The Lake Wobegon Effect

What is the Lake Wobegon Effect? How can we explain this phenomenon? Is the Lake Wobegon Effect an artifact of the methodology used in the 1987 study?     

DOCTORAL TRAINING IN EUROPE

This article essentially fulfills three tasks, that of giving a rapid and systematic overview of doctoral programmes by country in western Europe, that of describing certain initiatives taken by specific countries with the aim of improving third cycle (doctoral) studies, and that of arguing in favour of the establishment of so‐called European inter‐university doctoral programmes. So far as the first task is concerned, the authors note that all but two of the countries concerned have opted for the so‐called PhD type of doctoral programme rather than for long‐cycle programmes. In the case of the second task, they have given particular attention to efforts made in the Federal Republic of Germany to create separate doctoral level institutions. In the case of the third task, the authors have sketched a networking process by which inter‐university and inter‐disciplinary doctoral programmes are being created in certain specific disciplines, particularly scientific ones. The authors consider that such doctorates hold great potential but that their elaboration is being held up by lack of resources and by difficulties in finding, matching, and linking partners.     

DEVELOPMENT AND DIVERSIFICATION OF THE SOCIAL AND ECONOMIC FUNCTIONS OF FRENCH UNIVERSITIES

With special reference to the Paul Sabatier University of Toulouse, the authors trace the development of the French universities from the élitist Napoleonic institutions that they still were in the early 1960's to the mass, diversified institutions of today. They stress the importance of the events of 1968 as a major turning point which had a particularly strong impact because they occurred during a period of prosperity. Thus the wide‐scale expansion, democratization, diversification, and massification which occurred led to a positive reaction to the call for increased vocationalization and co‐operation with industry which characterized the lean years that followed. Other stimuli for change and adaptation have been modifications in the legal structure of higher education, the need to increase offerings in continuing education, policies favouring decentralization and regionalization, and the influence of European Union higher education policies. The need to provide high quality higher education in a number of areas to a very large proportion of the age cohort is understood to be a social and economic necessity. The evolution of French higher education since 1968 could offer lessons and examples to the higher education systems of eastern and central Europe in their efforts to cope with transition. The role of universities in the modern world has been greatly enhanced. Important changes have occurred in French higher education over the past twenty‐five years, the resultpartly of the adoption of new laws, of social evolution, of economic needs and challenges, and of individual initiatives undertaken and voluntary policies adopted by universities.     

DEALING “COMPETENTLY WITH THE SERIOUS ISSUES OF THE DAY”: HOW DEWEY (AND POPPER) FAILED

In Reconstruction in Philosophy, John Dewey issued an eloquent call for contemporary philosophy to become more relevant to the pressing problems facing society. Historically, the philosophy of a period had been appropriate to social conditions (indeed, this is why it had developed as a discipline), but despite the vast changes in the contemporary world and the complex challenges confronting it philosophy had remained ossified. Karl Popper also was dissatisfied with contemporary philosophy, which he regarded as too often focusing upon “minute” problems. Both Dewey and Popper, however, were optimistic that the situation could be turned around. In this essay D.C. Phillips argues that the resources they mustered give no basis for this optimism; in particular, Phillips emphasizes that philosophy cannot have traction with closed‐minded or fanatical individuals. Dewey passed over cases where his ideas about democratic processes and free intellectual exchange faced intractable difficulties, according to Phillips, and he further suggests that Popper “waffled” over the so‐called “myth of the framework.”     

Theory and Practice of Positive Feminist Therapy: A Culturally Responsive Approach to Divorce Therapy with Chinese Women

Positive Feminist Therapy (PFT) is a strength-based culturally responsive therapy model specifically designed for helping Chinese women facing marital conflicts and divorce, integrating Empowerment Feminist Therapy, systems theory, and positive psychology. To help clients become change agents, PFT uses clients’ existing strengths to develop alternatives by examining internalized values of womanhood within their unique cultural contexts. The goals are to empower Chinese women to reclaim their sense of self on the path to achieving balance and self-efficacy, and to redirect their energy toward a synergy between themselves and society. Potential applications of, and recommendations for, Positive Feminist Therapy are presented using a case scenario.