"Speech on Hitler''''s Invasion of the U.S.S.R."(汉译文)的美学赏析

语言作为人类精神的产物和文明的载体应具有审美价值,而演讲作为一种特殊的语言表现形式,它的审美价值在于能够使受众在愉悦中自觉地去接受或容纳演讲的主旨.     

Commentary on Allan Kellehear's “Near-death experiences and the pursuit of the ideal society”

Allan Kellehear's article raised four questions for me: (1) whether the near-death experience (NDE) presents enough data about the nature of a transcendent society for it to be a useful model for earthly societies; (2) the degree to which transcendent societies have to address the practical considerations of a material society; (3) whether NDEs are projections of experiencers' cultural concepts about the nature of the transcendent realm(s); and (4) the kind of hope offered by the growing awareness of the features of Western NDEs. I address these questions by referring to transcendent realm concepts and NDEs in the anthropological literature, particularly that of the North American Indian Prophet Movement.     

Scapegoating and classroom dynamics: Perspectives on the theoretical significance of social groups—Commentary on Atria et al. and Mahdavi & Smith

Mahdavi and Smith (2007 Mahdavi, D. and Smith, P. K. 2007. Individual risk factors or group dynamics? An investigation of the scapegoat hypothesis of victimization in school classes. European Journal of Development Psychology, 4: 353–371. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) and Atria et al. (2007 Atria, M., Strohmeier, D. and Spiel, C. 2007. The relevance of the school class as social unit for the prevalence of bullying and victimization. European Journal of Developmental Psychology, 4: 372–387. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) address Schuster's (1999 Schuster, B. 1999. Outsiders at school: The prevalence of bullying and its relation with social status. Group Processes and Intergroup Relations, 2: 175–190. [Crossref] , [Google Scholar]) claim that every class needs a whipping boy or scapegoat. In the present discussion, we focus on the concept of scapegoating, both as it was originally proposed by Allport (1954), and in terms of Schuster's more recent and rather narrower interpretation. We argue that social psychological approaches to scapegoating would not automatically predict that there will be a scapegoat in every class. Rather, the concept of scapegoating is broader and covers a range of social contexts and social groups. Future research on bullying and scapegoating needs to focus on a diverse range of social milieu (e.g., year groups rather than classrooms, intergroup relations outside of school) and social factors (e.g., ethnicity, gender) to identify the ways in which work on social group dynamics and relations can inform approaches to the study and prevention of bullying in schools. Researchers should also explore why some classes, schools, and societies have a greater number of scapegoats than others.     

Comments on R.M. Grieger's “contextual model of the ABCs of RET”

Grieger's (1985) contextual model of the ABCs of RET is examined and found to have many interesting and thought-provoking aspects. Its hypotheses in regard to emphasizing various therapeutic aspects of RET are evaluated and found to make good sense but sometimes to be stated in an extreme manner that may lead to questionable results.     

“The tragedy” of German philosophy. Remarks on reception of German philosophy in the Russian religious thought (of S. Bulgakov and others)

The article deals with Bulgakov’s critique of Hegel’s monistic system. For Bulgakov, Hegelian monism is an example of philosophical reductionism which aims at reducing the question of Being, the latter expressed by a proposition and constituted by the inseparable unity of three elements (person as hypostasis, its meaning and the essence of Being), to its second principle. Contrary to Hegel, Bulgakov claims that no philosophy can begin with and as itself—it has to be initiated with a datum. This is in fact where the tragedy of German philosophy, and each monistic philosophy, starts.