Method and Explanation in History and in Social Representations

A commonly held point of view defines a discipline as a science if it uses inductive and/or deductive methods in studying phenomena in question, because these methods, it is believed, will enable generalization of findings. Both history and theory of social representations study unique phenomena and therefore, for these disciplines, induction and deduction are unsuitable methods of exploration. History and theory of social representations treat a historical event and a social psychological phenomenon, respectively, as dynamic, systemic and one of its kind. Using relational epistemologies, these disciplines produce context-dependent and context-specific knowledge. Whilst similarities among historical, as well as among social psychological occurrences do exist, they do not yield themselves to inductive generalization. Studies of unique cases require different kinds of generalization; rather than generalising to populations, they pose questions about generalizability, or transferability, with respect to theories of other historical events or social psychological phenomena.     

Self-evaluation in the pastorate

Conclusion In the absence of resources, then, for adequately supervised and continuous in-course training for the parish minister, it is suggested that he become his own supervisor for self-evaluation in the pastorate. Certain methods and disciplines have been proposed for such a venture. Nothing herein is intended to offer this kind of self-evaluation as a substitute for other resources, either clinical or devotional, available to aid the minister in appraising his vocational involvements. This proposal is simply set forth as another tried and perhaps more readily accessible way of improving that service to which the parish minister feels himself called.     

Professorial Prestige as a Function of Discipline and Gender

To examine gender bias in professional prestige, 200 male and 200 female undergraduate students of Bombay University were asked to rate the respectability of 20 academic disciplines, each with male and female incumbents (e.g., a male professor of anthropology, a female professor of anthropology, etc.)- The study thus had a 2 (subject's sex) × 2 (incumbent's gender) × 20 (academic disciplines) mixed ANOVA design with incumbent's, that is, professor's gender and disciplines as within-subjects factors. All the main and interaction effects were significant. The results showed an overall higher respectability rating of the female professor as compared to her male counterpart, this difference being stronger with female subjects than with male subjects. More importantly, the higher respectability rating of the female professor vis-à-vis the male professor was found to hold only for lower ranked disciplines.     

The cognitive revolution: a historical perspective

Cognitive science is a child of the 1950s, the product of a time when psychology, anthropology and linguistics were redefining themselves and computer science and neuroscience as disciplines were coming into existence. Psychology could not participate in the cognitive revolution until it had freed itself from behaviorism, thus restoring cognition to scientific respectability. By then, it was becoming clear in several disciplines that the solution to some of their problems depended crucially on solving problems traditionally allocated to other disciplines. Collaboration was called for: this is a personal account of how it came about.     

Mystery,Values, and Meaning: Religious Options that Respect Science

Abstract

Human nature is a contested concept and notions of it vary across disciplines. Despite this diversity, three basic notions of human nature emerge. One identifies human nature with properties that are innate, hardwired or products of some kind of necessary essence. Another understands it as consisting of properties that make human unique or distinct from non-human animals. Finally, some seek human nature by attempting to identify universal or near-universal properties of humans. While the sciences might not give us a robust form of innate or hardwired human nature, “human nature” as a concept might still serve other, non-scientific, goals.     

我所了解的英国医学伦理学教育

英国的医学伦理学教学强调病人的主体化和“去客体化”．关注病人权利,尤其是弱势群体的权益。融入法律等其他学科的内容,注重跨学科的教学与交流。这样一种教学理念是符合医学伦理学的人文属性。值得我们借鉴。     

Interdisciplinary Collaboration in Philosophy

Many philosophers would, in theory, agree that the methods and tools of philosophy ought to be supplemented by those of other academic disciplines. In practice, however, the sociological data suggest that most philosophers fail to engage or collaborate with other academics, and this article argues that this is problematic for philosophy as a discipline. In relation to the value of interdisciplinary collaboration, the article highlights how experimental philosophers can benefit the field, but only insofar as they draw from the distinctive methods of philosophy and overcome the charge of “amateur psychology” by more consistently collaborating with the scientists they seek to emulate. It concludes that philosophers ought to collaborate with other academics in order to gain an experience‐based understanding of the methods of other disciplines in addition to an understanding of the content of these disciplines.     

Culture and health-related schemas: a review and proposal for interdisciplinary integration.

We present a comprehensive review of anthropological, sociological, and psychological theory and data on the structure, content, and function of health-related schemas. Health psychology's need to integrate specific variables and principles from the other disciplines is highlighted. Suggestions for future research are offered, and the importance of cultural factors in health beliefs is emphasized.     

The embodied self: thinking psychoanalytically in a time of 'science'

Abstract :  In order to be relevant in our 'scientific' times, it is necessary that we psychoanalysts situate our ideas in thoughtful and respectful relationship to neighbouring disciplines such as genetics, cultural studies, and neuro-anatomy. In this paper I suggest that, although psychoanalysis still continues to have valuable contributions to make to the understanding of human sexual experience and behaviour, in order to make these contributions relevant we must tune in with openness to the challenges posed by the unfolding discoveries in the other disciplines that grapple with the arena of human sexuality.
I will suggest ways in which research on sexual desire and gender identity may be assimilated into psychoanalytic thinking and give some examples of its use in analytic practice.     

The Psychology of Religion and the Concept of Revelation

It is argued that the psychology of religion should be seen as interacting with theology in a broader way than is usual at present, especially in relation to the concept of revelation. Examination of revelatory experiences, especially Christ’s resurrection appearances, may be seen in terms of this broader interaction not only as solving certain historical puzzles, but as bringing to fruition Arthur Peacocke's hope for application to spiritual experience of understandings of divine action that have been developed within the science–theology dialogue. The pluralistic implications of this approach are examined, and the possibilities open to psychologists in relation to both interpretation and research strategies are outlined. It is stressed that what is required is not simply interdisciplinarity, as this is usually understood, but transdisciplinarity of the kind that questions the boundaries and methodologies accepted by specialists in one or other of the disciplines concerned.     

Placing Community Psychology in the Context of the Social, Health and Educational Sciences: Directions for Interdisciplinary Research and Action

Building on Maton, Perkins and Saegert’s framework on inter-disciplinary work related to community psychology, this article addresses two questions about community psychology in the context of the social, health and educational sciences: (1) What can community psychology learn from other disciplines? and (2) What can community psychology uniquely contribute to other disciplines?     

In Search of a Reconciliation Between Semiotics,Thermodynamics and Metasystem Transition Theory

The disciplines of cybernetics, semiotics and thermodynamics investigate evolutionary processes quite independently from each other. The aim of this paper is to draw the parallels and point out the possibility and necessity of a reconciliation between these disciplines. The concept of metasystem transition has been proposed by Turchin as a quantum of evolution from a cybernetic point of view. Semiotic processes are of prime importance for the realisation of metasystem transitions in the course of evolution. From a thermodynamic point of view, the emergence of more complex, self-producing agents depends on the emergence of more advanced forms of semiosis. As an evolutionary consequence, more symbolic forms of semiosis that allow higher competence for abstraction and anticipation emerge.     

Beyond Reduction and Pluralism: Toward an Epistemology of Explanatory Integration in Biology

The paper works towards an account of explanatory integration in biology, using as a case study explanations of the evolutionary origin of novelties—a problem requiring the integration of several biological fields and approaches. In contrast to the idea that fields studying lower level phenomena are always more fundamental in explanations, I argue that the particular combination of disciplines and theoretical approaches needed to address a complex biological problem and which among them is explanatorily more fundamental varies with the problem pursued. Solving a complex problem need not require theoretical unification or the stable synthesis of different biological fields, as items of knowledge from traditional disciplines can be related solely for the purposes of a specific problem. Apart from the development of genuine interfield theories, successful integration can be effected by smaller epistemic units (concepts, methods, explanations) being linked. Unification or integration is not an aim in itself, but needed for the aim of solving a particular scientific problem, where the problem’s nature determines the kind of intellectual integration required.     

Discipline and sex differences in religiosity and spirituality among health care professionals

Significant discipline and sex differences were found among random samples of hospital chaplains, nurses, physicians, and social workers who were asked to rate their religiosity and spirituality. Chaplains were significantly higher and physicians were significantly lower than other disciplines in religiosity. Spirituality was higher than religiosity for all disciplines. Overall, women rated themselves higher on spirituality than men.     

A citation network analysis of career mentoring across disciplines: A roadmap for mentoring research in sport

ObjectiveGiven our limited understanding of mentoring in sport, reviewing research from other disciplines has the potential to advance knowledge in this context. Therefore, the purpose of this study was to synthesize and evaluate the mentoring literature across disciplines in order to bridge existing knowledge and to situate the mentoring in sport literature.DesignA citation network analysis.MethodA comprehensive literature search was conducted to locate influential career mentoring articles, books, and book chapters across all disciplines. Subsequently, this body of literature was evaluated using citation network to (a) identify the major career mentoring disciplines, (b) locate the most influential career mentoring texts, (c) evaluate the transfer of knowledge across disciplines, and (d) situate and evaluate the mentoring in sport literature.ResultsThe literature search resulted in a mentoring network of 1,819 texts and 10,951 citation links. Five major mentoring disciplines emerged: academic medicine, industrial and organizational psychology, education, nursing, and psychology. The industrial and organizational psychology and academic medicine disciplines were the most substantial mentoring disciplines. Further, the findings suggest the literature is relatively disconnected within and across disciplines. In regard to sport, the mentoring research represented 1.47% of the full-network (29 texts and 50 citation relations) and is interwoven into the industrial and organizational psychology literature.ConclusionGiven the limited sport texts uncovered in the citation network analysis, sport scholars can stand to benefit from the wealth of existing career mentoring literature in other disciplines. Accordingly, the identification of seminal career mentoring disciplines and texts serves to provide sport mentoring scholars with a roadmap to further promote the advancement and dissemination of mentoring knowledge and research.     

The school psychologist in a non-school setting

School psychologists may be found in non-school settings which allow them to use training and experience gained in a school psychology doctoral program. This article briefly describes one such setting and emphasizes the need in multidisciplinary clinics for more psychologists with this training, since it enables them to make unique contributions to education, interdisciplinary communication, clinical diagnoses, and research. Children's clinics need a person who is knowledgeable in both education and psychology and who is trained to work effectively with other disciplines.     

Theoretical and methodological elements for integrating ethics as a foundation into the education of professional and design disciplines

The paper addresses the integration of ethics into professional education related to the disciplines responsible for the conception and creation of the artificial (artefactual or technology). The ontological-epistemological paradigm of those disciplines is understood within the frame of the sciences of the artificial as established by Herbert Simon (1969). According to that paradigm, those sciences include disciplines not only related to the production of artefacts (technology), such as engineering, architecture, industrial design, etc, but also disciplines related to devised courses of action aimed at changing existing situations into preferred ones, like medicine, law, education, etc. They are centered on intentional action and at their core is the activity of design, which is their common foundation and attitude, or their common culture. The science of design becomes the broader foundational discipline for any professions engaged in the intentional transformation of the world. The main distinction between design disciplines and scientific ones rests on the object-project dichotomy. Indeed, contrary to Science that sees the world as an object to be observed, Design sees the world as a project and acts upon the world through projects, which are grounded in intentions, ends, and values. Design disciplines are meant to transform the world, or part of it, and are teleological. Being so, they are embodied in an act that is ethical and their ontology-epistemology must be addressed also through practical reason to resituate all professional disciplines according to their involved nature. The paper introduces theoretical, methodological, and ethical elements to establish a model that integrates ethics into the education of the professional disciplines, design-based disciplines, responsible for the creation of the artificial, artefactual or technological, world. The model is articulated around the notions of ethical engagement and responsibility through the act of design understood as action with intention situated in a project, common in all professional disciplines. An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting, New Orleans, 2003.     

享乐适应理论的发展及应用

随着全民关注幸福的时代到来, 享乐适应理论作为研究幸福的钥匙, 引起了多学科的广泛关注。文章首先从享乐适应的内涵、与幸福感的关系、发生机制、减缓方式出发进行文献梳理与评述, 接着重点探讨享乐适应理论在消费行为学、经济学、组织行为学等领域的应用研究, 以期为个体提升幸福感及企业通过提升消费者与员工的幸福感来强化他们对企业的正面认知提供帮助。未来应不断扩展享乐适应理论的应用范围, 重点关注各领域中变动的主体及形式对享乐适应的影响。     

Development of a spiritual screening tool for children and adolescents

A chaplain's ability to provide care where it is most needed depends upon some method of pastoral triage. Screening for spiritual needs of children and adolescents has been a largely neglected area. A Delphi panel developed elements to be included in a tool to screen 10-18 year olds' spiritual needs and resources. The Delphi panelists were informed of survey results of school-aged children and adolescents' opinions on spiritual issues important to them if they were hospitalized. A case study of the tool's use was conducted with a convenient sample of children and adolescents. Subsequent pilot use of the tool by five pediatric chaplains demonstrated the tool's utility in identifying patients' spiritual issues, ability to serve as a springboard to deeper discussion, and as a basis for initiating discussion of spiritual concerns with other disciplines on the healthcare team. Feedback indicates the potential clinical usefulness of this tool for hospitalized children and adolescents.     

Comparison of the Family Therapy Educational and Experience Requirements for Licensure or Certification in Six Mental Health Disciplines

In a review of literature on clinical licensure programs and certified mental health disciplines, no studies specifically compared didactic methods and clinical training standards for family-based interventions. Consequently, consumers and insurers of these services have no basis from which to evaluate the relative competency of each of the mental health disciplines in providing family-based interventions. This study used content analysis to examine the amount of family based training that is required by six core mental health disciplines (Clinical Psychology, Psychiatry, Psychiatric Nursing, Professional Counseling, Marriage and Family Therapy, and Social Work) in each of the 50 United States. Results indicate that a marriage and family therapist is required to have three times more family therapy coursework than any other professional mental health discipline. Also, before becoming licensed a marriage and family therapist, must complete 16 times more face-to-face family therapy hours than a mental health professional from any other discipline. Implications for consumers and practitioners are discussed.