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ANDREW WARD 《Metaphilosophy》2007,38(5):591-611
Abstract: In 1929, John Dewey said that “the problem of restoring integration and cooperation between man's beliefs about the world in which he lives and his beliefs about the values and purposes that should direct his conduct is the deepest problem of human life.” Using this as its theme, this article begins with an examination of Gilbert Harman's reasons for denying the existence of moral facts. It then presents an alternative account of the relationship between science and ethics, making use of the writings of Dewey and Henry David Thoreau. For both Dewey and Thoreau, the dichotomy between a scientific approach to the world and an ethical approach to the world is a false one. The article explores the reasons for believing that the dichotomy is a false one, agreeing with Thoreau that there “is no exclusively moral law—there is no exclusively physical law.” 相似文献
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Case formulation is a core competency in the practice of clinical psychology and although many component skills can be taught in lectures, supervised clinical practice is a key step in moving from knowledge about case formulation to knowledge of formulation. The present paper outlines a model of science‐informed clinical practice and the ways in which clinical supervision may play a role. In addition, a methodology for assessing and benchmarking skills in case formulation is described to assist clinical psychology training programs to provide supervisees with normative feedback about their skills in case formulation. In so doing, the supervision of case formulation can become more informed by science and responsive to evaluation. 相似文献
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ANDREW MCGONIGAL 《美学与艺术评论杂志》2011,69(2):231-233
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ANDREW G. LIVINGSTONE S. ALEXANDER HASLAM TOM POSTMES JOLANDA JETTEN 《Journal of applied social psychology》2011,41(8):1857-1876
In 2 field studies (Ns = 71 and 113), we tested the prediction that in‐group identification would mediate the acquisition of group norms by new group members. Study 1 demonstrated that participants surveyed after a team‐development program reported greater awareness of in‐group norms of teamwork and cooperation, compared to those surveyed at the start. Moreover, there was evidence that this effect was mediated by increased in‐group identification. Study 2 replicated this finding, and showed that the effects were specific to the norm of teamwork. Acquisition of alternative norms of individualism and competitiveness did not increase after participation in the program, and did not correlate with identification. Practical implications and future work are discussed. 相似文献
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ANDREW J. DUTCHER 《创造性行为杂志》2002,36(4):295-298