Moment Of Illumination Research Articles

Dual Aspectivity and the Expressive Moments of Illumination: Rethinking the Explanatory Gap

In Cognitive science and philosophy of consciousness, the explanatory gap, following Joseph Levine, refers to the unintelligible link between our conscious mental life and its corresponding objective physical explanation; the gap in our understanding of how consciousness is related to a physical or a physiological substrate (Levine in Pac Philos Q 64(4):354–361, 1983). David Chalmers holds the explanatory gap as the evidence for a form of metaphysical dualism between consciousness and physical reality (Chalmers in The conscious mind: in search of a theory of conscious experience. Oxford University Press, Oxford, 1996). On the other hand, McGinn takes it as an epistemic rather than an ontological gap (McGinn in The problem of consciousness: essays towards a resolution. Blackwell Basil, Oxford, 1991). Considering the recent advances in neuroscience, however, the reductionist approaches have become replete, which attempt to reduce consciousness and subjectivity to neurobiological accounts (Crick in The astonishing hypothesis: the scientific search for the soul. Maxwell Macmillan International, New York, 1994; Metzinger in Being no one: the self-model theory of subjectivity. The MIT Press, London, 2006; Eagleman in The brain the story of you. Canongate, Edimbutgh, 2016). On this view, consciousness mirrors the brain mechanisms, and the self is formulated as an illusory product or construct of neuronal processes. Thomas Fuchs, who is committed to embodied and enactive approaches toward cognition, in Ecology of the Brain, espouses an enactive-ecological perspective concerning the problem of the explanatory gap. He develops an account of human’s life in its dual aspects of the living body and lived body which, on the one hand, defies the ontological dualism and, on the other hand, avoids drifting towards any form of reductionism. Often, the ontologically monistic approaches to the explanatory gap have inclined to a form of reductionism because they conceive consciousness as either identical with its physiological substrate or caused by it, where in both cases, consciousness is claimed to be explainable within the framework of physicalism. Fuchs, however, defends an ontological monism which remains irreconcilable with reductionism. In his account of dual aspects, there is no interaction or impact between the sphere of subjectivity and nature; however, these two aspects imply one another. In this essay, I will develop the philosophical justification of the above reformulation of the mind–body problem and employing the analogy of light will canvass the paradoxical relationship between dual aspects in a phenomenological framework.

Abdelwahab Elmessiri’s Islamic humanism

Abdelwahab Elmessiri’s intellectual journey narrates the story of modern ideologies that have led to the marginalization of divine revelation, giving rise to materialistic worldviews that promise their adherents progress, happiness, and freedom. Elmessiri, however, introduced a critical sociology that underlines the dark side of modernity, stressing that modernity has transformed humankind into a bundle of biological functions, economic needs, contractual relationships, instincts, and sexual drives. The end of utopian ideologies and the rise of globalization have radicalized the situation, which Elmessiri refers to as ‘comprehensive secularism.’ Against this background, Elmessiri experienced many moments of illumination, culminating in his advocacy of an ‘Islamic humanism’ that sees human life as complex phenomenon permeated with secrets, dualities, and diversities. This review, however, argues that Elmessiri’s Islamic humanism is ironically based on humanist Marxism and Western critical sociology.

L’intuition délirante comme phénomène élémentaire de la psychose

AimsThis article sets out to delineate and understand more fully the concept of delusional intuition from the standpoints of psychiatry and psychoanalysis. We question the term of “intuition” itself, and wonder if it should be retained. We also ask whether delusional intuition is specific to a particular form of psychosis. MethodsWe start with a review of the psychiatric and psychoanalytic literature. This retrospective approach enables us to draw away from the phenomenon of delusional intuition as such, and to explore it as an element in the psychotic structure that breaks into reality. ResultsThe contributions of psychoanalysis enable delusional intuition to be seen as an elementary phenomenon, a very specific triggering moment in the onset of psychosis. This sudden occurrence – which does not produce the classic unsettling effects – appears to immediately satisfy the subject and provide him or her with an answer, a solution, in the form of a revelation or illumination, requiring no further delusional explanation, justification or interpretation. DiscussionThe discussion, which calls on psychoanalytic references, explores the relationships between delusional intuition and the type of psychosis, between intuition and interpretation, between the classic onset (which, roughly, proceeds from enigma to perplexity and on to certainty) and this particular type of onset which seems to proceed in the opposite direction. ConclusionDelusional intuition is an elementary phenomenon that imposes itself on the subject with the full weight of its certainty, with an obviousness that is sometime described as a moment of illumination. The phenomenon is often backed up by delusional interpretations. This type of onset of psychosis is particular in that it does not result in an unsettling of structure. Its function appears allied to that of a prosthesis protecting the subject from the risk of disorganization, immediate, taking the form of a revelation of the meaning of objects and of the world in general.

In our voices: A collaborative reflection on teaching and being taught

Much of the literature on teaching qualitative research consists of instructional philosophies or descriptions of classroom activities. Little has been written about the actual experience of a qualitative research course, especially from the students’ perspective. Writing about a course without the voices of those being taught would be like critiquing a meal only by speaking with those who cooked it: we might know what was intended but not what was experienced. Thus, this collaborative paper, written from the perspectives of both instructor and students, offers a unique multilensed view of a course on qualitative social work research. Doctoral students from diverse backgrounds describe their struggles, frustrations, and moments of illumination as they engaged with this new paradigm of knowledge. Because no teaching module will affect all students in the same way, their reflections also explore the role of culture and individual history in shaping response to qualitative methods. Theories of adult learning are suggested as a way to assist the process of adjustment to what are, for many, unsettling new concepts. Students’ experiences are then compared with the existing literature. The paper concludes with applications of qualitative research for social justice and human rights.

Sound and Sense: Music and Musical Metaphor in the Thought and Writing of Goethe and His Age by Jo Tudor (review)

Jo Tudor, Sound and Sense: Music and Musical Metaphor in Thought and Writing of Goethe and His Age. Oxford: Peter Lang, 2011. xvi + 515 pp.When you open contents page of Tudor's monograph, you come up against windowpane of musical metaphor, as if gazing from behind a barrier at tempting mysteries beyond. In course of these chapters, author's solitary vigil-her unwavering pursuit of these images-is slowly unraveled for her reader. The monograph has many moments of illumination, where eye looks in from dark into brightness.In honor of significance that Goethe attached to music in his writing, Jo Tudor has highlighted four key areas in which musical metaphors that Goethe and his contemporaries employed are most evident. In part 1, traditional concepts of music-music as harmony and conversely music as an embodiment of irrational, demonic-are unveiled; equally potent is her unraveling of conceptions of musical structure and their influence on musical metaphor in part 2. The balance she strikes between her vigilant, detached witnessing of conceptions of music and language (in part 3) and insightful interpretation of synthesis of these conceptions (in part 4, where she explores metaphor of music as harmony and sequence) leaves us with a new understanding of and insight into Goethe's poetic practice.Goethe's understanding of music, so often vaunted as maladroit, is here richly endorsed. Tudor profiles Goethe against his contemporary reality and presents us with a book in which whole question of Goethe's relationship to musical values is worked out in extreme detail. As his comments on European musical life in his notes to his 1806 translation of Diderot's Le neveu de Rameau show, poet was pervious to importance of intellectual engagement with music as a self-standing discipline. As early as 1772, Goethe had read Allgemeine Theorie der schonen Kunste by Johann Georg Sulzer, whom Michael Spitzer identifies as the most important German theorist of eighteenth century (Metaphor and Musical Thought, 243)- As Tudor rightly observes in her rich contextualization of Goethe's engagement with music: Germans wrote extensively about music; not only in cultural periodicals but in their literature and in essays and treatises of all kinds. In short, a significant part of in Germany took place not in public but in private, between writers of various kinds and their readers (11). Goethe's correspondence with composers bears rich testimony to Tudor's words, as does poet's belief that metaphor and mythology were part of multiple discourse needed for transmission of human knowledge (23).In Goethe's musical imagination, sings. In An Lina, he insists that verse should be sung not read-Nicht nur lesen! Immer singen! / Und ein jedes Blatt is Dein! (stanza 2.7-8)-a belief that prevailed in long nineteenth century. As a young man and member of brotherhood of Herder, Goethe regarded himself as a singer with a bardic position in national culture-a custom with which Goethe's practice as a writer and speaker of his own verse was continuous. Tudor argues convincingly how this idea of poetry as vocalized'song,' of music as absorbed into language to voice human feeling and experience,.. .Thus became part of Goethe's consciousness at an early stage (138). The musicality with which he firmly and intimately embosses his literary practice is here identified by Tudor, whose study testifies to continuing efficacy of his literary work as a necessary and fundamental part of our musical inheritance. …

"When pirates feast … who pays?" condoms, advertising, and the visibility paradox, 1920s and 1930s.

For most of the 20th century, the condom in the United States was a cheap, useful, but largely unmentionable product. Federal and state statutes prohibited the advertising and open display of condoms, their distribution by mail and across state lines, and their sale for the purpose of birth control; in some states, even owning or using condoms was illegal. By the end of World War I, condoms were increasingly acceptable for the prevention of sexually transmitted disease, but their unique dual function--for disease prevention and contraception--created ongoing ambiguities for sellers, consumers, and distributors as well as for legal, political, health, and moral leaders. Not until the 1970s did condoms emerge from the shadows and join other personal hygiene products on open drugstore and supermarket shelves and in national advertisements. Then came the 1980s and AIDS when, despite the rise of Ronald Reagan, the radical right's demonization of condoms, and the initial reluctance of condom merchants to market to gay constituencies, the HIV/AIDS epidemic slowly but inexorably propelled the condom to the top of the prevention agenda. The condom's journey from lewd device to global superstar was fitful, but colorful. The Comstock Act of 1873, prohibiting birth control information and devices, created a vast underground operation--periodically illuminated, however, by arrests, protests, legal proceedings, and media coverage. This essay chronicles one such moment of illumination: the legal battle in the 1920s and 1930s over the legitimacy and legality of the Trojan Brand condom trademark and the unusual series of advertisements produced by the Youngs Rubber Corporation, makers of Trojans, to dramatize the ethical and economic issues of the trademark battle. Culminating in Youngs Rubber Corporation v. C.I. Lee & Co., Inc. (45 F, U.S. Court of Appeals for the Second Circuit 103 [1930]), this landmark case in trademark law established the right of the Trojan Brand condom, despite its ambiguous dual function, to the protection of a federal trademark. I seek to show how the Youngs antipiracy ad series illuminates the paradox of visibility by illuminating the paradox of any binary division: to establish the one depends inevitably on invoking or making visible--even if to suppress--the other. This essay is a case study in the negotiation of such a dialectic.

A Moment of Transformative Learning

This study describes a moment during clinical supervision when a student speech and language therapist reported that she had a moment of illumination that changed her trajectory from failing her clinical placement to passing it. The student’s self-report of the moment is provided. The clinical supervision was conducted using video feedback where the student watched successful edited clips of herself interacting with a patient in the university clinic. The clinical supervision where the moment of illumination occurred was recorded and two short extracts of this moment were analysed for evidence of a transformative process using Mezirow’s theory. The content of the student’s speech during the moment of illumination followed the steps and sequence of the transformative learning model. An analysis of the way the speech sounded showed that the moment was characterised by slow speech rate and flat monotonous pitch in both speakers and preceded by the educator modelling stopping and thinking. The use of video footage in student clinical supervision may be used with differential effect. Footage of strengths may be an effective trigger for disorientation and especially when feelings of failure or weakness are most prominent. The way the discussion of the video footage is led by the clinical educator may also support deep reflection.

SEIICHI YAGIEGO JAPOŃSKA "CHRYSTOLOGIA BUDDYJSKA"

Japan is shintoist country where strong influences of Buddhism are present. There is small percentage of Christianity in Japan but it is Christianity that produced the greatest number of theologians in Asia, excluding India. One of the most interesting theologians who was inspired by Buddhism is Seiichi Yagi. In his christology he puts separately Logos, Christ and historic Jesus from Nazareth and by this he shows similarities to the concept of Buddha's three bodies. Yagi applies Katsumi Takizawa's ideas about two contacts with God. First contact assumes that God lives in every human being and second contact is the moment of illumination that led to creating Christ out of Jesus. The characters of Buddha and Jesus are similar to each other: both rejected egoistic ego and adopted true self through illumination.

Vernacular Phrasal Display: Towards the Definition of a Form

Vernacular Phrasal Display: Towards the Definition of a Form Adam Brooke Davis (bio) In Principio . . . Mabel was the daughter of a Baptist pastor; she played the organ in her father’s church. It would not have occurred to her to appear on the sidewalk without her hat and white gloves. But those hands could also slaughter a hog, or inspire an errant child to reform, and the voice that could so soulfully croon “Just As I Am” had been heard to criticize the mealy-mouthed sort that “wouldn’t say shit if he found himself with a mouthful.” It was understood that when Mabel said, “Jump!” the only conceivable response was “how high, ma’am?!” Mean enough to hunt bear with a switch if it came to that. . . . Mabel was my personal introduction to a traditional, if for the most part unrecognized, genre of verbal performance. Crowdsourcing a Corpus For many years, at the Missouri Folklore Society website we’ve maintained an archive titled “Colorful Language of the Rural Midwest, with special emphasis on Missouri and Missourians” (http://missourifolkloresociety.truman.edu/expressions.html). The header is descriptive, if inelegant. The collection began with my own list, accumulated over a number of years from my own family’s oral history, with the nucleus of the collection consisting of speech-items collected from my famously profane grandmother. Although she lived nine-tenths of her life in Missouri, her native speech was primarily that of Western Kentucky, thus exemplifying the much-travelled nature that we will see to be common for such forms. Even within my own family, these speech-items were understood as a definable corpus that was meaningfully referred to as “grammaw’s sayings.” In the years that followed, the collection’s rapid growth proved both gratifying—we were clearly on to something—and frustrating, specifically for the professional folklorist. Classically, the scholar pursues a subject according to the pattern collect—classify—interpret (to which we might then also add assimilate to existing theory, and propose modifications to theory). But in the case of this collection, such discrete parts of the folklorist’s process became quickly intermingled, thus mirroring the characteristics inherent in the medium in which we chose to archive the collection. The World Wide Web, as is now generally recognized, is not merely an extension of print culture, capable of faster turnarounds on publication and revision, but a transformation of it. The abilities to search and collaborate have had special significance for folklorists and linguists doing corpus studies, most particularly when that corpus is maintained and developed on the web itself.1 Evidently, in our case what was happening with some regularity was that an individual would begin by searching via Google for a recently recalled phrase that had been heard once long ago. For example, if one searched for the phrase “slick as a jar full of eels,” our site was one of the top results that would be retrieved.2 Following the hyperlink, the user would find an archive of hundreds of entries provided in no particular order. And at least in some instances, there would come a moment of illumination. Reviewing our collection, the visitor would find duplicates of, or variations on, many other remembered phrases as well. Such an encounter with familiar but distinctive constructions would then act as a sort of key to a memory vault. The Anglo-Saxons called it a wordhoard, a treasure-chest of verbal riches.3 Commonly, visitors would even augment their visit by communicating further, often through messages with a typical form: “Your site made me laugh so hard . . . I remember all these old things. . . .” And there would then follow a list, often long, as the single key opened another box within the first. I would sometimes exchange emails with these informants, hoping to get basic ethnographic information on the sample in question, for example, the alleged originator’s native place and birth year, gender, and level of education.4 Without exception, correspondents focused on the vividness of the imagery in these expressions, with special appreciation for the humor involved, though they frequently felt the need to apologize for salty content. This reaction is hardly surprising, as flirting about...

HARRIET MARTINEAU'S MATERIAL REBIRTH

In 1840, thePhrenological Journalpublished an anonymous personal testimony of phrenological salvation titled “Remarkable Case of Change of Character and Pursuits.” The article appears in the “Cases and Facts” section of the periodical, commonly reserved for correspondents who provided personal accounts of the truth of phrenology. The correspondent in this “Case” makes use of the conventional structure of the conversion narrative: youthful deviance, a moment of illumination, and rebirth into a new life of virtue, peace, and joy. Beginning with a description of his former life, he explains that being “Born in the lap of luxury – bred in the tainted atmosphere of opinion” led to the “best years of [his] existence [being] passed in idle, if not in sinful pursuits.” After becoming a military officer, his dissolute behavior increases until he finally decides to correct his character, and “the great instrument employed was phrenology” (342). After adopting a disciplined regimen of moral and intellectual mental exercises, he triumphantly emerges as a man who better knows himself and his capabilities. With his “new” character comes a new life more suited to his cultivated faculties: realizing that a soldier's advancement depends on the “number of victims” sacrificed for the country's cause, he “selected the more humble profession of the Civil Engineer, for which [he] believed, phrenologically, nature had made a fair provision.” He concludes by noting that his life has since been prosperous, and that he hopes now to “aid the cause of that science” through the phrenological education of his own children and his public confession in the journal (343).

Mathematical discovery and affect: the effect of AHA! experiences on undergraduate mathematics students

The AHA! experience – the moment of illumination on the heels of lengthy, and seemingly fruitless, intentional effort – has long been the basis for lore in mathematics. Unfortunately, such lore is often restricted to the discussion of these phenomena in the context of great mathematicians and great mathematical advancement. But are such experiences reserved only for the upper echelons of mathematical practice? This study focuses on the impact of these AHA! experiences on undergraduate mathematics students’ affective domain. In particular, the role of the positive emotion that accompanies such moments of illumination in changing the attitudes and beliefs of ‘resistant’ students is examined. That is, pre-service elementary school teachers who deem themselves to be incapable and/or phobic of mathematics and the learning of mathematics but are forced to take an undergraduate mathematics course as qualification for entry into a teacher education programme. The results indicate that an AHA! experience has a transformative effect on ‘resistant’ students’ affective domains, creating positive beliefs and attitudes about mathematics as well as their abilities to do mathematics.

‘Doggy's dead’: reflecting on a teacher research study about young children's sociodramatic play

Abstract This article is a reflection on the author's M.Ed. research study, undertaken whilst working full time as a nursery teacher, in which she explores her concerns and the moments of illumination through the research process. She reflects on ways she began to make sense of young children's learning, using some key moments in the study, which examined how children construct meaning from sociodramatic play. The support of her academic mentor and research assistant were integral, so throughout this article there are reflections from them, offering their perspectives. In reviewing the research process the author considers the importance of detailed observation and how watching videos of themselves playing helped children reflect on their learning. By analysing data, particularly video clips without sound, the author was able to delve beneath the surface structure of children's sociodramatic play, which enabled her to make key findings, which are summarised here. Finally, the author describes what was so valuable for her own learning and why she feels teacher research is important in influencing practice.

‘Doggy's dead’: reflecting on a teacher research study about young children's sociodramatic play

This article is a reflection on the author's M.Ed. research study, undertaken whilst working full time as a nursery teacher, in which she explores her concerns and the moments of illumination through the research process. She reflects on ways she began to make sense of young children's learning, using some key moments in the study, which examined how children construct meaning from sociodramatic play. The support of her academic mentor and research assistant were integral, so throughout this article there are reflections from them, offering their perspectives. In reviewing the research process the author considers the importance of detailed observation and how watching videos of themselves playing helped children reflect on their learning. By analysing data, particularly video clips without sound, the author was able to delve beneath the surface structure of children's sociodramatic play, which enabled her to make key findings, which are summarised here. Finally, the author describes what was so valuable for her own learning and why she feels teacher research is important in influencing practice.

Whose Authority?: Learning and Active Resistance

The dynamics of classroom authority are not always simple. Students come to school to increase their knowledge, and teachers presumably know more about their subject than do their students, but learning is not exclusively a one-way downward flow of information. Teachers learn from students and students often learn best when teachers do not exert their authority, at least in the conventional sense. Instructors who provoke thinking encourage students to encounter their own moments of illumination. This article presents the idea that learning through active resistance makes the information that students discover more valuable to them. Examples from the author's own classroom experiences are provided.

Creativity and oedipal fantasy in Austen's Emma: ‘An ingenious and animating suspicion’

Austen's Emma is one of the great novels of the Western tradition. In this paper the author explores the meaning of Emma's ‘ingenious and animating suspicion’ that Jane Fairfax seduced her best friend's husband, Mr Dixon. The interpretation that a psychoanalytic understanding makes possible shows how this suspicion represents an oedipal fantasy projected on to Miss Fairfax. Further exploration demonstrates how the fantasy is linked both to Emma's systematic unkindness to Jane Fairfax and to Emma's famous insult to Jane's aunt, Miss Bates. Emma's suspicion projects an oedipal fantasy with its incestuous impulses on to her rival and satisfies an envious aggression at the same time. The author's purpose in this paper is to bring to light through psychoanalytic understanding Austen's dramatisation of the complexity and creativity of the oedipal situation. In addition to the regression in oedipal fantasy, the primary process also functions with a progressive quality that expands and enriches the ego, a double movement described in Keats's ‘negative capability’, which has been elaborated by Bion. The primal‐scene fantasies are often brought alive in the analytic transference. These situations and painful emotions are dramatically portrayed through Austen's genius as vehicles for change. A sudden integration follows a phase of disorganization: ‘It darted through her with the speed of an arrow. Mr Knightley must marry no‐one but herself’. Emma, who is Austen's ‘imaginist’, moves from the projected fantasy of the sad love triangle through envy aggression and the narcissistic blows of self‐doubt and loss of love to moments of illumination and connection.

Gender and Aesthetics?: Two Translations of La Respuesta

This article proposes a comparative reading of Katherine Mansfield’s and Virginia Woolf’s writing in relation to the medieval concept of anima mundi (world soul), that is, the belief in an animistic universe in which the earth is revivified through a spiritus mundi (spirit of the world). Both drew on the medieval tradition of nature personified, inherited from the Renaissance writings of Spencer, Shakespeare and Marvell, for images of plenitude, generation, and a catalyst of awe and wonder, while the writings of Chaucer offered a more down to earth, satirical model for their modernist response. Mansfield’s affinities with medieval cosmology and her participatory relationship with the created world is often undercut by a critique of nature as a source of maternal and natural fecundity. The encounters with natural forces in her work, represented as odd, disturbing or disruptive, suggest a ‘decentring’ modernist aesthetic. Virginia Woolf, by contrast, aims to reinforce and redefine the centre in relation to the search for form, although like Mansfield in adapting the inherited philosophical, literary and iconographic traditions for her portraits in Mrs Dalloway and To the Lighthouse, she stresses the unpredictability of the unconscious response to nature’s munificence. Other differences in their approach to human and non-human relations appear in their representations of the ordinary, the animated and lifelike, and these are contextualized by examining their theories of art and life. The chapter concludes by examining both writers’ handling of the modernist trope of the epiphany inspired both by landscape settings and man-made forces, and will suggest that these moments of illumination, wonder and heightened consciousness -- whether suggestive of transcendence, healing, and psychic renewal, or of disillusionment and withdrawal – further differentiate their literary modernisms.

An Interview with Thomas Sanchez

AN INTERVIEW WITH THOMAS SANCHEZ Thomas Sanchez Thomas Sanchez has written three novels, MiZe Zero, Rabbit Boss, and Zoot-Suit Murders, and the non-fiction Native Notes from the Land of Earthquake and Fire. He has received fellowships from both the National Endowment for the Arts and the Guggenheim foundation. This interview was conducted by Kay Bonetti, Director of the American Audio Prose Library. The Prose Library offers tapes of American authors reading and discussing their work. For information contact AAPL at P.O. Box 842, Columbia, MO 65205. An Interview with Thomas Sanchez IKay Bonetti Interviewer: Mr. Sanchez, you've described your life as being somewhat Dickensian. Certainly your books deal with extremes— extremes of behavior, extremes of circumstance. Does your work reflect the extremes of your life? Sanchez: It probably has, but I never thought that my life was extreme. You feel that the way you are living is the way everyone lives, especially when you're a child. My father died in World War II on an aircraft carrier that went down in the Pacific three months before I was born. My earliest memories are of having nightmares of being on fire and drowning. Interviewer: And eventually your mother became so ill that you ended up in the St. Francis School for Boys. Can you tell us about that? Sanchez: It was kind of a combination orphanage and boarding school and reform school. Most of the children there were either very poor children or orphans. There were Chicano children, there were American Indians, there were black children. It was a true American melting pot. It seems rather simplistic, but I really did live in a kind of "Family of Man" situation. A very tough one at times and a very dangerous one at times. But one which gave me a concept of what life could be outside the confines of that particular school. Interviewer: Where was the school located? Sanchez: It was in Watsonville, California, which is on the edge of the Monterey Bay in Northern California. Interviewer: Is that near the Cannery Row of Steinbeck's novel? The Missouri Review · 77 Sanchez: Yes. Cannery Row is also on Monterey Bay. I spent some time living on the edge of Cannery Row when I was a kid, in particular as a teenager. When I was there, the Cannery Row that Steinbeck had written about, that ghostly presence, was still there. It had not yet been turned into chic boutiques and restaurants. Interviewer: Did your mother work in the canning factories there? Sanchez: No, but she did work in cannery factories on the east Bay of San Francisco, as did my grandmother. Interviewer: To what do you attribute your early love of learning and literature, your attraction to writing? Sanchez: It's difficult to find that moment of illumination, but, looking back, I think it goes to my grandmother. She was taken out of school at a very early age and for various reasons she didn't learn to read or write. She was ashamed of that, and I bring it up because it's important. She developed a sense of the oral; she developed a sense of storytelling. She could take the language, in particular the American language, and make something of it. She invented words and she had a real mastery of telling a story. She'd throw some verbs up in the air like they were a pizza pie and they would come down as a cherry pie. The postman and the neighbors would come along to have a cup of coffee in my grandmother's kitchen and stay for hours upon end. She gave me a great gift without knowing it. She kept her very few precious objects in a little cedar box. Two of them were her favorite rosary and a very carefully folded and yellowing advertisement and review for my first novel, Rabbit Boss. When I discovered this after she died, I realized that for her the mystery 78 - The Missouri Review Thomas Sanchez "The magic of words was equal with the spiritual world." and the power that were held within that rosary also were held within the review of Rabbit Boss...

The Problems of Luther’s ‘Tower-Experience’ and its Place in his Intellectual Development

The problem of the date and significance of Luther’s so-called ‘tower-experience’ (Turmerlebnis)—the moment of illumination at which he came to his new understanding of Romans 1:17—is one of the longstanding cruces of modern Luther-scholarship. Since the problem was first raised in its modern form by German scholars at the beginning of the present century probably no aspect of Luther’s biography has attracted so much attention or has been the subject of so much controversy: and even to-day, although the nature of the debate has changed considerably in recent years as new arguments and new solutions have been put forward, it still remains one of the central issues in all discussions of Luther’s early intellectual development, not only because it presents the irresistible fascination of an unresolved conundrum but also because in traditional historiography it has always been closely identified with the complex question of when and how Luther arrived at his reformation theology.

Influence of Culture Conditions on the Length of the Lag Period of Chlorophyll Synthesis in Preilluminated Dark-grown Euglena

Two parameters of the potentiation process, the lengths of preillumination and of the subsequent dark phase have been determined for Euglena cells which had been grown in the dark under two different culture conditions. In both cases a maximum potentiation response is obtained after a preillumination period of about 2 hours. The minimum length of the dark period necessary for maximum potentiation changes from 1 hour for cells which contain, at the moment of illumination, a high paramylum content, to 6 hours for cells which have a low paramylum content.

BIOELECTRIC POTENTIALS IN HALICYSTIS

The effects of light upon the potential difference across the protoplasm of impaled Halicystis cells are described. These effects are very slight upon the normal P.D., increasing it 3 or 4 per cent, or at most 10 per cent, with a characteristic cusped time course, and a corresponding decrease on darkening. Light effects become much greater when the P.D. has been decreased by low O(2) content of the sea water; light restores the P.D. in much the same time course as aeration, and doubtless acts by the photosynthetic production of O(2). There are in both cases anomalous cusps which decrease the P.D. before it rises. Short light exposures may give only this anomaly. Over part of the potential range the light effects are dependent upon intensity. Increased CO(2) content of the sea water likewise depresses the P.D. in the dark, and light overcomes this depression if it is not carried too far. Recovery is probably due to photosynthetic consumption of CO(2), unless there is too much present. Again there are anomalous cusps during the first moments of illumination, and these may be the only effect if the P.D. is too low. The presence of ammonium salts in the sea water markedly sensitizes the cells to light. Subthreshold NH(4) concentrations in the dark become effective in the light, and the P.D. reverses to a negative sign on illumination, recovering again in the dark. This is due to increase of pH outside the cell as CO(2) is photosynthetically reduced, with increase of undissociated NH(3) which penetrates the cell. Anomalous cusps which first carry the P.D. in the opposite direction to the later drift are very marked in the presence of ammonia, and may represent an increased acidity which precedes the alkaline drift of photosynthesis. This acid gush seems to be primarily within the protoplasm, persisting when the sea water is buffered. Glass electrode measurements also indicate anomalies in the pH drift. There are contrary cusps on darkening which suggest temporarily increased alkalinity. Even more complex time courses are given by combining low O(2) and NH(4) exposures with light; these may have three or more cusps, with reversal, recovery, and new reversal. The ultimate cause of the light effects is to be found in an alteration of the surface properties by the treatments, which is overcome (low O(2), high CO(2)), or aided (NH(4)) by light. This alteration causes the surface to lose much of its ionic discrimination, and increases its electrical resistance. Tests with various anion substitutions indicate this, with recovery of normal response in the light. A theory of the P.D. in Halicystis is proposed, based on low mobility of the organic anions of the protoplasm, with differences in the two surfaces with respect to these, and the more mobile Na and K. ions.