吴澄理学视野下的易学天人之学

吴澄是光显于元代的著名理学家、经学家和易学家.他在易学的象数之学方面整合汉宋而创辟己见,而在义理之学方面则以全新理学视野解读<周易>经传,开显出<周易>吴氏学--一种理学视野下的独特易学天人之学.其基本内容是:天道为人道的终极价值根据,人宜推天遭以明人事,法天道以开人文;天道性命相贯通,由理气所造化出的天人万象相互内在,息息相通,一体无隔,构成一无限宏大的一本而万殊的有机宇宙生存共同体与生命共同体;万象如此而相连一体、动态流转着的这个世界,亦遂成为人的整个生活的世界;人应透过自觉的德性涵养修为工夫,变化气质,最大限度地彰显出与天地之理一而不二的本然正性,豁醒自足之整体人文生命理性意识,令生命最终达致成为天地之理圆满化身与自觉而圆融体现者的天地境界,进而挺立自己生命的主体性,确立应然的正大宇宙人生担当,促成天理沛然流行、和谐有序而通泰的有机人的生活世界的建立.     

试论陈致虚的道教易学思想

本文主要分析了陈致虚道教易学的内丹学思想的理论特色。陈致虚以《周易》之理来建构其内丹学的思想体系,提出了“易只阴阳两件物事”、“易之道道数也”、“易之道统乎天心”等三条道教内丹学的原则。认为道教内丹修炼是法天地阴阳造化生生之理而进行的,天地造化就是太极或道的展开过程,修道即是要回复到道本身。而天地造化之功不离阴阳两件物事,所以,内丹修炼不离阴阳。“阴阳”为道之纲纪,向道复归的路径为“逆”,“天心”即天地造化生生的节度和有序性,内丹修炼通过调和“阴阳”,以“逆”的方式法“天心”而施功,便能参赞天地之化育,以论还丹。陈致虚通过“援易入道”,在对本体之道的理解、修持的原理、证道的方法等内丹学的重要理论问题上作出了具有特色的阐述,为宋元时期成熟的道教内丹学的理论体系的建立作出了贡献。     

遗传算法与易算算法

本文认为 ,《周易·系辞传》“天地之大德曰生” ;“生生之谓易”等以生命为本并强调生命演化的思想都与西方新兴起的遗传算法 (基因算法 )精神一致。文章在介绍了已故著名科学易学家潘雨廷先生对遗传密码的理解后 ,进而介绍了西方遗传算法的内容和结构 ,并把DNA本体看作计算硬件 ,把易数看作软件。最后比较了象数思维与遗传算法的思维 ,并提出了八卦空间     

“《易》为之原”与“天人之道”——刘歆易学思想新论

学界多把刘歆和刘向的易学放在一起研究,这样很难揭示二人的易学特色和贡献。与刘向相比,刘歆对易学有系统的构建,这主要表现在“《易》为之原”和“天人之道”方面。在“《易》为之原”思想的指导下,刘歆对“五经”的顺序作了调整,把《周易》置于首位。刘歆提出“《易》为之原”的思想,与其认为《周易》是一部关于“天人之道”的著作有关。在“天人之道”思想的指导下,刘歆创作了“三统历”,其目的是以天统指导人统。刘歆创建的以“三统历”为核心的系统,不仅体现了其律历学思想,而且反映了其对宇宙万物、社会历史的形而上学思考。     

浅论"河图洛书"与"修道"

“河图洛书”的产生颇为神奇。据说在上古伏羲时代 ,有一匹河马身驮“河图”出于孟水。又说在大禹治水时 ,有神龟背负“洛书”出于洛水云云……“河图洛书”的产生所以有这样神奇的传说 ,原因是这里蕴藏着超凡脱俗之理 ,修真返还之法 ,和通天仰地的学问。任何神奇的文化 ,都应当是以人为根本。人是阴阳的结合体 ,是天地宇宙的产物 ,又是万物之最灵者。人实是集天之“厚”、地之“精”而生成。人即是一个天地的全息图。“河图洛书”是易学的一部分 ,也可以说是其主体。易学主要包括数、象、理三部分 ,其最重要的是“数”。数 ,在道家眼里是有…     

试论《周易参同契》以“易”为核心的发展变化观

本文尝试从汉易学所主张的“易一名而含三义”义理出发,来考察《周易参同契》所蕴含的易学思想。从“易简”之义看,《参同契》突出了乾坤二卦法象着宇宙天地的生成变化法则及乾坤体性表现为“自然”而无人为的情态。从“变易”之义看,《参同契》主要是借鉴汉易学的“纳甲说”和“十二消息卦说”,来探讨天地判分之后阴阳之气的变通迭更过程。进而法象修仙之秩序或步骤。以及所应注意的火候进退或身体气息变化等。从“不易”之义看,《参同契》以乾坤二卦为体,坎离二卦为用,来比拟宇宙的张设布列之结构及相应变化过程。《参同契》已将《周易》之义理创造性地运用于炼丹的实践当中。     

人是科学的对象

我认为,定界人学的对象即定界人本身,是创建人学(不管人们怎么称谓这门科学,是称其为唯一的人学、完整的人学,还是称其为综合的人学,等等)之途中的主要难题。光是“人”这个词儿,根本不足以得出这个定义,因为人们并不清楚这个词儿本身意指的是什么。众所周知,人这个概念属于最难定义的概念之列。问题本身就包含在这个困难之中。虽然从     

仁与天理通而为一视域下的程颢易学

置身由汉唐经学向宋明理学转型过程中的程颢,对易学的天人之学作出了创造性诠释与转化,建构起仁与天理通而为一视域下的崭新易学天人之学,推出了他的理学体系。程颢的易学,首先开示了一个充满盎然生机、生意的有机整体宇宙图景,继之揭示了此一生机、生意之所自来的终极宇宙根基、根据,即天理,并指出天理是一终极的令物生生之理,即是一最高的绝对之善本身,由此天理即仁体。天理与仁通而为一,可名之日天理—仁体。此一天理—仁体令天地万物涵具并彰显出盎然生机、生意,且一体无隔。人禀受它而具备了存在的所以然的终极宇宙根基和充足的价值根据与资源,应据之一则珍视自己生命的内在价值,令其原发性畅然舒展、展现与实现,再则珍视并善待他人他物的内在价值,视天地人物一体无隔的有机宇宙整体中的一切皆为我生命的有机组成部分,期其亦皆能原发性畅然舒展、展现与实现自我,从而成就起一宇宙式大我,达到成为天理—仁体自觉圆融化身的最高的生命境界,即天地境界。为此,尚需作识仁与定性的工夫。     

易学建构的生态文明之维——兼论易学生态文明与十九大报告精神的会通逻辑

易学本于天地之道,中达社会人际,直抵内心世界;而后由心及人,由人及天,效法天道。在易学建构逻辑视野下,易道呈圆,天人一如。可见,这种本于天而归于天的易学建构,具有天然的生态文明向度。在易学建构所彰显的生态文明维度上,乾始坤凝,刚柔兼济,阴阳大化,和谐天成。易学内蕴的三才之道,父天母地,人为天地之子。大德曰生,大宝曰位,守位曰仁。易学关于天地之子的定位,是法天象地、生生不息的人类生存法则的理论基石。易学建构的生态文明之维,是会通易学与十九大报告精神的内在逻辑,也是今天建设生态文明的哲学要旨。     

从人学的视角看孔子“仁”之学说

本文认为 ,孔子思想从其本质来说是实践性的人学。本文从人学的视角 ,从四个方面对孔子提出的“仁”的学说进行了规定和梳理 :一是对待“仁”的态度 ;二是“仁”的价值内涵 ;三是“仁”的表现方式 ;四是“仁”的实践价值。“仁”的学说构成了孔子人学思想的价值核心 ,它既是一种原则 ,又是一种方法 ,同时还是一种理想境界和价值目标。“仁”的学说成为后世儒家思想的内在原动力之一 ,成为儒家人学思想中永恒的“不灭之火”。     

Transfer of Reactive Inhibition

A serious challenge to Hull’s (1943) theory of reminiscence and intertrial-interval effects is posed by the current contention that reactive inhibition (I_R) must be task-specific since it does not seem to transfer from one task to another. This notion was examined within the framework of a practice-rest paradigm in which three control groups were given 20 1-min trials on a principal task with intertrial intervals of 0, 5, and 70 sec, respectively, while two experimental groups practiced alternately on the principal task and a secondary task known to produce evidence for I_R. The two secondary tasks varied in their similarities to the principal task. Additional control groups were used to assess the magnitude of habit transfer effects. The total sample consisted of 70 males and 70 females whose modal age was 18 yr. With habit transfer effects controlled, results showed clearly that work effects transferred from the alternate tasks to the main task without regard for differences in similarity. Thus, the task-specificity hypothesis was not supported.     

组织学习研究的争议

组织学习的研究对于当今企业乃至整个社会的可持续性发展都有着重要意义。文章从组织学习的概念、研究、实施和新进展等方面对组织学习的研究进行评论。评论指出,组织学习与学习型组织二者是有很大差别的两个概念,绝不可以混淆;学者和实践者会从不同角度和使用不同方法来探讨组织学习;而组织学习这种组织变革方式与组织的现有政治权力是密切联系在一起的;无论是理论还是实践,都需要建立综合的组织学习机制模型     

企业组织的学习结构

在理论综述的基础上,通过访谈、预试和大规模调查,对企业组织学习结构进行了实证研究。根据访谈和预试,初步确定组织学习问卷的项目。采用探索性因素分析和验证性因素分析,对来自全国不同地区43家企业的管理者和员工的调查数据进行了分析。结果表明,我国企业组织学习是一个6因素的结构模型：组织间学习、组织层学习、集体学习、个体学习、利用式学习、开发式学习;组织学习问卷具有一定的信效度。组织学习的作用和影响因素以及这三者之间的复杂作用机制还有待更为深入的研究     

Reflecting talks: a pedagogical model in the learning organization

The aim of the article is to deepen the understanding of how a pedagogical model for reflecting talks can be used in order to make sustainable learning part of the daily work in the learning organization. From an interactive research approach, we have together with a project management group in a European Social Fund project worked with sustainable learning and knowledge development. Empirical data has been collected at the implementation of ten reflecting talks about sustainable equality. The results of the study lead to a strategy for how sustainable learning can become part of the daily work at a workplace. The strategy is constituted by a pedagogical model for reflecting talks, which clearly shows how sustainable learning in an organization can be structured. The core of the pedagogical model for the reflecting talks where both practically applied and theoretically anchored knowledge are important components. The learning process is based on observation, reflection, analysis and discussion of concrete situations/events. The models rests on four basic conditions; pedagogical competence, a delimited problem area, the learning group and timeframes. The model can be used in the daily work at short dialogues or at more penetrating discussions.     

学习支持对基于计算机模拟的发现学习的影响

研究了针对发现活动的意义性的解释性支持 (IS)、针对其系统逻辑性的实验性支持 (ES)以及学习者的推理能力对基于模拟的科学发现学习的影响。设计开发了关于浮力的模拟软件 ,被试为北京十四中初二学生 80名 ,采用 2 (有 /无IS)× 2 (有 /无ES)× 3(推理能力 )的混合实验设计。结果发现 ,推理能力在原理性知识、直觉性理解测验以及学习者所设计实验的质量上有显著的主效应。IS在原理性知识和灵活应用测验上有显著的主效应。ES与推理能力在原理性知识测验上有显著的交互作用 ,ES在学习者所设计实验的质量上有显著的主效应。这一结果说明 ,发现活动的意义性和系统逻辑性对基于模拟的发现学习有重要的制约作用 ,应该针对这两个侧面设计相应的学习支持     

Surface features can deeply affect artificial grammar learning

Three experiments explored the extent to which surface features explain discrimination between grammatical and non-grammatical strings in artificial grammar learning (AGL). Experiment 1 replicated Knowlton and Squire’s (1996) paradigm using either letter strings as in the original study, or an analogous set of color strings to further explore if learning was affected by type of stimuli. Learning arose only with letter strings, but the results were mostly due to the discrimination of non-grammatical strings containing highly salient illegal features. Experiments 2 and 3 tested a new grammar devised to control for those features. Experiment 2 showed reduced grammar learning effects, and again only for letter materials. Experiment 3 explored the effect of additional practice with letter stimuli, and found increased learning only in the spaced practice condition, though additional practice also produced more explicit knowledge. These findings call for further research on the boundary conditions of learning in AGL paradigms.     

Implicit motor sequence learning is not represented purely in response locations

This study employed a novel variant of the serial reaction time task, focused on sequencing one element of movement—direction. During the task a repeated pattern of alternating directions (right–left–right, etc.) was embedded in the stimuli, and there was no series of response locations. Responses were made via two effector systems: single-finger responding (necessitates lateral arm movements between response keys), and four-fingered responding (4 individual fingers on 4 individual keys; requires no lateral arm movement). The sequence of directions was only learned by participants who performed lateral movements during training, indicating that learning was contingent on the particular motor effector used. Participants with low levels of sequence awareness displayed the same pattern of results.     

Cross‐Situational Learning: An Experimental Study of Word‐Learning Mechanisms

Cross‐situational learning is a mechanism for learning the meaning of words across multiple exposures, despite exposure‐by‐exposure uncertainty as to the word's true meaning. We present experimental evidence showing that humans learn words effectively using cross‐situational learning, even at high levels of referential uncertainty. Both overall success rates and the time taken to learn words are affected by the degree of referential uncertainty, with greater referential uncertainty leading to less reliable, slower learning. Words are also learned less successfully and more slowly if they are presented interleaved with occurrences of other words, although this effect is relatively weak. We present additional analyses of participants’ trial‐by‐trial behavior showing that participants make use of various cross‐situational learning strategies, depending on the difficulty of the word‐learning task. When referential uncertainty is low, participants generally apply a rigorous eliminative approach to cross‐situational learning. When referential uncertainty is high, or exposures to different words are interleaved, participants apply a frequentist approximation to this eliminative approach. We further suggest that these two ways of exploiting cross‐situational information reside on a continuum of learning strategies, underpinned by a single simple associative learning mechanism.     

Rapid Learning in a Children's Museum via Analogical Comparison

We tested whether analogical training could help children learn a key principle of elementary engineering—namely, the use of a diagonal brace to stabilize a structure. The context for this learning was a construction activity at the Chicago Children's Museum, in which children and their families build a model skyscraper together. The results indicate that even a single brief analogical comparison can confer insight. The results also reveal conditions that support analogical learning.     

Thirty years of research on online learning

This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction represents an example of applying the science of learning to education. It contributes to the science of learning (as exemplified by developments in cognitive load theory, the cognitive theory of multimedia learning, and incorporating metacognitive, motivational, and affective aspects of learning), the science of instruction (as exemplified by the continuing development of research‐based principles of instructional design), and the science of assessment (as exemplified by supplementing self‐report surveys and retention tests with multilevel transfer tests, log file data during learning, and cognitive neuroscience measures of cognitive processing during learning). Some recurring themes are that learning is caused by instructional methods rather than instructional media, so research should focus on features that are uniquely afforded by digital learning environments; instructional practice should be grounded in rigorous and systematic research, including value‐added experiments aimed at pinpointing the active ingredients in online instruction; research in online learning should identify boundary conditions under which instructional techniques are most effective; and research in online learning should test and contribute to learning theory.