship? Teachable Moments: Essays on Experiential Education examines the pedagogy of Prescott College, a school that has embraced experiential education and been finding success with it for over thirty years. These essays—from scholars in fields as wide ranging as religious studies, environmental science, psychology, dance, literature, adventure education, and peace studies—examine the challenges and, ultimately, the rewards of student-centered education.