胡明复的科学论思想及其导源

胡明复是中国现代著名的数学家,他有比较丰富的科学论思想,主要涉及科学概念、现代科学的宇宙观、科学探索的动机、科学定律、科学方法与科学精神等。其思想导源于批判学派,尤其是彭加勒和皮尔逊。     

丁文江的科学论与批判学派的思想传承

丁文江是中国地质事业和地质学的开拓者和奠基人。他博学多才,兴趣广泛,对科学论尤为热衷,并就此发表了诸多议论。丁文江的科学论与批判学派存在思想传承关系,并且多是直接的思想传承,尤其是从皮尔逊《科学的规范》获益良多。     

摩尔根学派的科学成就及其成功原因分析

对遗传学中著名的摩尔根学派的科学成就作了简要的评价,并深入探讨了其成功的原因,为促进我国的科学研究事业提供一些有益的借鉴与启示.     

尼采的科学批判——兼论尼采的现象学

尼采反科学吗?尼采那里有一门科学吗?若有,是何种科学?这是在尼采研究领域颇多争议的问题。本文试图清理尼采的科学批判,特别是前期尼采对以苏格拉底主义为标识的科学乐观主义(理论文化)传统的揭示,中期尼采主要在《快乐的科学》中形成的科学新理解,以及后期尼采对于"作为谎言的科学"的批判。本文认为,无论在哪个时期,尼采的科学批判始终致力于揭示欧洲科学或欧洲知识理想的柏拉图主义哲学基础。本文进一步分析了朗佩特对"尼采语文学"的重构,指出尼采中期和晚期哲学的现象学倾向,认为尼采在哲学批判、意识分析、个体言说等方面的思想努力,足以构成一种"尼采现象学"。     

世俗化与科学的诠释学因素——伽达默尔与爱尔兰根学派

通过考察世俗化与科学的诠释学因素问题,本文提示了伽达默尔与爱尔兰根学派之间的互动与分歧,以及他们在何种程度上以互补的方式丰富了德国哲学的内容。在世俗化与科学的问题上,本文揭示了卡姆拉的“世俗化”概念的两种意义,即“Profanierung”和“Saekularisierung”,提出了伽达默尔如何以卡姆拉的这一概念来解释近代科学的起源;在科学的解释学问题上,本文既分析了伽达默尔与爱尔兰根学派在科学的诠释学问题上的相同立场（即把科学的解释问题归根于语言问题）,又指出他们在如何处理科学的理想语言与交流语言的关系方面之差异。     

论叶适的学术批判精神

文章以史论结合的方法论述了叶适既是勇于开展学术批判的人 ,又是善于开展学术批判的人 ,从而揭示了叶适学术批判精神的基本之点 ;文章又从南宋的政治、文化和学术发展的背景 ,论述了叶适学术批判精神形成的原因 ,认为叶适的学术批判精神是当时时代精神要求的反映和产物 ;文章还从叶适在中国学术批判史上的承前启后的重要地位 ,着重地论述了他的学术批判精神的历史意义和当代价值     

科学哲学与批判-创新思维

Since the 16-17 centuries scientific methods have been playing a key role in the development of the scientific-technological age.There are three types of general scientific method,i.e.,induction-confirmation method,deduction-falsification method,and abduction-explanation method.They correspond to logical positivism,falsificationism,and historicism in philosophy of science respectively.Based on the reasoning procedure of these three scientific methods,and the development of the three schools of thought,this ...     

论格式塔心理理论中的系统科学思想

在系统科学出现之前,格式塔心理在事物的整体性、同型论、非线性动力系统、顿悟说和现象学的透视方法等方面非常地接近系统科学了。格式塔的整体论思想非常的丰富,甚至可以看做是贝塔朗菲系统论的初级版本;格式塔的同型论思想初步给出了心物关系难题的回答,可以看做是协同论的一个雏形;格式塔的动力场论首先提出解决非线性动力结构的问题,为非线性思维的成长带来了动力;最后,格式塔心理学研究的现象学透视法、拓扑学与向量学方法的引入使我们看到,格式塔理论已经是一种接近成熟的系统科学思想了。     

论朱智贤学派:儿童心理学理论与实验的创新

学派是一批科学家因师承关系和持相同学术观点而形成的派别。在中国心理学发展史上,朱智贤教授在发展心理学领域取得了举世瞩目的成就,形成了朱智贤学派。该学派的主要贡献是:(1)构建起完整的中国发展心理学基本理论体系;(2)系统建设了中国发展心理学专业教材,为培养发展心理学专业人才奠定了基础;(3)开展中国儿童青少年心理发展特点的研究,改变了中国发展心理学言必称欧美的局面;(4)主编《心理发展与教育》,搭建起中国发展心理学科的学术交流平台;(5)主编《心理学大词典》,全面总结了中国心理学的成果;(6)培养出中国发展心理学界的一批领军人才。     

批判与建构——荀子社会批判思想研究

旬子的社会批判理论是对现存社会合理性问题理性反思的基础上展开的。他深刻揭露和批判当时社会的弊端,否定现存社会的运行方式,深入分析社会混乱无序的结症,积极探寻超越现实的路径,建构起以等级分明、分工明晰、尚贤使能、礼法兼治为特征,以“群居和一”的“至平”社会为理想的社会发展理论。     

The Relationship Between Attachment Style and Postformal Thought

The purpose of the present study was to investigate the relationship between attachment styles and postformal thought ability and to test the comparability of three methods of testing for postformal thought. In a sample of 119 participants, postformal thought levels and attachment styles were assessed using postformal thought questionnaires and an attachment style scale. It was predicted that individuals with secure attachment styles would exhibit higher levels of postformal thought ability than individuals with anxious–ambivalent or avoidant attachment styles. It was also predicted that the three postformal tests would have equivalent results. Results indicated that attachment and postformal thought were not related and that the three measures of postformal thought were equivalent. Results are discussed in terms of the relationship between attachment styles and individuals’ abilities to perform complex problem-solving tasks and/or dilemmas.     

The Longitudinal Relationship Between School Belonging and Subjective Well-Being in School Among Elementary School Students

Situated within a positive psychology perspective, the present study explored the relationship between school belonging and subjective well-being (SWB) in school among elementary school students. In order to ensure the applicability of the Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS) to elementary school students, firstly, we provided evidence for its validity using two samples (total n?=?1333) of elementary school students. Secondly, we used cross-lagged structural equation modeling techniques to evaluate the nature and directionality of relationships between school belonging and SWB in school. To test these relationships, 890 students (58.54 % male) completed a measure of school belonging and SWB in school at two time points, 6 weeks apart. The results showed that (1) BASWBSS has good applicability among elementary school students and (2) significant bidirectional relationships were found between school belonging and SWB in school. Overall, the present study provided important evidence of applicability of the BASWBSS with elementary school students and the role of school belonging in elementary school age children’s SWB in school.     

宁玛派汉人祖师吉祥狮子的传承与思想

在隋唐之际,佛教在中国进入鼎盛期,出现了天台、法相、律宗、禅宗等中国佛教宗派。《宁玛教派源流》提及吉祥狮子早年参究禅法,所以应为禅僧。因此他所传授的大圆满法中,有许多与禅法的相似之处也就不足为奇了。宁玛派是藏传佛教的重要宗派,与噶举、萨迦、格鲁并列为四大传承之一,而其历史最为悠久。     

高中生元担忧与考试焦虑

我们通过问卷的方式对广东地区3所中学的1273名高中生的考试焦虑与元担忧水平之间的关系进行了研究。结果发现：考试焦虑与高中学生的学习成绩呈显著负相关;除考试担忧、命运担忧、家庭担忧和感官担忧4个项目男女没有显著差异外,其他各项目都存在显著差异;对全体高中学生来说,考试、学习、将来、命运、家庭、能力和身体7个方面的元担忧对考试焦虑有正面贡献;将来元担忧和能力元担忧对男、女生的考试焦虑的贡献都是正值,且贡献显著。命运、人际、家庭、感官4个方面的元担忧对男生的贡献为正值,且贡献显著,即这些方面的水平的提高与男生高水平的考试焦虑相联系;考试、学习和身体3个方面的元担忧对女生考试焦虑的贡献是正值,且贡献显著,即这3个方面的元担忧水平的提高与女生高水平的考试焦虑相联系。     

马克思恩格斯思想关系研究中的若干谬见

学术界在马克思恩格斯思想关系研究中存在着许多谬见:在《神圣家族》中马克思对费尔巴哈的评价不高而恩格斯则过高;恩格斯在《反杜林论》中关于自然辩证法的研究成果没有得到马克思的认同,马克思并不支持自然辩证法的立场;恩格斯在整理出版《资本论》时存在着对马克思原稿的实质性的改变;马克思因为长期在经济上依赖恩格斯而有可能使马克思在理论上做出某种自觉或不自觉的妥协和让步,两人的合作不排除彼此误解的可能性;恩格斯思想与马克思思想之间有基本预设上的距离即所谓思想上的异质性而非基于共同的预设而形成的次要的、非实质性的差别;等等。这些谬见不仅在理论上制造了许多混乱,而且在某种程度上既贬损了恩格斯也贬抑了马克思,有必要予以澄清。     

中学生阅读动机与阅读时间、阅读成绩的关系研究

采用问卷调查法对３５３名初、高中学生的阅读动机、阅读时间及阅读成绩进行了调查,结果发现：１．中学生的阅读动机是多维度的,包括内部动机、外部动机、社会性动机与自我效能,它们之间相互影响、相互联系;２．中学生阅读动机水平的高低与阅读时间、阅读成绩存在极为显著的正相关,其中,内部动机对中学生阅读时间、阅读成绩的影响要大于其它因素的影响;３．中学生的阅读动机发展特点具有性别帮年级差异,趋势是初中生优于高中     

The Relationship Between Creativity and Behavior Problems Among Underachieving Elementary and High School Students

Understanding the role creative potential may play in the underachievement of some students could help schools and parents understand underachievers. This study examined whether there is a relationship between creativity and behavior problems among underachievers. Forty-one elementary and 89 high school students and 4 teachers in Korea participated in this study. The principal study involved comparing all of the students' scores on the 3 measures of creative potential (Torrance Tests of Creative Thinking-Figural [TTCT], Runco Ideational Behavior Scale [RIBS], and Scales for Rating the Behavioral Characteristics of Superior Students-Revised Edition [SRBCSS-R]), with their scores on a measure of behavior problems reported by their teachers. The results indicated that, among underachievers, there is a relationship between behavioral problems and students' scores on the 3 measures of creative potential. An understanding of these students and their behavior will help us promote creative students' academic and lifelong success in classrooms.     

The Relationship Between Political Efficacy and Citizen Participation: Construct Validation Studies

Political efficacy is the belief that one has the skills to influence the political system. Two similar studies are described that support the validity of a scale designed to measure internal and external political efficacy (Craig & Maggiotto, 1982). One study used a sample of 388 undergraduates; the second study used a sample of 159 nonstudents. Factor analytic results from both studies replicated the factor structure reported earlier (Craig & Maggiotto, 1982). Convergent and discriminant evidence was established using measures of community involvement, leadership, alienation, and perceived competence. Political efficacy was also greater for members of politically oriented voluntary organizations than both nonmembers and members of nonpolitical organizations. Implications of the study of political efficacy for understanding citizen participation are discussed.     

中学生偶像崇拜与自我概念的关系研究

研究采用访谈法和问卷法．选取北京市428名中学生,考察偶像崇拜与自我概念的关系。研究发现：(1)有偶像的学生人数显著高于无偶像的人数,“歌星影星”与“著名人士”是其崇拜的主流。(2)有偶像的学生的自我概念显著高于无偶像的学生,主要在同性关系自我、异性关系自我、非学业自我概念上存在显著差异。(3)在有无偶像维度上,女生的同性关系自我、一般学校自我概念存在显著差异,男生的同性关系自我、一般自我、非学业自我和量表总分存在显著差异。(4)在有无偶像维度上,初一学生的体能自我、初二学生的数学自我、初三学生的语文自我和同性关系自我、高一学生的外貌自我存在显著差异。(5)不同偶像类型的学生的自我概念存在显著差异。