Global megatrends and the community

An examination of the thesis of Asian megatrends as conceived of in the literature until recent times, is reviewed. Major ramifications within it, such as the role of Asian values, economic growth and development, a self‐reliant nationalism different from the West, and the rise of a human development concept, are critically examined. Yet the role of community as substantively defined in this paper, is found to have remained ignored in the study of major megatrends between the West and the East. This remiss in the study of human futures within a politico‐economic developmental context is argued to cause unsustainability of the megatrends paradigm. The projected decline of the Asian megatrends is shown to arise from its absence of an understanding of a ‘globally’ interactive, integrative and evolutionary process of understanding historical change. Within this new paradigm the epistemology of community is shown to play a much more substantive role than simply the pursuit of growth and development in the midst of capitalist globalism. Substantive methodological implications are shown to emanate from such a different view of studying megatrends in general. The concept of objective globalization is thereby derived.     

医学家的博物学关怀与情怀

针对当下医学人文教育的缺失提出“博物情怀”应该成为医学家职业素养的基调。传统的博物情怀是一种人文情愫的熏陶教化,既有百科知识的杂合贯通,也有“亲近自然”、“师法自然”、“博物-格物-析物-惜物”等一系列观念养成。现代意识的博物观念是自然科学重归自然,与自然和解的精神路径,以便建立“人的科学”与“自然的科学”的必然联系,作为职业境界升华的共识,博物学情怀有助于发现医学的美学意义、社会责任,改造当下刻板的技术人格,重新获得技术与人性的平衡与张力。     

Utilitarianism and the Ethics of Professional Psychologists

Evidence exists that behavioral and social science researchers have been frustrated with regulations and institutional review boards (IRBs) from the 1970s through today. Making matters worse, many human participants protection instruction programs—now mandated by IRBs—offer inadequate reasons why researchers should comply with regulations and IRBs. Promoting compliance either for its own sake or to avoid penalties is contrary to the developmental aims of moral education and may be ineffective in fostering the responsible conduct of research. This article explores the concept of professional virtue and argues that compliance is capable of becoming a professional virtue like scientific honesty. This requires, however, that regulatory and IRB demands contribute to human well-being and to the aims of research as a profession and that researchers, therefore, internalize the norms that underlie regulatory and IRB demands. This, in turn, requires a series of changes in the way society develops, promulgates, and enforces regulatory and IRB rules. The challenge is, simply put, to embed compliance into the world of living morality.     

Is compliance a professional virtue of researchers? Reflections on promoting the responsible conduct of research

Evidence exists that behavioral and social science researchers have been frustrated with regulations and institutional review boards (IRBs) from the 1970s through today. Making matters worse, many human participants protection instruction programs--now mandated by IRBs--offer inadequate reasons why researchers should comply with regulations and IRBs. Promoting compliance either for its own sake or to avoid penalties is contrary to the developmental aims of moral education and may be ineffective in fostering the responsible conduct of research. This article explores the concept of professional virtue and argues that compliance is capable of becoming a professional virtue like scientific honesty. This requires, however, that regulatory and IRB demands contribute to human well-being and to the aims of research as a profession and that researchers, therefore, internalize the norms that underlie regulatory and IRB demands. This, in turn, requires a series of changes in the way society develops, promulgates, and enforces regulatory and IRB rules. The challenge is, simply put, to embed compliance into the world of living morality.     

The Storytelling Brain

The well-established techniques of the professional storyteller not only have the potential to model complex ??truth?? but also to dig deeply into that complexity, thereby perhaps getting closer to that truth. This applies not only to fiction, but also to medicine and even science. Compelling storytelling ability may have conferred an evolutionary survival advantage and, if so, is likely represented in the neural circuitry of the human brain. Functional imaging will likely point to a neuroanatomical basis for compelling storytelling ability; this will presumably reflect underlying cellular and molecular mechanisms.     

A philosopher's view of values and ethics

Counseling is the practical art of making rational decisions about values; thus it is part science and part philosophy. As a professional activity it falls midway between science and philosophy and partakes of the characteristics of both. Counseling readily recognizes its dependence on professional science for empirical knowledge about fact and theory but tends to ignore the analytic contributions of professional philosophy for understanding the nature of value and value theory. Counseling will be a better art when counselors are as concerned with what philosophy says about values as they are with the contributions of the social sciences.     

论现代医学视野中的伦理与现代伦理视野中的医学

医学与伦理的关系从古代、近代到现代,经过了一个浑然一体、相互分离和重新融合的否定之否定过程。通过对这一过程的简要考察和分析,着重阐述了现代医学视野中的伦理与现代伦理视野中的医学应当所具有的本质形相。在现代医学视野中,现代医学伦理是来自人类伦理遗产和对现实生命道德问题的伦理认识结果两方面的理论交汇。现代伦理应当是多层次的理论与实践系统,其中包括道德哲学层次的思考;生命伦理中的道德原则和规范的构建;关于生命道德规范长入现代医学的机制问题的思考;现代医学伦理的发展与相关学科的相互借鉴的研究。在现代伦理的视野中,现代医学的本质在于,现代“大医学”的概念已经取代了对医学的传统认识;医学作为现代社会文化构成部分的特质逐渐地被揭示出来;现代医学已经成为特定社会职业群体以科学技术为主体的重要社会活动。站在现代医学和现代伦理各自的立场认识和了解对方,对全面把握二者之间的关系和推进二者之间的有机结合具有重要意义。     

Using principles of cognitive science to improve science learning in middle school: What works when and for whom?

Four principles of cognitive science were used to make systematic revisions in middle school science instructional modules from two kinds of curriculum: one popular textbook series and one popular hands‐on series (two modules each). Schools were randomly assigned to 1 of the 3 arms (cognitive science modifications with professional development, active control with professional development, or business‐as‐usual). Two cohorts of students were followed in each arm for each setting. There were significant benefits of the cognitive science intervention, but the nature of effects varied for the two settings and curricula. For the text‐based curriculum, positive effects of cognitive science modifications were concentrated in classrooms with lower proportions of underrepresented minority students. For the hands‐on curriculum, there were positive effects that were not linked to school composition. Participation in the active control did not significantly improve student learning. Implications for policy and research are discussed.     

Compassion as a matter of fact: The argument from no‐self to selflessness in Sāntideva's Siksāsamuccaya

Due to the extended time frame over which they occur, human-induced environmental changes are out of sync with human lives lived in an age characterized by nano-second attention spans. As a result, the violence exacted by such changes poses representational and motivational challenges to human abilities to address them. I tackle the question, as a scholar from outside the discipline of religious studies, how might Buddhist thought provide valuable tools for people interested in working progressively at the intersection of violence and human-induced environmental degradation? Like other non-specialist Westerners, I have cobbled together an eclectic Buddhist perspective. I aim to explore affinities between certain Buddhist themes and my own professional orientation and expertise in earth science. To that end, I describe concepts of time derived from geological science and Asian mythical traditions; probe ideas about violence in relation to global environmental degradation; and, consider implications of the Noble Eightfold Path, the way to deliverance from suffering taught by the Buddha, for adjusting systemically to environmental change over time. By expanding, scientifically and spiritually, what the present moment can be, an instant of infinite duration, I hope to connect my journey towards taking a long view of a moment with the long view of change that human beings require to awaken to violence that is at once potentially catastrophic and so slow, that it's difficult to discern and therefore counter.     

Problem finding,problem solving,and cognitive controls: An empirical investigation of critically acclaimed productivity

In an exploration of the relationship among problem finding, problem solving, and cognitive controls, 80 adult male subjects were studied in four groups based on their domain of expertise (art or science) and their professional productivity (critically acclaimed professional producer or professionally competent). A MANOVA, followed by post hoc analyses of covariance, revealed that the critically acclaimed professional producers in art and in science differed from the professionally competent artists and scientists. The critically acclaimed professional producers devoted a larger proportion of their total response time to finding a problem in a decontextualized task and utilized a larger proportion of abstract functions on a sorting task. Chi‐square tests of homogeneity revealed group differences with respect to the types of constructions created on a problem‐finding task, the strategy used in a spatial‐visualization task, and the responses regarding attitude toward taking chances. Educational implications were drawn based on a model of problem situations involving problem formulation, method formulation, solution formulation, and the relationships among the differentiating variables.     

Scientists in the Swamp: Narrowing the Language–Practice Gap in Community Psychology

As a confluence of unique values and activities, the collective practice of community psychology is difficult to characterize in a simple way. Increasingly, however, professional contexts are laden with pressure to define any practice—from library work to medical interventions—in the orderly, compact language of traditional science. This trend has historically been resisted in the field by those sensing a fundamental lack of fit between the fluid, emergent aspects of community psychological practice and the fixed, precise language of classic science. In response to this “language–practice gap,” some have attempted to adapt the traditional language of science to better fit the field's practice, while others have explored alternative languages of practice seemingly more indigenous to the messy “swamp” of actual communities. While the former effort leaves some theoretical contradictions intact, the latter tends to discount scientific identity entirely. This paper proposes a potential step forward by resituating questions of disciplinary language and identity within a current philosophical discourse where the nature of social science itself remains sharply contested. This suggests shifting attention away from “should we be a science?” to “what kind of science might we be after all?”; in turn, alternative languages may be re‐cast as legitimate contributors to a kind of science more authentic to human communities—even a viable “science in the swamp.” One such language–philosophical hermeneutics—is presented as a particularly valuable supplement to traditional science. Illustrations highlight ways that hermeneutics may advance the formal language of the field towards a closer fit of what actually happens in practice, while preserving and even bolstering the empirical rigor and scientific identity of the field.     

胜任力和应对策略对教师职业压力的影响

采用中学教师胜任力问卷、教师职业压力应对问卷和职业压力量表对262名中学教师进行测查,并通过结构方程模型考察应对策略在胜任力和职业压力之间的中介作用。结果表明:(1)主科教师和理科教师的职业压力显著高于副科教师的职业压力;(2)应对策略是胜任力抑制职业压力的有效中介变量;(3)积极应对和消极应对的完全中介效应是不同的,前者小于后者。     

系统科学原理是心理病因研究的方法论基础--科学审视当代心理治疗理论的缺陷

各种心理治疗理论与当代神经科学和遗传学存在不一致和冲突,三大心理治疗流派存在盲人摸象式缺陷.近些年专业领域心理病因的探索,似乎也是只见树木,不见森林.应用系统科学原理,使其成为心理病因研究的方法论基础.     

Interesting times: practice, science, and professional associations in behavior analysis

Neither practitioners nor scientists appear to be fully satisfied with the world's largest behavior-analytic membership organization. Each community appears to believe that initiatives that serve the other will undermine the association's capacity to serve their own needs. Historical examples suggest that such discord is predicted when practitioners and scientists cohabit the same association. This is true because all professional associations exist to address guild interests, and practice and science are different professions with different guild interests. No association, therefore, can succeed in being all things to all people. The solution is to assure that practice and science communities are well served by separate professional associations. I comment briefly on how this outcome might be promoted.     

Teaching history and systems from a clinical perspective

There is a need to make the teaching of the history and systems of psychology course more relevant for students in professional training programs. Most typical courses and textbooks are oriented around the history of the science of psychology, giving scant and generally passing attention to the development of the profession of psychology. The author draws on his experience teaching a history and systems course in PsyD programs and provides a structure for enhancing the relevancy of such courses in professional training programs. Two frameworks are used. The author develops a conceptualization of 4 archetypes as defining of the range of roles, activities, contexts, and justification of professional psychologists: (a) the shaman/priest, (b) the physician, (c) the teacher, and (d) the scientist. Stephen Pepper's (1942) world hypothesis theory, which characterizes the epistemic approaches underlying modern science and philosophy, is used to organize the development of the science of psychology. The integration of these 2 frameworks is discussed, and the circular modifications that flow from it are outlined.     

V. M. BEKHTEREV IN RUSSIAN CHILD SCIENCE, 1900S–1920S: “OBJECTIVE PSYCHOLOGY”/“REFLEXOLOGY” AS A SCIENTIFIC MOVEMENT

In the early 20^th century the child population became a major focus of scientific, professional and public interest. This led to the crystallization of a dynamic field of child science, encompassing developmental and educational psychology, child psychiatry and special education, school hygiene and mental testing, juvenile criminology and the anthropology of childhood. This article discusses the role played in child science by the eminent Russian neurologist and psychiatrist Vladimir Mikhailovich Bekhterev. The latter's name is associated with a distinctive program for transforming the human sciences in general and psychology in particular that he in the 1900s labelled “objective psychology” and from the 1910s renamed “reflexology.” The article examines the equivocal place that Bekhterev's “objective psychology” and “reflexology” occupied in Russian/Soviet child science in the first three decades of the 20^th century. While Bekhterev's prominence in this field is beyond doubt, analysis shows that “objective psychology” and “reflexology” had much less success in mobilizing support within it than certain other movements in this arena (for example, “experimental pedagogy” in the pre‐revolutionary era); it also found it difficult to compete with the variety of rival programs that arose within Soviet “pedology” during the 1920s. However, this article also demonstrates that the study of child development played a pivotal role in Bekhterev's program for the transformation of the human sciences: it was especially important to his efforts to ground in empirical phenomena and in concrete research practices a new ontology of the psychological, which, the article argues, underpinned “objective psychology”/“reflexology” as a transformative scientific movement.     

Criminal personality profiling in the investigation of violent crime: Recent advances and future directions

Criminal personality profiling is the process of analyzing various aspects of violent crime to derive a set of hypotheses about the characteristics of an unknown assailant. The ultimate goal of profiling is to assist in the successful apprehension and conviction of the perpetrator. Recent advances in the development of profiling as a forensic science are reviewed. While it is generally held that profiling is more art than science, there is evidence suggesting that greater scientific rigor can be attained. New methods of standardizing violent crime classification, the qualification of professional profilers as expert witnesses, and standard computerized data bases all point to the potential for a science of profiling. Future directions that may assist in expanding the empirical foundations of profiling are also discussed.     

Sex and the Elderly:

Two persistent myths about aging are that sex is for the young and religion is for the old. Contrary to these popular beliefs, adults do not necessarily turn to religion as they age nor do they lose sexual interest or cease to be sexually active. This paper examines sex. gender and sexuality of the elderly in relation to religious beliefs and church/synagogue participation. Five megatrends related to sex and aging and their implications for the churchlsynagogue are discussed: (1) from youth to adult congregations- the demographic imperatives; (2) from male to female congregations; (3) from married to single; (4) from eitherlor to multiple choice; and (5) from exclusive to inclusive.     

LAME SCIENCE? BLIND RELIGION?

In Consecrating Science, Lisa Sideris argues that an anthropocentric and science‐based cosmology encourages human arrogance and diminishes a sense of wonder in human experience immersed in the natural world, as found in diverse cultural and religious traditions. I agree with her that science elevated to a commanding worldview, scientism, is a common and contemporary mistake, to be deplored, a lame science. But I further argue that science has introduced us to the marvels of deep nature and vastly increased our human appreciation of nature as a wonderland at levels great and small. Sideris is right to fear consecrating science. She—and the humanists, sages, and saviors—need also to fear blindness to what science has to teach us about cosmogenesis and wonderland Earth.