Bertolt Brecht's “prospectus of the Diderot society”

This essay suggests that power be conceived as a dialectic of “authorship” and “authority.” Interest in understanding the rhetorical power of sacred texts is blended with interest in explaining the cultural origins of Anglo‐American social order. Because it is inherently persuasive, and because it became the first principle of arguments for justifying hierarchy, the Biblical story of creation should be read as an archetype that circumscribes all possible power relationships in Judeo‐Christian cultures.     

EMPLOYING SERVICE-LEARNING TO TEACH RESEARCH METHODS TO GERONTOLOGY STUDENTS

Undergraduate student interest in aging was examined in relation to age, gender, and contact with older adults. Interest in aging is conceived of along a continuum, ranging from initial interest-taking an aging course-to substantial interest as evidenced by academic and career interest. Undergraduate students who have taken an aging course (n = 189) and a stratified random comparison group (n = 261) self-assessed their interest in aging. Background information, including the frequency and duration of contact with older family and non-family individuals, was reported. Being female (p < 001) and having frequent contact with older family members (p < .01) significantly explains initial interest in aging. Initial interest in aging (i.e., taking an aging course) significantly contributes to substantial interest in aging (p < .0001) i.e., taking more aging courses, majoring in gerontology, working or planning to work with older adults. Contact with older adults positively affects undergraduate interest in aging. Interest in aging proceeds along a continuum, from preceding factors to initial interest in aging and then to substantial interest in aging. Aging courses and opportunities for interaction with older adults should be offered at the undergraduate level.     

The Sense of the Worthy as a Motivation for Studying: The Case of the Yeshiva

This paper describes a type of motivation for studying that has not been accorded sufficient psychological consideration - namely, motivation based on belief in the worthiness of the subject matter. This sort of motivation is distinguished from both intrinsic and extrinsic motivation. It is exemplified by the motivation for studying at the Yeshiva, an institution in which the sense of the worthy is explicitly highlighted. Interviews with highly motivated Yeshiva students reveal that the sense of the worthy is central to them and also constitutes an anchor to other types of motivations for studying. We point out two factors that enhance the effect of the sense of the worthy at the Yeshiva - its ethical orientation and its being a total institution. The interviews suggest that being motivated by the sense of the worthy does not lessen the students’ feelings of autonomy or their intrinsic motivation. We suggest two intervening variables between having a sense of the worthy and acting accordingly - the associated feelings and the individual’s sense of identity. By examining two important motivations for studying - the needs for achievement and self-actualization - we point out the influence of culture on the expression of these needs. Finally, we suggest that the sense of the worthy can and should serve as an important motivational factor in liberal education as well.