Discusses how "close" reading led to "closed" reading (a work's one true meaning is available only to a select few). Advocates "open" reading, returning authority over the text to students. Espouses the detective story as an open text which has been "closed" by the author but which resists closure. (SR)

A critique of "Evolution in the Professorship: Past, Philosophy, Future," by Donald J. Willower, published in the summer 1983 issue of this journal. (MLF)

John A. Clark's critique of "Evolution in the Professorship: Past, Philosophy, Future," by Donald J. Willower (published in the summer 1983 issue of this journal) is refuted by the author. (MLF)

Assesses various Fuhriman, Burlingame, Kivlighan, and Richards articles (1990) as interesting and informative, but offers two criticisms. First, authors made same vocabulary/same meaning assumption about articles they reviewed and did not discuss differences in experiences and truths that might lie behind same vocabulary. Second, they did not…

Responds to article by Van Hestern and Ivey. Comments on the advocacy of one approach to change; the separation of counseling from counseling psychology; and the role of the Association for Counselor Education and Supervision in facilitating this paradigm shift to a developmental philosophy/practice. (ABL)

Claims the educational-developmental model allows a profession to work with the many contributions of the medical and psychological models but still to remain distinct. Recommends professional identity of counseling and development be defined more clearly to counselors and others. (ABL)

Replies to Ken Wilber's critique of Albert Ellis'"Fanaticism that May Lead to a Nuclear Holocaust," which outlines some of the dangers of transpersonal psychology and psychotherapy. (Author)

Discusses how the best of autobiographies about the sick enrich the genre, with references to John Hull's "Touching the Rock," Andre Dubus's "Broken Vessels," Jacquie Gordon's "Give Me One Wish," and Robert Murphy's "The Body Silent," among others. Suggests that the reader's attempt to understand his or her own wounds motivates the reading of…

Responds to previous article by Haaga and Stewart on perceived self-efficacy for recovery of abstinence from smoking after lapse and success in maintaining abstinence. Identifies and addresses issues regarding application of social cognitive theory to such areas as smoking cessation. Examines distinctions between efficacy and outcome beliefs,…

Reacts to papers by Napier, Pittman, and Gottman. Claims these papers will mark a turning point in family therapy's history, the point when men constructively joined the issues raised by women about gender and family therapy. (ABL)

Addresses the origins and trajectory of the concepts of fate, will, agency, and determinism in Asian and Greco-Roman cultures, provides an analysis of the role of these concepts in the evolution of theological doctrine, and discusses the so-called modern and postmodern trends of both glorifying and gutting the "generic" human being as an…

Argues the need to develop students' and their teachers critical awareness of literature as a discipline, training its subjects in ways of reading, writing and talking about their own experiences and the worlds they inhabit in terms that may be detrimental to their own best interests. (Author/VWL)

Sequels are written by the authors due to some financial reasons and sold by the publishers because readers request them. The readers admire the characters mentioned in the sequels, an attachment is developed for these characters and hence a curiosity is developed to know more about them.

This paper replies to comments on the article "Psychology and Phenomenology: A Clarification." Four of the five comments on my article were critical of my treatment of psychology and phenomenology. I will try to identify the sources of these disputes, but not with the intention of demonstrating the superiority of one discipline over the other. In…

In this report, the author responds to papers by Gambrill and by Howard and Allen-Meares that call for significant pedagogical reforms in social work education based on principles of evidence-based practice (EBP). His remarks focus on the promise of EBP as an agent of broad-based reform in social work education and on the implementation of EBP…