Herrschen und Lieben als Grundmotive der philosophischen Weltanschauungen

Ohne Zusammenfassung     

Volkmar Tschuschke (Hrsg.) ?Praxis der Gruppenpsychotherapie

Ohne Zusammenfassung     

Moral education for the elite of democracy: the classe de philosophie between sociology and philosophy

In this article, I address the issues at stake in the relationship between sociology and philosophy in the second half of the nineteenth century by focusing on a debate between two parties: Emile Durkheim, who was attempting to found an independent scientific sociology, and the editors and collaborators of the Revue de métaphysique et de morale (RMM), one of the central philosophical journals of the period. This debate focused on the role of philosophy in secondary school education, but at its heart, this was a struggle between two disciplines over which ought to direct the formation of good citizens for Third Republic France.     

The nature of the task-stimulus interaction in the tachistoscopic recognition of kana and kanji words

To investigate the nature of the task-stimulus interaction in tachistoscopic recognition of kana and kanji, right-handed normal subjects performed two phonological tasks and two visual tasks. In the phonological tasks, the subjects compared the members of a pair of kana or kanji appearing in the right or left visual field on the basis of phonological identity; while in the visual tasks, they compared the members of a pair of kana or kanji on the basis of visual identity. The results showed a significant Visual Field × Task interaction as well as a significant Task × Stimulus interaction, indicating that both the type of stimuli and the nature of task demands contribute importantly to the determination of visual field asymmetry and hence the relative participation of each hemisphere.     

The narrative worlds of what is and what if

This paper advances the hypothesis that young children use narrative play and stories to construct two types of fiction, the worlds of what is and what if. Heinz Werner's conceptualization of children's spheres of reality, in which actions, symbols, and events are constructed in particular ways, is used as a theoretical framework for understanding children's play and stories. Drawing on examples of children's spontaneous pretend play and story telling, the paper argues that, beginning in their second year, children use pretend play to differentiate the worlds of everyday-lived reality from an alternative pretend sphere; the world of as if. By their third year, children engage in play which hangs on a narrative framework. Such pretend play offers children further options: the fictional world of plausible make believe which simulates everyday life, what is, and the fictional world of more fantastic possibilities, what if. While the child's use of a narrative framework in her pretend play expands her range of psychological worlds, the developmental shift to purely verbal stories, sometimes during the child's third year, significantly adds to her ability to explore such worlds. An examination of the language young children use to accompany their narrative play and to tell stories demonstrates the ways in which children exploit the narrative form to contrast, compare, and traverse the constructed worlds of what is and what if.     

西方经典瘟疫小说中的疾病隐喻与伦理抉择——以《瘟疫年纪事》《鼠疫》《失明症漫记》为解读对象

西方经典瘟疫小说展示了特定历史阶段人类的社会生活状况及面对瘟疫时的精神生活影像,以三部小说为解读对象,剖析人们赋予"瘟疫"的特殊隐喻意义——神灵的责罚、社会心理与人际关系的绝望断裂、军事政治的迫害等,"瘟疫"已不限于疾病本身,而是上升为一种文化现象。另外,瘟疫小说的核心内容是展现人类在重大灾难面前的伦理冲突与选择,通过阅读,可以对"利他与利己""管制与自由""等级与平等""全能救助与全民救助"等伦理抉择问题有更深入的认识。