四个现代化需要心理学

党的十一届三中全会向全国人民提出了新的战斗号召——要把全党和全国工作的重点放到社会主义现代化建设上来。这是一个重大的转变,处在这个伟大历史转折关头,我们心理学工作者也和全国各条战线上的同志们一样,欢欣鼓舞,精神振奋。我们一定要把心理学研究工作搞好,为实现四个现代化而贡献力量,在实现工作重点转移的过程中,发挥我们这一学科应有的作用。     

PSYCHOLOGY AND THE FOUR MODERNIZATIONS IN CHINA

A review of the development of Chinese psychology since early 1900 to the present time is given with particular emphasis for the period after 1949 when Chinese psychology was faced with the task of reestablishment. Progress as well as drawbacks are described. At present, China is in the process of modernizations in industry, agriculture, science and technology, and defense. The Four Modernizations have opened up new prospects for psychological research, particularly social psychology and applied psychology could contribute to China's national aspirations.     

向四个现代化进军中的工程心理学

向四个现代化进军,是一次新长征。要迅速改变我国落后的现状,跃进到世界先进的行列,就必须战胜数不尽的艰难险阻。我们要用“万水千山只等闲”的气概,攀高峰,越难关。当我想到祖国未来的灿烂图景时,心中就不只是欢乐,更意识到我们责任的重大和时间的紧迫。新长征意味着一系列的变化,会给工程心理学提出一系列的新要求。既要照     

THE JOHN TEMPLETON FOUNDATION MODEL COURSES IN SCIENCE AND RELIGION

Abstract. In 1994 the John Templeton Foundation Humility Theology Information Center launched a major initiative, the Science-Religion Course Program, to encourage the teaching of high-quality academic courses focusing on the relationship between science and religion. In the first phase of the program, six courses were selected—four from the United States, one from Canada, and one from New Zealand—to serve as models for other academics wishing to initiate their own classes on the science-religion interface. In particular these six model courses will serve as examples for the second phase of the Templeton Foundation program, which will provide financial support for up to 100 courses at universities, colleges, and seminaries around the world. This paper is a report on the pedagogical strategies and methodologies employed in each of the six selected model courses.     

MISSING LINKS IN THE PUBLIC SCHOOL CURRICULUM: FOUR DIMENSIONS FOR CHANGE

Our society is changing at a pace hardly imagined a century, even a few decades ago. The role of education is crucial in helping prepare our young people to both cope with and take responsibility for shaping these changes in ways consistent with the values of a free society. To this end, four overarching themes for change in curriculum are examined: (1) the competencies and attitudes needed to understand and engage in systems thinking; (2) the development of self and inter-personal knowledge and skills; (3) understanding of the connectiveness of knowledge; and (4) the ability to think critically.