Human stones

Stones occur in several parts of the human body—kidneys, bladder, prostate gland, gallbladder, salivary glands, pancreas. Although not regarded as life-threatening, they can be a source of considerable pain and discomfort. The world-wide occurrence of the various types of stone is such that many people are likely to be affected at one time or another, either directly or indirectly.     

ORDER AND CONTENT OF THE BIBLICAL COURSES IN A COLLEGE CURRICULUM∗

The man is a blue collar worker. He tells the story of his nine year old daughter. She said that the only thing she really wanted for Christmas was a pair of Vidal Sassoon Jeans. He explained to her that they really weren't wealthy enough to afford $40 jeans. Maybe Levis would do. “Forget it,” she said. “If I can't have what I want, I don't want anything.”

The man said that they saved up and got her the Sassoon jeans for Christmas. “But you know,” he mused, “she judges the others in her class on what kind of designer jeans they have. They form cliques based on their clothes. It's their way of being somebody, being acceptable, being ‘in’.”     

Minding Our Metaphors in Education

If educators presuppose that brain and mind are synonymous, perhaps it is out of necessity. Such an equivalency might be required in order for mind to be accessible, knowable and a ‘thing’ like the brain is. Such a presupposition, that mind is a thing which we can understand nonetheless rests on an insecure foundation. As suggested by philosopher John Searle in the opening quotation, this might explain the historical and present day interest in metaphors of mind, where comparisons to unlike things are used to help philosophers, psychologists, and educators more securely understand how mind really ‘works.’ Educators have an enormous investment in explicating how mind works, as they are required to observe and measure what is going on in the minds of students. In practice, mind has to be a thing for how does one reasonably talk about accomplishing such requirements if mind is merely some philosophical abstraction? This article will explore two metaphors of mind suggesting that embedded within each are presuppositions of epistemological and pedagogical significance.     

A Re-Conceptualization of Rogers' Core Conditions: Implications for Research, Practice and Training

Rogers' core conditions remain influential in international counselling practice despite decades of equivocal research findings regarding their effectiveness. It has been argued that ambiguity and lack of clarity in Rogers' (1957) original definitions is a major factor in the development of misunderstanding and multiple operationalizations of the core conditions for research and training purposes. This paper presents an innovative re-conceptualization of the core conditions based on social psychological models of attitude. It is argued that this model has the potential to integrate existing work from a range of perspectives and provide a framework for future research and development.