在"个体实存"与"角色共在"之间——重评萨特伦理学的构建理路

萨特从“意识的意向性“出发建构的实存主义,具有反对本质主义的显赫动机;由实存主义出发得出“他人就是地狱”、自我与他人正相冲突的结论,也具有反对规范伦理学的典型意义;但以此出发构建一种伦理学的理论主张却是不可能实现的。根本原因在于:作为其理论基石的实存主义依然是一种形而上学的致思路径,以此为视点无法与具体的伦理经验相兼容,而且必然陷入悖谬。     

Existentialism and postmodernism. Continuities,breaks, and some consequences for medical theory

Since existentialism lost its influence in philosophy in the 1960s, postmodern theory has taken over criticizing basic concepts of western thought. From a postmodern point of view, the main shortcomings of existentialism is that it criticizes traditional unitarian concepts, while re-inventing new unitarian models. Against these unitarian approaches postmodernism holds that the world can only be described in terms of difference. In this article the postmodern program and its differences from existentialism are explained in reference to three concepts of western philosophy: subject, truth, and ethics. Applying these concepts, the relevance of postmodernism for medical theory is illustrated.     

Body,thought, being-human and artificial intelligence: Merleau-Ponty and Lyotard

Abstract

This article focuses in a comparative manner on the thought of Merleau-Ponty and Lyotard with a view to lending support to Busch’s claim, that ‘existentialism’ preceded poststructuralism and postmodernism as far as criticism of certain features of modem philosophy are concerned. Attention is first given to Lyotard’s critique of artificial intelligence, especially in so far as it displays a dependence on and development of insights on the part of Merleau-Ponty’s phenomenological-existential understanding of human embodiment and the specificity of human perception. The focus then shifts to Merleau-Ponty in order to demonstrate the remarkable extent to which his understanding of human embodiment and related issues such as perception and creativity, paved the way for the work of, among others, Lyotard, and anticipated the critique of artificial intelligence on the part of the latter.     

A Focus for Public School Guidance Programs: A Model and Proposal

This article represents an attempt to provide an adequate theoretical basis for the development of guidance programs. Three important questions essential to any planning of guidance programs are discussed: (1) scope of responsibility, (2) developmental timing, and (3) focus of guidance activity. A model is proposed in an attempt to conceptualize the relationship between these three important questions of emphasis. The basic problem of the purpose of guidance programs is discussed, and a proposal relevant to the model and the assumed purposes is made. The proposed objective focuses on the environment of the learner, in an effort to prepare him to actively and effectively appropriate and apply new knowledge and skills. The implications that such an objective has for the role of the guidance specialist, as well as for education in general, are discussed.     

试论存在主义对人本主义心理学的影响

从人本主义心理学产生发展的背景,研究命题与体系式思想．研究方法及在咨询和治疗上的应用四个方面来探讨存在主义对人本主义心理学的积极影响。主要关注存在主义作为一种哲学思潮在对人性,人的生存方式和独特性的看法上给予人本主义心理学的启示．以及存在主义的创新的本体论对于人本主义心理学在跳出传统心理学模式走上“第三条道路”上的推动作用。     

The helping process as developmental existentialism

The purpose of this article is to present a new orientation toward the helping process in order to suggest additional practical strategies for helpers. The position is labeled “developmental existentialism” because it places existential principles within a developmental framework. The author examines the general features, assumptions, defining dimensions, and propositions of the position. The perspective of this new approach enables clients to be assessed in terms of their degree of health, types of anxieties, motivational levels, means of coping, and developmental strengths and weaknesses.     

The relationship of psychology to delinquency: a comprehensive approach

Three psychological perspectives on youth deviance are presented. Two traditional theoretical approaches to understanding and intervening in delinquent behavior are explained. A third perspective, a youth advocacy approach, is described and expanded upon in the light of cognitive developmental theory. Youth's developmental needs and their opportunity to complete developmental tasks are stressed.     

Kierkegaard and Counseling for Individuality

Not too long ago existentialism was considered largely an atheistic philosophy. Today many disciplines are considering the philosophy for its positive attributes. One of the more recent areas to be influenced by existentialism seems to be that of individual counseling, as indicated by the appearance of numerous journal articles within the last few years. One of the more prominent writers in the school of existentialism, Søren Kierkegaard, sometimes called the “father of existentialism,” seems to have been speaking to the modern day counselor as he attempted to describe the process and climate wherein such characteristics as individuality are fostered.     

Guidance and Counseling in the Elementary School: Its Theoretical Base

Although many proponents of elementary counseling and guidance have stressed the preventive, developmental approach, an examination of job practices shows some inconsistency between the approach as stated and its implementation. This discrepancy is traced to the failure of elementary counseling and guidance to develop a theoretical base that relates guidance and counseling processes to the process of child development in the early childhood years. This research-based article attempts to identify the problem further, to examine its origins, and to find a solution to it. The author shows how a communication-theory approach could bridge this gap and offers some suggestions for its implementation and use.     

Existential issues in group psychotherapy

Existential issues in group psychotherapy derive from existential thought both as a philosophy and as a value system. Its origins derive from the weakening of traditional values and the growing alienation of man from himself. The unique features of existentialism can be applied to all forms of therapy. These features are universal to humankind. They are finiteness, aloneness, guilt, responsibility, and freedom. In including existential concerns as part of group psychotherapy, therapist and patients move more closely to bilateral relationships and subjective interactions.     

Developing narrative interpretation: Structural and content analyses

Background. Narrative thought is a primary mode of human cognition that underpins key human capabilities such as meaning‐making and social‐psychological understanding. Aims. We sought to further our understanding of the development of narrative thought during adolescence, particularly in terms of the structure and content of narrative interpretations. Sample. Participants were 151 grade 4 to grade 12 students from six schools in a major urban centre in Western Canada. They included average and high‐average students. Method. A cross‐sectional design was used with four age groups: 10, 12, 14 and 17 years. Participants read a short story incorporating two substories and multiple layers of meaning. They then summarized it, described the two main characters, generated story morals and answered multiple choice interpretation questions. Responses were scored for both structural complexity and social‐psychological content of narrative thought. Multivariate and univariate analyses of variance were conducted to identify developmental trends. Results. A clear developmental pattern in structural complexity was discerned in which students were increasingly able to understand complex multiple layers of meaning within a story. A striking shift in social‐psychological thought was also identified as students demonstrated understanding that moved from an intentional focus on immediate and specific mental states to an increasingly interpretive focus on enduring states, character traits and second‐order psychological interpretations. Conclusion. Significant transformation occurs during adolescence in the structure and content of narrative thought as well as in capacity for the fundamental human endeavour of meaning‐making.     

The Role of Metalinguistic Awareness in the Reading Comprehension of Sixth and Seventh Graders

If reading is viewed as an active cognitive process, then the understanding and evaluation of written material may depend somewhat on the reader's cognitive ability. Furthermore, developmental changes in cognitive ability may be related to changes in reading behavior. This article provides a brief overview of Jean Piaget's theories of cognitive development; characteristics of the formal operational thought period (approximately ages 11‐14) are particularly emphasized. Finally, several studies which have attempted to determine the relationship between formal thought and reading behavior are described and discussed.     

Modeling language acquisition in atypical phenotypes

An increasing number of connectionist models have been proposed to explain behavioral deficits in developmental disorders. These simulations motivate serious consideration of the theoretical implications of the claim that a developmental disorder fits within the parameter space of a particular computational model of normal development. The authors examine these issues in depth with respect to a series of new simulations investigating past-tense formation in Williams syndrome. This syndrome and the past-tense domain are highly relevant because both have been used to make strong theoretical claims about the processes underlying normal language acquisition. The authors conclude that computational models have great potential to advance psychologists' understanding of developmental deficits because they focus on the developmental process itself as a pivotal causal factor in producing atypical phenotypic outcomes.     

SEXUAL ATTACHMENTS: A THEORETICAL PSYCHOANALYTIC PERSPECTIVE ON INCEST

A psychoanalytic framework for understanding the incest‐spectrum group of disorders is outlined. Incest disorders are viewed as a group of perverse activities representing a dynamic solution to developmental conflict or, alternately, as compensatory enactments that serve the function of re‐regulating a defective or fragmenting self‐structure. While incest is typically thought of as behavioural in nature, it also involves particular psychodynamics that underpin the sexualized behavioural enactment. Incestuous activity employs sexualized, bodily engagements to restore self‐regulation or to regulate intense adverse affective states. This perspective emphasizes the need to understand the developmental and psychostructural features of the incest patient. Case material is provided to illuminate aspects of this understanding.     

A Meadian account of social understanding: Taking a non-mentalistic approach to infant and verbal false belief understanding

Performance on false belief tasks has long been considered a key indicator of the development of social understanding in young children. We consider the enabling conditions for performing non-verbal and verbal false belief tasks as well as a typical developmental path toward false belief understanding. We argue that, in early ontogenesis, children anticipate the coordination of activity with others rather than read, probe, or reflectively engage with the psychological states of others. As linguistically mediated reflective thought emerges, children gradually become able to parse and isolate the myriad of incipient somatic, affective, and intentional responses that arise in any given moment. With reflective thought, children also begin to develop distinct and temporally coherent understandings about the minds of self and other. We provide an account of how the reflective thought that facilitates false belief understanding emerges. Our account focuses on a gradually developing refinement of social coordination and the shared perspectival understandings inherent in social coordination.     

A Video-Based Training Method for Improving Soccer Referees’ Intuitive Decision-Making Skills

The purpose of this study was to investigate coaches’ perceptions on the impact of a coach training program designed to promote youth developmental outcomes. Participants were coaches of youth sport teams. Multiple methods were used to collect data. Coaches reported many benefits for themselves, their athletes, and their teams. They reported an increase in knowledge and a better understanding of their players. Participants perceived that the activities promoted cohesion and communication, while also contributing to the development of athlete competence, confidence, connection, and character/caring. The results provide guidance for creating and delivering coach training programs designed to promote youth developmental outcomes.     

Toward a Process-Based Framework for Classifying Personality Tests: Comment on Meyer and Kurtz (2006)

We analyzed the contemporary empirical and theoretical literature concerning the two predominant approaches for scoring formal thought disorder on the Rorschach, the Comprehensive System special scores, and the methodology of Rapaport, Gill, and Schafer (1946/1968). The psychoanalytic research related to selected special scores is reviewed, and some linkages to psychoanalytic developmental theory and psychopathology are made. Recommendations are presented to bridge the gap between these two important avenues of Rorschach research, with an emphasis on empirical rigor and intrapsychic contextual meaning.     

Development of children's understanding of connections between thinking and feeling

Two studies assessed the development of children's understanding that thoughts and feelings are closely interlinked. These studies showed that, unlike 8-year-olds and adults, 5-year-olds seldom explained a sudden change in emotion that had no apparent external cause by appeal to the occurrence of a thought. They also tended not to recognize that a person who is feeling sad is probably also thinking sad thoughts, or that people may be able to make themselves feel happy just by thinking of something happy. These results are consistent with evidence that young children tend to be unaware of the stream of consciousness and have poor introspective skills. A possible developmental sequence leading to an understanding of these thought-feeling links is proposed.     

A psychoanalytic view of the Rorschach Comprehensive System "special scores"

We analyzed the contemporary empirical and theoretical literature concerning the two predominant approaches for scoring formal thought disorder on the Rorschach, the Comprehensive System special scores, and the methodology of Rapaport, Gill, and Schafer (1946/1968). The psychoanalytic research related to selected special scores is reviewed, and some linkages to psychoanalytic developmental theory and psychopathology are made. Recommendations are presented to bridge the gap between these two important avenues of Rorschach research, with an emphasis on empirical rigor and intrapsychic contextual meaning.