The Cognitive Science of Religion: Confronting and Discerning Death
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What We Know About Growth Mindset from Scientific Research by Carissa Romero
What We Know About Growth Mindset from Scientific Research by carissa romero july 2015 Growth Mindset: What is It? A growth mindset is the belief that intelligence can be developed. Students with a growth mindset understand they can get smarter through hard work, the use of effective strategies, and help from others when needed. It is contrasted with a fixed mindset: the belief that intelligence is a fixed trait that is set in stone at birth. Why Does It Matter? about proving their ability or avoiding “looking dumb.” Students’ beliefs about intelligence have important This can lead students to avoid challenges and give up consequences for how they experience school when they struggle. But when students hold a growth and how they respond to setbacks and adversity. mindset, they may experience school as an exciting When students hold a fixed mindset, school can be place to grow, embracing challenges as opportunities a threatening place because they may be worried to develop mastery.1 FIXED MINDSET GROWTH MINDSET Belief that ability is a fixed trait that Belief that ability is malleable and can Definition cannot change be developed Effort is bad; if you’re smart, you Interpretation of effort Effort is good; it’s how you get better shouldn’t have to work hard What matters is looking smart, so you What matters is learning, so you can Motivation in school can prove your ability improve your ability Resilience; setback is a sign that you Behavioral response to Helplessness; setback is a sign that need to work harder or try academic setbacks you don’t have what it takes a new strategy Failure is the end of the story: time to Failure is the beginning of the story: time Meaning of failure give up to try again SOURCE: MASTER, A. -
Conservatism and Pragmatism in Law, Politics and Ethics
TOWARDS PRAGMATIC CONSERVATISM: A REVIEW OF SETH VANNATTA’S CONSERVATISM AND PRAGMATISM IN LAW, POLITICS, AND ETHICS Allen Mendenhall* At some point all writers come across a book they wish they had written. Several such books line my bookcases; the latest of which is Seth Vannatta’s Conservativism and Pragmatism in Law, Politics, and Ethics.1 The two words conservatism and pragmatism circulate widely and with apparent ease, as if their import were immediately clear and uncontroversial. But if you press strangers for concise definitions, you will likely find that the signification of these words differs from person to person.2 Maybe it’s not just that people are unwilling to update their understanding of conservatism and pragmatism—maybe it’s that they cling passionately to their understanding (or misunderstanding), fearing that their operative paradigms and working notions of 20th century history and philosophy will collapse if conservatism and pragmatism differ from some developed expectation or ingrained supposition. I began to immerse myself in pragmatism in graduate school when I discovered that its central tenets aligned rather cleanly with those of Edmund Burke, David Hume, F. A. Hayek, Michael Oakeshott, and Russell Kirk, men widely considered to be on the right end of the political spectrum even if their ideas diverge in key areas.3 In fact, I came to believe that pragmatism reconciled these thinkers, that whatever their marked intellectual differences, these men believed certain things that could be synthesized and organized in terms of pragmatism.4 I reached this conclusion from the same premise adopted by Vannatta: “Conservatism and pragmatism[] . -
Religiosity, Mindset, and Math Achievement
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DigitalCommons@CSP (Concordia University St. Paul) Concordia University St. Paul DigitalCommons@CSP Concordia University Portland Graduate CUP Ed.D. Dissertations Research 5-1-2019 Religiosity, Mindset, and Math Achievement Kathryn Luebke Concordia University - Portland, [email protected] Follow this and additional works at: https://digitalcommons.csp.edu/cup_commons_grad_edd Part of the Education Commons Recommended Citation Luebke, K. (2019). Religiosity, Mindset, and Math Achievement (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/320 This Dissertation is brought to you for free and open access by the Concordia University Portland Graduate Research at DigitalCommons@CSP. It has been accepted for inclusion in CUP Ed.D. Dissertations by an authorized administrator of DigitalCommons@CSP. For more information, please contact [email protected]. Concordia University - Portland CU Commons Ed.D. Dissertations Graduate Theses & Dissertations 5-2019 Religiosity, Mindset, and Math Achievement Kathryn Luebke Concordia University - Portland Follow this and additional works at: https://commons.cu-portland.edu/edudissertations Part of the Education Commons CU Commons Citation Luebke, Kathryn, "Religiosity, Mindset, and Math Achievement" (2019). Ed.D. Dissertations. 305. https://commons.cu-portland.edu/edudissertations/305 This Open Access Dissertation is brought to you for free and open access by the Graduate Theses & Dissertations at CU Commons. It has been accepted for inclusion in Ed.D. Dissertations by an authorized administrator of CU Commons. For more information, please contact libraryadmin@cu- portland.edu. Concordia University–Portland College of Education Doctorate of Education Program WE, THE UNDERSIGNED MEMBERS OF THE DISSERTATION COMMITTEE CERTIFY THAT WE HAVE READ AND APPROVE THE DISSERTATION OF Kathryn Louise Luebke CANDIDATE FOR THE DEGREE OF DOCTOR OF EDUCATION Belle B. -
Psychological Approaches to Leaving Religion
Chapter 25 Psychological Approaches to Leaving Religion Kyle Messick and Miguel Farias 1 Introducing Psychological Approaches to Leaving Religion Why do some people leave the religion they were brought up in? Are there in- dividual differences between believers and unbelievers? These are some of the questions that have sparked a recent interest in the cognitive, socio-cultural, and neurological study of the non-religious individual. This chapter will sum- marise and discuss some of these perspectives. We will use the terms “unbelief” and “unbelievers” as blanket terms to refer to atheists and others who perceive themselves as having no religious belief or affiliation. For the purposes of this chapter, unbelief is defined as an ex- plicit absence or rejection of supernatural belief. There are, of course, different types of unbelievers; one only needs to recall that Socrates was sentenced to death for not believing in the Homeric gods, although he still believed in a metaphysical being that guided the universe. He was only an unbeliever to the culture he found himself in. This chapter focuses on those who do not believe in the existence of any god(s), but this does not mean that these individuals are devoid of other kinds of non-supernatural beliefs, or they may even, at least unconsciously, espouse some kinds of supernatural beliefs. 2 Theoretical Perspectives and Turning Points Psychology is a fractured discipline, where many of its sub-areas are in tension or open disagreement. The study of unbelievers is not an exception, just as it was not for the study of believers either (Ladd and Messick 2016). -
Pragmatism and Progressivism in the Educational Thought and Practices of Booker T
PRAGMATISM AND PROGRESSIVISM IN THE EDUCATIONAL THOUGHT AND PRACTICES OF BOOKER T. WASHINGTON Ronald E. Chennault DePaul University Few men, particularly Black men, have wielded the power and influence of Booker T. Washington during his lifetime. A good deal of his colorful life is recounted in his autobiography, Up from Slavery.1 Here Washington details the most notable events of his life, from the time he spent in slavery as a youth, to his exploits and education during his adolescence, and well into his career as head of the then-Tuskegee Normal and Industrial Institute in Alabama. Washington tells of his experiences at present-day Hampton University and the extraordinary influence the lessons he learned and the people he met there had on his life philosophy. He also reserves a large part of his story to describe numerous occasions during which he spread his institution’s seeds of success and offered his advice on improving America’s race relations. Yet as revealing as his account is, both by reading its lines and between its lines, Washington’s autobiography represents only a piece of his life’s puzzle. If Washington is the “trickster” that Harlan imagines and McElroy argues,2 a fairer and fuller understanding of Washington’s wizardry necessitates moving beyond his autobiography. Restricting our understanding of Washington to his self-representation in Up from Slavery (even extending to his photographic self-representation)3 and allowing his account to epitomize his worldview does more than “oversimplify Washington . it further contributes to the uncritical acceptance of Washington’s propagandistic portrayal of Tuskegee’s goals, programs, and accomplishments.”4 Many gaps in his life story can be filled by consulting primary sources such as Washington’s writings and speeches as well as by looking to extensive biographical and numerous scholarly works on Washington. -
Mindsets and Skills That Promote Long-Term Learning
Academic Tenacity Mindsets and Skills that Promote Long-Term Learning Carol S. Dweck | Gregory M. Walton | Geoffrey L. Cohen Table of Contents Introduction 2 Defining Academic Tenacity 4 Measuring Tenacity and Its Effects on Achievement 5 Mindsets and Goals 5 Social Belonging 11 Self-Regulation and Self-Control 12 Interventions that Improve Academic Achievement by Developing Tenacity 14 Mindset Interventions 15 Social Belonging and Value Affirmation Interventions 17 Identity and Self-Relevance Interventions 19 Teaching Self-Regulation 21 Integrating Curricula with Practices that Promote Academic Tenacity 21 How Good Teachers and Schools Foster Academic Tenacity 22 Challenge 22 Scaffolding 26 Belonging 30 Endnotes 33 The authors would like to acknowledge David Paunesku and David Yeager for their valuable assistance with this report and KSA-Plus Communications for its editorial and design assistance. Academic Tenacity | 1 Introduction In a nationwide survey of high school dropouts, 69 percent said that school had not motivated or inspired them to work hard.1 In fact, many of the students who remain in school are not motivated or inspired either, and the more time students spend in K–12 education the worse it gets.2 This lack of motivation to do well in school represents a serious loss of human potential, with implications for students’ well-being later in life and for our country’s future economic growth. What prevents students from working hard in school? Is it something about them or is it something about school? More important, is there a solution to this problem? Most educational reforms focus on curriculum and pedagogy—what material is taught and how it is taught. -
Psychology, Religion, and Spirituality James M
Psychology, Religion, and Spirituality James M. Nelson Psychology, Religion, and Spirituality 1 23 Author James M. Nelson Department of Psychology Valparaiso University Valparaiso, IN 46383 USA [email protected] ISBN 978-0-387-87572-9 e-ISBN 978-0-387-87573-6 DOI 10.1007/978-0-387-87573-6 Library of Congress Control Number: 2008943027 © Springer Science + Business Media, LLC 2009 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science + Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identifi ed as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper. springer.com Preface Over a century ago, psychologists who were fascinated with religion began to study and write about it. Theologians and religious practitioners have responded to this literature, producing a fascinating dialogue that deals with our fundamental under- standings about the human person and our place in the world. This book provides an introduction to the important conversations that have developed out of these interchanges. The dialogue between psychology and religion is difficult to study for a number of reasons. -
The Dœtrine of Atondieni' in the Theology of Paul Tillich
THE DŒTRINE OF ATONDIENI' IN THE THEOLOGY OF PAUL TILLICH Art.hington Frank Thompson, B.A., B.Th. A thesis submitted to the Faculty of Graduate Studies and Researeh in partial .f'ul.filment of the requirements for the degree of Mast er of Sa.cred Theology. Depa.rtment of Divinity, McGill UniversitT, Montreal. April, 1960. ii The author of this thesis wishes to express his gratitude to Dr. James S. Thomson of the Faculty of Divinity, McGill University for his patient direction of a sometimes hazardous enterprise. Mention should be made too of the author' s indebtedness to Dr. William R. Coleman, of Huron College, London, Ontario, through whom he was first intro duced to the writings of Paul Tillich. iii TABIE OF CONI'ENrS Page INI'RODUCTION 1 I. A SYSTEMATIC APOIDGETIC THEOLOGY 5 An Apologetic Theology 6 The Method of Correlation 13 Tillich t s Ontolo~ am The Problem of The ystem 20 II. THE HUMAN Sri'UATION 32 Existentialism and Atonement. 33 PhilosoJfly and The Fall 39 Estrangement 45 Evil 52 III. THE DOCTRINE OF GOD AND THE DOCTRINE OF ATONEMENT 59 God as 1Being-Itself' 60 Images and Atonement 69 God and The Processes of Atonement 74 IV. THE DOCTRINE OF ATOrmŒ:m' The New Being S5 Atonement in Christ 94 Atonement as The Act of God 100 Atonement in The Cross and The Reasurrection 106 Atonement in History llO COJ.CWSION ll7 BIBLIOGRAPHY INI'RODUCTION The doctrine of atonement attempts to elaborate the statement of the Creed that it was "for us men and for our salvation" that Jesus Christ was born, lived, died and rose again. -
Neuroscience, Psychology and Religion : Illusions, Delusions, and Realities About Human Nature Pdf, Epub, Ebook
NEUROSCIENCE, PSYCHOLOGY AND RELIGION : ILLUSIONS, DELUSIONS, AND REALITIES ABOUT HUMAN NATURE PDF, EPUB, EBOOK Malcolm Jeeves | 204 pages | 01 Apr 2009 | Templeton Foundation Press,U.S. | 9781599471471 | English | Radnor, United States Neuroscience, Psychology and Religion : Illusions, Delusions, and Realities About Human Nature PDF Book In this volume, Malcolm Jeeves and Warren S. Psychology of Religion Newsletter , 31 , 1—8. To the extent that this relational-deictic stance represents a cognitive default, however, it may still serve as a strong foundation for religious cultural notions. History can be written at any magnification. A critical examination. However, the basic insight that psychological processes depend on neural activity has a clinical base dating back at least to the seventeenth century, to the work of Thomas Willis, whose multifaceted neurological work led him to tie human desires and instincts, memory and imagination, reason and volition to the brain and central nervous system. Religious motivation reduces perceived responsibility for and morality of good deeds. James K. Content Metrics. God is watching you: Priming God concepts increases prosocial behavior in an anonymous economic game. Nov 30, Timothy Wilson rated it really liked it. Of course, questions like this are not only the stuff of film and literature. This article has been cited by other articles in PMC. A historical database of sociocultural evolution. Miles rated it liked it Jun 03, Privacy Statement. Sign in to annotate. Failures to observe the laws of the Kivung are said to delay the miracle of returning ancestors. A latent capacity for evolutionary innovation through exaptation in metabolic systems. Humans should therefore be equipped by natural selection with biased agency-detection mechanisms—what J. -
Patterns in Spiritual Awakening: a Study of Augustine, Coleridge and Eliot
American University in Cairo AUC Knowledge Fountain Theses and Dissertations 6-1-2017 Patterns in spiritual awakening: A study of Augustine, Coleridge and Eliot Lucy Shafik Follow this and additional works at: https://fount.aucegypt.edu/etds Recommended Citation APA Citation Shafik, L. (2017).Patterns in spiritual awakening: A study of Augustine, Coleridge and Eliot [Master’s thesis, the American University in Cairo]. AUC Knowledge Fountain. https://fount.aucegypt.edu/etds/1366 MLA Citation Shafik, ucyL . Patterns in spiritual awakening: A study of Augustine, Coleridge and Eliot. 2017. American University in Cairo, Master's thesis. AUC Knowledge Fountain. https://fount.aucegypt.edu/etds/1366 This Thesis is brought to you for free and open access by AUC Knowledge Fountain. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of AUC Knowledge Fountain. For more information, please contact [email protected]. The American University in Cairo School of Humanities and Social Sciences Patterns in Spiritual Awakening: A Study of Augustine, Coleridge and Eliot A Thesis Submitted to The Department of English and Comparative Literature In Partial Fulfillment of the Requirements For the Degree of Master of Arts Lucy Shafik Under the supervision of Dr. William Melaney May 2017 The American University in Cairo Patterns in Spiritual Awakening: A Study of Augustine, Coleridge and Eliot A Thesis Submitted by Lucy Shafik To the Department of English and Comparative Literature May 2017 In partial fulfillment of the requirements for The degree of Master of Arts Has been approved by Dr. William Melaney Thesis Committee Advisor____________________________________________ Affiliation_________________________________________________________ Dr. -
What Cognitive Science of Religion Can Learn from John Dewey
contemporary pragmatism 15 (2018) 387-406 brill.com/copr What Cognitive Science of Religion Can Learn from John Dewey Hans Van Eyghen vu Amsterdam [email protected] Abstract I use three ideas from philosopher John Dewey that are of service for Cognitive Science of Religion (csr). I discuss how Dewey’s ideas on embodied cognition, embedded cog- nition can be put to work to get a fuller understanding of religious cognition. I also use his ideas to criticize csr’s reliance on the modularity of mind thesis Keywords cognitive science of religion – modularity of mind – embodied cognition – embedded cognition, John Dewey – religious cognition Introduction Cognitive science of religion is a fairly young discipline with the aim of study- ing the cognitive basis of religious belief. Despite the great variation in theo- ries a number of common features can be distilled and most theories can be situated in the cognitivist and modular paradigm. In this paper, I investigate how cognitive science of religion (csr) can be improved by using insights from philosopher John Dewey. I focus on Dewey because he offered important in- sights in cognition long before there was cognitive science and because his ideas are widely influential in the recent enactivist movement. The relevance of Dewey’s thought for csr will be discussed under three headers: embodied- ness, embeddedness and anti-modularity. I will first give a brief overview of the most influential theories in csr. Then I will discuss how existing theories in csr can be improved on the first two points and criticized on the third. © koninklijke brill nv, leiden, 2018 | doi 10.1163/18758185-01503007Downloaded from Brill.com09/25/2021 09:33:53AM via free access 204221 388 Van Eyghen The Cognitive Science of Religion Cognitive science of religion is a fairly young discipline (from the 1990’s on- wards) with the aim of studying the cognitive basis of religious belief. -
1 Extending the Legacy of Morris Janowitz: Pragmatism, International
Extending the Legacy of Morris Janowitz: Pragmatism, International Relations and Peacekeeping Patricia Shields Texas State University [email protected] Joseph Soeters Netherlands Defence Academy Tilburg University [email protected] Presented at the European Group on Military and Society (ERGOMAS) Biannual Conference, June 4-7, 2013, Madrid 1 Introduction The use of force in international relations has been so altered that it seems appropriate to speak of constabulary forces, rather than of military forces. The constabulary concept provides a continuity with past military experiences and traditions ….. The constabulary outlook is grounded in, and extends, pragmatic doctrine Janowitz, 1971 p. 418 “Peacekeeping is intended to assist in the creation and maintenance of conditions conducive to long-term conflict resolution” (Bellamy et al, p.95). The resolution of these conflicts, however, is often facilitated by mediation efforts within and between nations and may not adhere to any particular traditional theory of international relations (IR). Peace support operations are carried out by dynamic international coalitions mostly under the aegis of the United Nations (UN), sometimes headed by other alliances such as NATO, the European Union or the African Union. Unfortunately, their record is mixed at best. They represent an important type of sub-national nexus event, which requires the development of new approaches to international relations theories. Throughout Europe, for example, nations are reshaping their militaries to take on new missions (Furst and Kummel 2011). Peace support and stability operations are chief among them. Conventional international relations theory, however, is weakly suited for making sense of and explaining these missions. Long-established approaches to international relations such as realism and liberal internationalism share assumptions about how the world operates.1 Unfortunately, in many international disputes strict adherence to fundamentalist thinking tends to reinforce 1 E.g.