Keynesian Policies Stimulate Dabate And Debt, Not Employment

Antizyklische Finanzpolitik; Keynesianismus; Wirtschaftspolitische Wirkungsanalyse

Integrating Across the Psychology Curriculum: A Content Review Approach

Teaching integration at the undergraduate level requires thoughtful coordination among psychology faculty. This article describes a content review process by which complimentary strengths and perspectives can be discovered and used to design a coordinated integration curriculum. The George Fox College undergraduate psychology department\u27s integration content review is offered as an example. A content review requires a framework for both exploration of integration activity and desired outcomes. We propose four levels of integration activity in the classroom: (a) modeling of personal faith, (b) integrative discussions, (c) integration readings, and (d) course level integration. These levels are progressive, complimentary, and dependent, to some extent, on the course content. In addition, careful articulation of the knowledge, skills, and attitudes the department wishes a student to have at graduation is important for the design of an integration curriculum and for assessing outcomes. The content review is an opportunity for the department to coordinate efforts toward a multi-layered integration of psychology and Christian faith

The Popularity of Integration Models, 1980-1985

Farnsworth’s five integration models were used to categorize integration articles published in the Journal of Psychology and Theology between 1980 and 1985. In addition, the graduate education of article authors was examined to determine if educational background influenced integration approach. Of the 177 articles reviewed, 52 reported research and 76 were considered integration articles. Results of the review indicate that one integration model accounts for nearly two-thirds of the integration work presented in JPT during this period and that differences in educational preparation do not produce preferences for particular integration approaches

Auxin-induced growth inhibition a natural consequence of two-point attachment

It is characteristic of a great number of biologically active substances that the responses which they elicit are twofold, low concentrations of the material promoting a particular activity, and higher concentrations inhibiting it. This is the case with the auxin-induced growth responses of plants. An active auxin such as indole acetic acid (IAA) brings about and is essential to growth in length of stems, hypocotyls and other plant organs including the Avena coleoptile

Christian Anti-Psychology and the Scientific Method

Christians are becoming increasingly vocal in their criticism of scientific psychology. In their criticisms Christian anti-psychologists have devalued knowledge gained through research and suggested both that the scientific method is inappropriate for studying human behavior and that the deception inherent in psychological research is immoral This article examines these concerns and argues that the more subjective alternatives suggested by the critics of psychology suffer from many of the same limitations as scientific psychology and that taking such an approach would amount to substituting uncontrolled error for controlled error and uncontrolled deception for controlled deception

North American Psychology Revisted

Originally published in Christian Scholar\u27s Review, 1984, p. 240-248 http://www.csreview.org

Prominent Themes in Evangelical Integration Literature

The diversity of the integration literature is both a help and a hindrance in the task of integrating psychology and theology. While the range in approach and application reflects the creativity of the integrationists, this diversity can also lead to confusion and a lack of direction. In order to assess the state of integration, and to provide a focus for discussion, this article isolates prominent themes in the existing integration literature. The themes or assertions high- lighted are (a) modeling and imitation are effective ways to learn; (b) there is no one form of Christian counseling; (c) imagery is an effective tool for counseling; (d) people can be mentally ill without being demon possessed or sinful; (e) homosexuality is not normal, healthy, behavior; (f) the scientific method is here to stay and it is not unhristian; and (g) all truth is God\u27s truth· The implications of these themes are discussed along with additional themes which may be less prominent but still notable

Piaget and Parables: The Convergence of Secular and Scriptural Views of Learning

Jean Piaget is widely acclaimed as a developmental theorist who has contributed much to the understanding of how children learn. While many educators adhere to Piaget’s model of learning, few realize that techniques similar in structure were used by Jesus 2000 years ago. Basic components of Piaget’s theory, namely assimilation, accommodation, and disequilibration of the learner, are evidenced in the parabolic method used by Jesus. This comparison between Piaget’s theory and Christ’s parabolic method suggests that an effective teacher would cognitively activate and disequilibrate the learner. Insights from Scripture and Piaget’s theory imply that motivation through disequilibration should be effective with students having a variety of experiences, a wide spectrum of abilities, and a mixture of learning styles

A Longitudinal Study of Moral, Religious, and Identity Development in a Christian Liberal Arts Environment

Moral, religious, and identity development were assessed in a longitudinal study by sampling students enrolled at a Christian liberal arts college during their first semester, and again 3 1/2 years later. Those who continued enrollment to their senior year (persisters) were found to make greater gains in moral reasoning and greater movement toward identity achievement than those who did not continue enrollment (nonpersisters). Persisters were also found to decline significandy in religious well-being, particularly females, and extrinsic religiosity, while not changing in Shepherd scores or in intrinsic religiosity. Nonpersisters were found to increase significantly in intrinsic religiosity. Significant differences were found between students of different identity statuses in moral reasoning and religiosity. Results also indicate that identity status interacts with development of moral reasoning and religiosity, with those at the identity achievement or moratorium level gaining the most in moral reasoning and showing more positive changes in religiosity