广州 下好“五步棋” 积极推进宗教中国化

正坚持我国宗教的中国化方向是新时代宗教工作的重要使命任务,既是对宗教界的要求,更是对党和政府宗教工作的要求。善弈者谋势,广州市坚持以习近平新时代中国特色社会主义思想为指导,认真贯彻落实中央关于宗教工作的重大决策部署,坚持宗教中国化方向,树立"一盘棋"的观念,从"思想引领、依法治理、规范管理、人才培养、平台搭建"五个方面着手,引导广州宗教界找准着力点,积极推进宗教中国化进程,取得了良好成效,坚定了广州宗教界坚持中国化的信心和决心,有力引导了宗教与社会主义社会相适应。     

用社会主义核心价值观引领我国宗教发展

<正>自今年4月全国宗教工作会议召开以来,宗教界兴起了学习贯彻全国宗教工作会议精神和习近平总书记重要讲话的热潮。宗教界结合自身特点,充分发挥积极性和主动性,对"坚持我国宗教中国化方向,用社会主义核心价值观引领我国宗教发展,深入挖掘教义教规中有利于社会和     

中华优秀传统文化浸润宗教的实践路径探析

<正>坚持我国宗教中国化方向，是做好新时代宗教工作的根本遵循，是积极引导宗教与社会主义社会相适应的必然要求。要用社会主义核心价值观引领、用中华文化浸润我国各种宗教，支持宗教界对宗教思想、教规教义进行符合时代进步要求的阐释。在各级党和政府的指导下，我国宗教界引领全国信教群众坚持我国宗教中国化方向，用中华优秀传统文化浸润宗教，进行了一系列实践探索，     

积极引导宗教界从伦理方面加强对教义教规的阐释

正2021年初,中共中央印发的《中国共产党统一战线工作条例》(以下简称《条例》)中指出:"用社会主义核心价值观引领和教育宗教界人士和信教群众,支持和引导宗教界人士对宗教教义教规作出符合当代中国发展进步要求、符合中华优秀文化的阐释。"引导宗教界人士加强对宗教教义教规的阐释尤为重要,是支持我国宗教坚持中国化方向的关键性举措和核心工作。     

“推进我国宗教中国化走深走实”系列之一 湖南 主抓四个环节 积极推进宗教中国化

正近年来,湖南坚持以习近平新时代中国特色社会主义思想为指导,全面贯彻落实党的宗教工作基本方针,注重抓好四个重要环节,用社会主义核心价值观引领和教育宗教界人士和信教群众,用中华优秀传统文化浸润我国宗教,持续探索推进我国宗教中国化。一、抓政治引领,强化思想认识坚持把政治引领放在首位,着力强化思想引导,不断增强宗教团体和宗教教职人员的政治认同。     

坚持基督教中国化方向 加强宗教文化建设

正在全国宗教工作会议上,习近平总书记强调,在我国宗教坚持中国化方向的重要任务中"要用社会主义核心价值观引领和教育宗教界人士和信教群众,弘扬中华民族优良传统,对教规教义作出符合当代中国发展进步要求、符合中华优秀传统文化的阐释。"国家宗教局局长王作安在"坚持我国宗教     

深化“三同”机制 强化对宗教界的思想政治引领

<正>杭州市民宗局牢牢把握坚持我国宗教中国化方向，围绕服务改革发展稳定大局，紧扣新时代宗教工作形势和任务，创建并深化思想政治引领“三同”机制，注重五大宗教协同提升，集政治引领、文化润教、法治教育、队伍建设等多重功能，在全市宗教界发挥了统一思想、凝聚共识、鼓舞斗志、团结奋斗的重要作用。     

“深入推进我国宗教中国化”系列之十四:建立“四维工作体系” 引导支持宗教界切实加强中国化讲经解经工作北大核心

近年来,重庆市认真学习贯彻习近平总书记关于宗教工作的重要论述,坚持我国宗教中国化方向,以社会主义核心价值观为引领,以增进宗教界人士和信教群众的“五个认同”为目标,建立“四维工作体系”,引导支持宗教界切实加强讲经解经工作,积极引导宗教与社会主义社会相适应。     

“深入推进我国宗教中国化”系列之十四:建立“四维工作体系” 引导支持宗教界切实加强中国化讲经解经工作

近年来,重庆市认真学习贯彻习近平总书记关于宗教工作的重要论述,坚持我国宗教中国化方向,以社会主义核心价值观为引领,以增进宗教界人士和信教群众的“五个认同”为目标,建立“四维工作体系”,引导支持宗教界切实加强讲经解经工作,积极引导宗教与社会主义社会相适应。     

宁波市 用心讲好新时代宗教故事 积极推进宗教中国化进程

正近年来,浙江省宁波市认真贯彻全国、全省宗教工作会议精神,落实"导"字要求,以推进宗教中国化为方向,积极引导宗教界加强思想建设,坚持规范管理,重视文化提升,积极回馈社会,用心讲好新时代宁波宗教故事。一、思想引领为先,引导宗教界正信正言正行坚持以习近平新时代中国特色社会主义思想为指导,加强对宗教界的思想引导,第一时间组织宗教界认真学习党的十九大精神及系列全会精神,     

From Freud to Gehrig to Rapaport to DiMaggio

Lacking the size, talent, and speed to play shortstop for the New York Yankees, I chose instead to become a psychologist/psychoanalyst. Yet, baseball and psychoanalysis share much in common. Each is played in the inner diamonds of one's mind, values the past and what is passing, and requires a strong work ethic. Both are timeless and involve an almost boring leisureliness between occasional moments of crisis. Then too, each calls for an attitude of consistency and patience and a responsibility to do one's best. From my parents and brother to my wife and son and his family, from my teachers and supervisors to my colleagues, and from Menninger to the Society for Personality Assessment (SPA), I feel deeply grateful for the partners and teammates I have and have had.     

From Biology to Consciousness to Morality

Abstract. Social animals are provisioned with prosocial orientations that operate to transcend self‐interest. Morality, as used here, describes human versions of such orientations. We explore the evolutionary antecedents of morality in the context of emergentism, giving considerable attention to the biological traits that undergird awareness and our emergent human forms of mind. We suggest that our moral frames of mind emerge from our primate prosocial capacities, transfigured and valenced by our symbolic languages, cultures, and religions.     

How Not to Apply to College

Samples of letters written by college students are excerpted to demonstrate the deterioration of students' writing skills. The relative unimportance many college students and graduates attach to the art of writing letters of inquiry is emphasized. A checklist is provided to assist students in preparing letters requesting information from colleges and universities.     

From object to image to object

Images are mental representations accommodated by grammatical structures. These structures order sensori-input of information as well as provide for articulated ways of expressing motor sequences associated with images. The psychological process of perception is reflected in the development of paradigmatic structures. The psychological process of action (behavior and its mental representations) is reflected in the development of syntagmatic structures. Forming and expressing imagery requires both paradigmatic and syntagmatic structuring. The former relates to logical issues of identity of objects and to the formation of concepts. The latter relates to the solution of psycho-logical questions of causality through articulation of grammatical roles in sentences. Two issues affecting the formation of a model to account for imagery are examined: (1) The tendency to explain imagery as a result of motor sequences and to utilize performance grammar. (2) The impact of ontogenesis on social processes affecting the logical and psycho-logical concerns facing the person at different stages of development. The grammar of imagery is seen as broader than one of performance. The epistemology of imagemaking does not reflect a linear ontogenetic development which precludes attention to problems of creating the logical structures of an object.     

Minors' competence to consent to abortion

In the light of legal restrictions in some states, the psychological evidence for whether adolescents are competent to give informed consent to abortion is reviewed. It would be important to know whether competence to decide on pregnancy outcome reflects maturity to be a parent; further, whether degrees of maturity can be traced throughout adolescence. Research shows that parents, not peers, are major sources of advice for minors' abortion decisions. Younger and less competent minors are more likely to consult parents than older, mature minors. There is no evidence that adolescent issues or developmental tasks influence pregnancy decisions. Decision making competence does not differ from that of adults, except as affected by the living situation of the adolescent. Decision performance does differ: minors are more likely to consider their present family's opinion, and not consider future risks, than are adults. The sparse research available on this problem provides no basis for restricting minors' decision making on the ground of competence alone.