Revisionist practical theology and the meaning of public discourse

The author asks how practical theology can help a pluralist public by encouraging a public discussion of value issues. The aim of practical theology is to allow practice to inform theory; he seeks to allow the pastoral and religious praxis of the Christian life and the social, cultural, and political praxis of the wider society to inform each other, and thus practical theology. He begins by stating his assumptions, i.e., his way of understanding the issue of human responsibility in American society, and goes on to suggest religious and theological resources for responding to his questions. He distinguishes three realms comprising our society and suggests that there are value questions demanding discussion that may be differentiated in each as well as appropriate ways of discussing these questions.He is a Roman Catholic priest and has publishedBlessed Rage for Order: The New Pluralism in Theology.     

论"话语"及其"话语研究"的学术范式意义

本文采用“思想史”的方式来追溯“话语”作为概念的内涵,分别考察了福科、巴赫金、哈贝马斯、海登·怀特、费尔克拉夫等人关于“话语”的观点及其理论基础。“话语研究”是一种新的学术范式,与“本体论”和“认识论”学术范式相比具有根本性的不同。     

Utilization of social sciences in public discourse: Labeling problems

This article reports the main results of an empirical research project on the utilization of social sciences in the field of labor market and educational policy in West Germany since the 1960s. The research interest focused upon utilization of social science knowledge in public discourse paralleling policy decisions. The analysis shows that the social sciences are used extensively for labeling social problems. The use made of social science knowledge can be described as a certain combination of instrumental and conceptual utilization. In the concluding section of the article, the innovation problem of social science utilization is considered. Dr. Matthias Wingens is senior research associate with the Sociological Research Center “Social Problems” at the University of Bremen. His main research interests include the utilization of social science knowledge, the sociology of knowledge, and educational research. Dr. Ansgar Weymann is chair of the Department of Sociology and head of the Sociological Research Center “Social Problems” at the University of Bremen. His main research interests include sociological theory, utilization of social research, research on education, labor market, and employment, and research on socialization and life-course.     

Theological ethics, moral philosophy, and public moral discourse.

The advent and growth of bioethics in the United States in the late 1960s and early 1970s precipitated an era of public moral discourse, that is, the deliberate attempt to analyze and formulate moral argument for use in public policy. The language for rational discussion of moral matters evolved from the parent disciplines of moral philosophy and theological ethics, as well as from the idioms of a secular, pluralistic world that was searching for policy answers to difficult bioethical questions. This article explores the basis and content of the unique contributions of both theological and philosophical ethics to the development of public moral discourse.     

Art, self-censorship, and public discourse: contemporary Moroccan artists at the crossroads

Since the reign of King Mohammed VI in 1999, there has been a recent democratic trend in Morocco that has led to political liberalization and symbolic concessions. This essay explores how a new generation of artists is beginning to test the notions of the Islam, the monarch, and the rights of ethnic groups and women within Morocco. I argue that while they are beginning to test the limits of recent religious, social, and political reforms, these artists show self-restrain and selfcensorship, creating art that falls within the public discourse allowed by the new Moroccan king.

On the nature of subjective scales

A number of problems connected with psychophysical scaling are pointed out and solutions suggested. The importance of searching for invariant relations ("laws") is stressed and the advantage of dealing with intrasubjective relations—thereby avoiding the "physicalistic trap"—is emphasized. Two series of experiments, concerning time perception and similarity, are discussed and it is concluded that they support the validity of subjective scales. Finally the role of the observer in scaling experiments is commented on.     

论学习活动的本质

本文将传统的学习理论关于学习概念的定义分为三种基本类型,即结果论、过程论和活动论,指出传统学习理论的混乱基本上是出于没有对学习活动进行全面而系统的分析,并从学习活动的层次性、多侧面性、心理机制、对环境的适应性等方面对学习活动进行了系统的分析。认为学习活动可以分为五种不同的层次,具有五个不同的侧面,拥有两种作用不同的心理机制,最终得出学习活动的本质定义是：学习是一种多层次、多侧面的、适应性的心理活动,它使个体获得经验,并导致个体的已有的心理结构发生适应性的变化。