阿伦·奈斯的深层生态学思想

阿伦·奈斯开创了当代环境哲学研究的一个全新领域。他不仅为深层生态学建立了较为完整的框架体系,而且也为深层生态学的发展提供了重要的理论基础(生态智慧T)。对于深层生态学的研究者来说,不系统地认识奈斯的思想就无法深刻地理解深层生态学。     

应对研究中的生态学思想述评

应对是心理学界研究的热点,对应对相关研究中的生态学思想进行挖掘、梳理、总结并进一步推广是非常有意义的,能够使应对的研究更加深入,更具真实性。对国内外应激—应对模型、应对与发展、应对与生态学、应对与环境方面的研究探讨进行总结,挖掘其中的生态学思想,为日后应对的理论和实证研究奠定基础,并基于此提出了应对的生态瞬时评估（EMA）研究的设想。     

经典物理学的思维模式与现代主流价值观

通过对现代主流价值观的根源进行剖析,本文认为,现代主流价值观是启蒙以来经典物理学为代表的科学思维模式影响下形成的.它片面地强调了计算性的理性,简单地将世界看成是物质的组合,追求绝对的确定性.它将人类知识简单化,塑造了一种机械的世界观,忽略了人对高贵价值的诉求,而沉迷于物质主义之中.然而,在自然科学内部,经典物理学的体系不单受到以相对论为代表的现代物理学的冲击.更重要的是,生态学的发展,已经以一种全新的视角对经典物理学为主导的思维模式构成了挑战.本文试图以此为线索,探讨以经典物理学为代表的科学思维模式对现代价值观的影响,以及生态学所倡导的整体、系统的思维模式对之构成的挑战.     

行政生态学与生态行政学:内涵比较分析

“行政生态学”与“生态行政学”概念的内涵及其学科性质主要取决于对“生态学”一词的界定和理解。行政生态学将“生态学”定位为一种哲学方法论与和谐价值观,其实质是一种生态主义的行政社会学理论。而生态行政学将“生态学”定位为原本意义上的自然科学,其价值观又表现为追求自然生态系统的平衡与稳定,促进人与自然的生态和谐,其实质是一种环境保护主义的行政科学。两者既有明显的差异,又有一定的关联,但不可相互取代。     

保罗·伯克特在生态学马克思主义中的地位和影响

保罗·伯克特的生态学马克思主义提出了生态价值形式理论。资本主义社会的两类环境危机、对自然资本的批判、马克思的热力学思想和社会再生产的生态辩护,构成了这种生态学的基本内容。伯克特重新考察阐释了马克思的自然观,为马克思的生态思想进行辩护,强调从马克思主义内部来挖掘其生态基础。他的生态学思想对第二、第三代马克思主义生态学理论产生了重要影响。     

生态学马克思主义与马克思主义的当代发展——《自然的理由——生态学马克思主义研究》述评

要发展马克思主义,首先必须构建发展马克思主义的当代基点和平台。实现马克思主义与生态学的结合,是发展马克思主义的理论基点之一。西方生态学马克思主义试图运用马克思主义的立场、观点和方法,揭示马克思主义与生态学的关联,揭示资本主义的反生态性质和社会主义与生态发展的兼容性,是西方马克思主义者试图发展马克思主义的当代尝试。     

威廉·莱易斯的生态学马克思主义伦理思想

威廉·莱易斯是生态学马克思主义的重要代表,其在对控制自然的人类传统观念的分析中、对资本主义社会中过度生产与过度消费和对科学技术的资本主义使用的批判中、在对未来的理想社会的建构中呈现出了丰富的伦理思想.威廉·菜易斯的生态学马克思主义伦理思想对我国当代和谐社会的建设具有十分有益的启示.     

人的全面发展理论研究的新突破——评《人的全面发展系统与途径研究》

人的全面发展问题是学界历来高度重视的一个重要问题.古今中外许多专家学者对此进行了深入分析研究,可谓著述丰硕.在众多的理论研究成果中,由重庆交通大学人文学院庞跃辉教授所著<人的全面发展系统与途径研究>(现代教育出版社2009年9月出版)一书,则具有全新的研究视角和深刻的思想内容.     

邪恶的两张面孔:根本的邪恶和平庸的邪恶——汉娜·阿伦特对极权主义制度下的邪恶现象的批判

汉娜.阿伦特对极权主义制度下的邪恶现象有两种表述方式,即“根本的邪恶”和“平庸的邪恶”。前者的根本特征表现为破坏了人类发展和和进步的概念,致力于把人变成多余的人的事业,以及消灭了人的法律人格、道德人格以及作为个体的人;后者的特征体现为无思想和肤浅性。阿伦特为思考极权主义专制制度下邪恶现象产生的根源以及个人应该担负何种道德责任提供了一种全新的视角,从而为建立一种以思想为核心的个人责任伦理提供了理论上的可能。     

生态学研究的道教视角--兼评乐爱国的《道教生态学》

生态危机的化解需要宗教的参与,"道教生态学"的兴起便是宗教回应生态危机的积极成果.道教凭借其"道法自然"、"贵生恶死"、"天人互盗"等思想观点,在处理人与自然关系方面积累了丰富的生态智慧.因此,充分发掘道教的生态思想,对于丰富和发展生态学研究具有重要意义.     

互联网使用与青少年自我认同的生态关系

互联网已经渗透到人们日常生活的方方面面,给社会及个人带来了广泛而深远的影响,正处于人生的关键时期的青少年更是首当其冲。依据Bronfenbrenner的生态学模型,该文从微系统、中系统、宏系统以及处于生态系统中心的青少年自身4个方面,分别论述了互联网使用与青少年自我认同的形成与发展的密切关系,从而提供了有关互联网使用对青少年身心发展的影响方面的一些初步知识     

Identity, Self-Interpretation and Workplace Change: An Investigation of the Work Activity of Machining

The objective of this work was to study the development of identity in changing contexts. The site of study was machining work in the automotive industry. Machining is an economically critical activity undergoing rapid technological change, with the changes occurring within the working lives of individuals. The development of individuals was considered within the context of the culturally organized human activities in which they occurred. The informants were skilled machinists working for a major automotive company in the United States. A developmental perspective, based on cultural historical theory, together with C. S. Pierce’s theory of sign generation, provided an explanatory framework for the development of identity as a self-regulatory higher psychological function.     

Is Silence Really Golden? The Role of Spiritual Voice in Folk Pedagogy and Folk Psychology

Most recently, considerable attention has been focused on the social construction of knowledge and an internalist, first‐person perspective on learning. Included in this paradigm shift is a particular ‘hybrid’ of both psychology and educational theory often referred to as ‘theory of mind’ (ToM research) or folk psychology. This article outlines models of teaching, learning, and mind in the hopes that such an advance in understanding children's minds will lead to an improved pedagogy. To address the issues of emotion and ‘spiritual voice’ that may constrain learning in the classroom and self‐development, Belenky et al.’sfive epistemological perspectives or ‘Women's Ways of Knowing’ (New York, Basic Books, 1986) are couched within the framework of Olson and Burner's [Folk Psychology and Folk Pedagogy, in: D. Olson & N. Torrance (Eds) Handbook of Education and Human Development: New Models of Learning, Teaching and Schooling, pp. 9‐27 (Oxford, Blackwell)] four models of mind, teaching and learning. At issue is the dialogical relation between folk psychology and folk pedagogy and its contingency on both culture and context.     

Languages of trauma; towards a phenomenological response

In this article, I explore the possibilities of a phenomenological perspective on trauma in psychoanalytic practice. I highlight the problem of interpretations that universalise experiences of trauma, provide explanations in terms of ‘causes’ and assume particular processes/stages of ‘recovery’ from it. The notion of trauma challenges dichotomies of ‘internal’ and ‘external’ worlds. Traumatic experiences always have a context – that of the immediate relational circumstances of the individual suffering from the trauma, including the wider social/relational context, and the person’s history. I argue for an attunement to the language and specificity of the meanings, verbal and non-verbal, conscious and unconscious, of the client’s suffering within the analytical relationship. This requires the therapist to avoid ‘ready-made’ interpretations from psychoanalytic theory and to be open to the poiesis of the speech, which emerges between therapist and client. My discussion of my reading of the Chilean documentary film, Nostalgia for the Light, which focuses on the traumatic experiences of those who survived Pinochet’s military regime (1973–1989), highlights how diverse responses to trauma are. The originality of the language of the film calls on us as therapists to discover new ways of listening and speaking to our clients’ suffering.     

Adolescent Childbearing as Career “Choice”: Perspective From an Ecological Context

Adolescent childbearing among lower socioeconomic-status African American girls who are 16 to 21 years of age is a career choice and an alternative, normative life path within African American culture. Career choice is defined here to signify selection of a role through which one implements one's identity and which represents one's life work. This choice is first addressed from the perspective of vocational psychology and is then presented within two models of developmental psychology: the model of female development presented by Chodorow (1978) and Gilligan (1982) and the model of ecological human development by Bronfenbrenner (1977, 1988). These views incorporate a reassessment of the negative consequences of adolescent child-bearing. Finally, implications for research and practice are suggested.     

发展情境论——一种新的发展系统理论

发展情境论（Developmental Contextualism）是发展系统理论体系中的一种具有代表性的理论。该理论认为人的发展是通过发展中的个体与其所处情境间的持续交互作用实现的,个体的发展变化过程在本质上是或然渐成性的。该理论不仅更系统地概括了影响人发展的时间和空间因素,而且在交互作用观点的基础上提出了循环影响的研究取向。同时,发展情境论认为人的可塑性特点为干预个体的发展提供了可能,并进一步提出了干预的思路,即通过建立和调整个体与所处情境的拟合优度模型来实现个体和所处情境的积极发展。     

The phenomenology and development of social perspectives

The paper first gives a conceptual distinction of the first, second and third person perspectives in social cognition research and connects them to the major present theories of understanding others (simulation, interaction and theory theory). It then argues for a foundational role of second person interactions for the development of social perspectives. To support this thesis, the paper analyzes in detail how infants, in particular through triangular interactions with persons and objects, expand their understanding of perspectives and arrive at a self–other metaperspective. This allows them to grasp the other’s as well as their own perspective as such, which is equivalent to an explicit third person perspective and to an explicit first person perspective or self-consciousness. The paper describes the major steps towards these perspectives, pointing to a close interdependence of both developments. It argues that embodied second person interactions are not only an enabling, but the constitutive condition for the development of an explicit first and third person perspective.     

Matthews Model of Clinical Reasoning: A Systematic Approach to Conceptualize Evaluation and Intervention

Clinical reasoning is a complex process required for effective therapeutic encounters. Its development is poorly understood. The clinical reasoning process is placed in a historical context based on the occupational therapy literature. An emerging model of clinical reasoning is proposed. This model of clinical reasoning provides a unique perspective in order to compartmentalize the person, environment, and occupation constructs around the person’s life story, connect it directly to the occupational therapy practice framework, and determine treatment priorities, emphasizing a client-centered perspective. A client-centered model of clinical reasoning supports efforts to provide effective intervention.     

Embodied Cultural Cognition: Situating the Study of Embodied Cognition in Socio‐Cultural Contexts

Embodiment research has demonstrated that cognition is grounded in bodily interactions with the environment and that abstract concepts are tied to the body’s sensory and motor systems. Building upon this embodiment perspective and advancing our understanding, we discuss the extension of embodied cultural cognition. We propose that some associations between bodily experiences and abstract concepts are not randomly formed; rather, the development of such associations is situated in a socio‐cultural context, informed by cultural imperatives, values, and habits. We draw evidence supporting this view of embodied cultural cognition in body–mind linkages manifested in construal of emotions, time perception, person perception, social power, and moral reasoning. To further extend this research avenue that synthesizes the studies of embodied cognition and culture, we also suggest potential future research directions inspired by this view. This embodied cultural cognition account is useful in understanding and organizing accumulating discoveries of cultural variations in embodiments; it also highlights the social situatedness of embodied cognition and is, therefore, highly compatible with theorizing and research in social and cultural psychology.     

The ordinary

This paper discusses Peter Lomas's work in the context of the concepts of ‘ordinary people’ and ‘ordinary language’. Obsessions about whether a person is ordinary or not tend to occur in people who are disturbed. Psychoanalysts use the special language of mechanics to explain the phenomena they observe in the consulting room. In this paper it is argued that ordinary language, our mother tongue, is a better way of understanding people. In his work as a psychotherapist and writer, Peter Lomas found more insight in the ordinary language of literature than he did in theory.