《内经》“治未病”思想对高血压病防治的意义

《内经》"治未病"的预防思想强调疾病防重于治,从养生入手,减少或避免疾病的发生、发展和传变,这一思想对于高血压病早期防治具有重要的指导意义。高血压病的防治应遵循《内经》"治未病"思想和养生保健理论,从饮食、情志、运动等方面进行综合调养,并结合中医中药,达到稳压降压的目的。尤其对于高血压病的二级预防具有积极的意义。     

《金匮要略》"调和"思想及在肝病证治上的运用

中医"调和"思想之学理源自<内经>,光大于仲景<金匮要略>,其精髓在于动态调整、趋于和谐,大略为未病之时重调摄、既病防变需调理、病瘥防复宜调养,在肝病证治中体现为调中焦和少阳.试图阐明这一思想的渊源、内涵和实际运用之道.     

关于“治未病”的正本清源与拨乱反正

在长期奉行中西医结合方针发展至今的医疗机构,已经形成了以西医疾病分类体系为主的疾病诊断体系,"治未病"的"未病"已与中医的传统认识大相径庭。"治未病"健康工程的推进,医疗机构中"治未病"专门机构的设置,与原有医疗机构的中医医疗体制出现了结构上的不和谐、矛盾和冲突。在厘清中西医学对于"病"和"未病"认识与界定的差异基础上,探讨了出现这种结构性矛盾和冲突的内在原因,提出了基于"治未病"的理念,如何在现有的医疗卫生体制内,科学地建立和发展中医预防保健体系的思路方法。     

“治未病”理念对减少宫颈癌发生的影响及策略

分析传统医学“治未病”的思想原则,从来病先防,既病防变,愈后防复三方面探讨“治未病”理念对减少宫颈癌的发生、发展及治疗的影响.只要将“治未病”理念贯穿于宫颈癌的防治中,加强全社会育龄妇女对宫颈癌的预防保健意识,认真执行宫颈癌普查的程序,对降低宫颈癌的发病率和死亡率具有切实意义.     

《老子指归》的养生思想

<老子指归>是第一部直接诠释和阐发老子<道德经>宗旨的著作,其养生思想直接禀承老子且多有发展.<老子指归>认为,人是形与神的统一体,养生应坚持自然无为的原则.其方法则主张"清净为本,虚无为常";"为之未有,治之未然".     

《周易》视野下的大学人文教育

<周易>作为中华文化的主要经典,塑造了中国人的语言、思想和存在,更是中国人文精神的灵魂之所在.从<周易>的视野观照当下大学的人文教育,重要的是从<易传>天地人"三才"之道中,把握"人文化成"的丰富内涵;从<乾>、<坤>两卦,体味"自强不息"、"厚德载物"的人生哲学;从<易经>求内与治外相统一的思想与儒家内圣外玉晶格两者之问的融通.追求儒家天地人伦"十字打开"之"成人""达人"人格,思考西方所谓的"完人"教育的中国途径.     

试析帛书《黄帝四经》"道生法"思想的内涵及意义

帛书<黄帝四经>作者提出"道生法"的观念,为其案法而治的主张奠定了坚实的理论基础.帛书"道生法"思想具有深刻的理论内涵,而其更大的意义在于提出"执道者生法"的主张,对立法之君进行限制.帛书"道生法"思想的理论归趋则是实现法制下的自然状态.     

略论《周易》对中国古代历法的影响--兼与李申先生商榷

在古代历法的发展过程中,<周易>起了积极的作用,而且这种作用在不同时期有着不同的特征.早期主要表现为用易数解释历数,这种作用在唐以后逐渐消失;"卦气说"曾在一段时期内被作为历法的内容;而<周易>的"治历明时"思想对于历法研究一直起着积极的作用,成为重要的治历原则之一.无论如何,<周易>对于古代历法发展的作用是不可低估的.     

魏晋南北朝时期的医务体系及疾病防治

魏晋南北朝时期基本形成了皇族、贵族、平民三级医务制度.疾病预防及保健养生意识大为提高,对传染病、侵袭病已知道采取隔离、消毒等措施.养生思想和养生方法一反汉代谶的纬神学思想,出现了"养性"、"养心"、"养神"、"养形"等养生观念.其中一些疾病治疗及保健养生之法至今仍有借鉴意义.     

《黄帝内经》养生思想探析

编于两汉之际的<黄帝内经>,对医学普遍问题中的养生有较深入的研究.从医学哲学层面初步探讨<黄帝内经>养生的基本原则、一般特点及境界层次.认为挖掘和研究<黄帝内经>丰富的养生思想,不仅对现代社会人们的养生保健,而且对建立和谐人生也具有积极的现实意义.     

易道辩正

易道是易学思想的精髓或内在精神,其最根本的特征是所谓的“一阴一阳之道”。作为易学结构基元的易卦卦象符号,与阴阳观念具有先天性的亲和力,从而使得阴阳观念有了一个可以符号化表征的形式系统。在汉代,阴阳五行与易学成为一个统一的有机整体。两汉的象数理论试图将易道(天道)完全形式化努力的最终结果是“入于礻几祥”,成为一套牵强附会的繁琐哲学。魏晋以后,诸如“时”、“中”一类具有明显的个人独知默会、参悟修证意义的命题,逐渐成为一阴一阳、生生不息的“易道”最为生动的表征。道之真谛,若以易理言之,就是“自强不息”,“与时偕行”。     

"全球伦理"与"文明的冲突"

自美国9.11恐怖袭击事件后,塞缪尔.亨廷顿关于“文明冲突”的理论引起人们高度兴趣。以宗教为核心的文明之间的冲突真的难以化解吗?汉斯.昆的“全球伦理”观点对此提出挑战。本文将浅析一下“全球伦理”,及其化解“文明冲突”的可能性。     

方术迷信的"灵验"揭秘

方术作为中华神秘文化的一个重要的组成部分,是一种既不同于宗教又与宗教有联系的企图借助于“鬼神”等神秘力量来消灾免祸、延年益寿、添财加福的可操作性的东西,如八卦术、算命术、风水术、占梦术、测字术、巫术等。 方术尽管是唯心的不可相信的东西,在历代也遭到了一些人的攻击和批判,然而为何屡不绝迹,有时甚至风靡一时、影响很大,即使在今天仍然有其市场呢?其中一个重要的原因在于一些人认为方术“灵验”。 方术“灵验”的原因是什么?到底是哪些因素     

"Psychotherapy" versus "treatment"

Presents a comment on "Psychological treatments" by D. H. Barlow. Barlow proposed that we distinguish between the terms "treatment" and "psychotherapy." The author believes that not only is the distinction unnecessary, but that its implications could have negative consequences for the field of clinical psychology. It is the proposed distinguishing feature that treatments are "specifically tailored to the pathological process that is causing the impairment and distress" that is most problematic. Clinical psychology does not need a distinction that further exacerbates the split between researchers and practitioners.     

"Enmeshment" and "Fusion"

The paper examines two related concepts utilized by two different schools of family therapy. Any family seen to be "enmeshed" is also seen as "fused," and vice versa. The difference in the level of focus, on the "system containing the individuals" (structural) or the "individual in the system" (fusion), determines the difference in therapeutic approach of these two schools.     

"本体论"与"伦理学"--形而上学的两个向度

形而上学有两个密切相关的内在向度,就是本体论向度与伦理学向度.在哲学史上,哲学家们之所以在"追求形而上学"的同时,又总是"反形而上学",并非是人们的形上本性出了问题,而是因为人们总是将形而上学视为单纯的"一维性",总是用一个向度来取代或遮蔽另一个向度.而所谓的"后形而上学思想",也并不是消解了形而上学,而是指形而上学从"本体论向度"转向了"伦理学向度".     

“对的”与“好的”

什么是“对的”,和对它的证立,是道德哲学中具有争议性的核心问题,也是效用主义和道义论间的主要差异之所在。统合效用主义对于“好的就是对的”这个陈述有一套完整周延的说法。而道义论对这个问题的证立不够周延或没有足够的说服力。     

The development of children's understanding of "because" and "so"

Children's (5 years, 8 months to 8 years, 4 months) comprehension of "because" and "so" was assessed on both enactment and sentence completion tasks. The use of a within-subject design permitted performance on each task to be interpreted in terms of performance on the other. The pattern of results provided evidence against a componential model for the acquisition of causal connectives. This model holds that the two meaning components (cause, order) are acquired separately, with the order component being acquired several years later than the causal component. The results also were in accord with predictions derived from a contextual model of children's developing understanding of terms expressing logical relationships. This model posits that the understanding of relational terms is initially context dependent, such that children can understand relational terms when they express familiar relationships, but experience difficulty in forming representations of novel relationships solely on the basis of linguistic input. The lexical components of because and so are understood during the context-dependent stage, and the transition from context-dependent to context-independent understanding does not reflect further lexical development, but rather increasing facility in dealing with decontextualized linguistic input.     

Comparison of two theories of "ratio" and "difference" judgments

This article examines the hypothesis that judges compare stimuli by ratio and subtractive operations when instructed to judge" "ratios" and "differences." Rule and Curtis hold that magnitude estimations are a power function of subjective values, with an exponent between 1.1 and 2.1. Accordingly, the two-operation model tested assumes magnitude estimations of "ratios" are a comparable power function of subjective ratios. In contrast, Birnbaum and Veit theorize that judges compare two stimuli by subraction for both "ratio" and "difference" instructions and that magnitude estimations of "ratios" are approximately an exponential function of subjective differences. Three tests were used to compare the theory of one operation with the two-operation theory for the data of nine experiments. The results strongly favor the theory that observers use the same operation for both instructions.