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991.
根据《太平广记》蛇类故事和龙类故事的记载,论述汉魏至隋唐时期民间对蛇的信仰情况,指出当时的蛇信仰正处于与龙信仰的混淆与渐渐析离时期。一方面蛇具有与龙相同的神圣性,另一方面蛇也开始遭到人们的嫌恶。龙蛇信仰的最终分离,使他们在民间信仰中朝着两个截然不同的方向发展下去。 相似文献
992.
通过注意偏向实验、BPAQ攻击问卷与Barratt冲动量表的施测,探讨中学生攻击性行为的注意偏向与冲动控制特征。研究结果发现,中学生攻击性行为及冲动控制性别差异不显著;低攻击性与高攻击性中学生表现出对攻击性刺激的注意偏向特征,在冲动控制上差异也极其显著;中学生攻击性行为与注意偏向、冲动控制总体上呈显著正相关;攻击词注意偏向与冲动控制对中学生攻击性行为具有显著预测作用。 相似文献
993.
994.
现代性在将自我推至无以复加程度的同时,也对自我作了片面化处理,自我成为了不依赖自然、社会和他者而独立存在的东西,进而丧失了外在的禁忌,成为自我占有、欲望至上的存在者。在无限的消费和无尽的欲望的满足过程中,自我所获得的只是一种暂时的、粗鄙的、狭隘的满足。被欲望驱使的现代人应该实现欲望的合理化,激发神圣感,提高自身的生存境界,以便在资本逻辑推动下的骚动不安的世界中寻求心灵上的宁静和思绪上的久远。 相似文献
995.
在中俄战略协作伙伴关系的框架下,双方的确没有出现如中美或中国与欧盟之间那样的纷争和冲突,但也缺乏中美、中欧之间相互深刻影响对方的社会进程、经济发展和生活方式变革等积极成果。造成这种矛盾现象的因素固然复杂,但俄罗斯东正教作为远远超出宗教领域的巨大存在,影响着后苏联社会进程的每个方面,却不能被中俄战略协作伙伴关系所考虑,这在客观上必然影响俄中关系,应该是这种战略实施后果不很理想的重要原因。本文探讨两个问题:俄罗斯东正教之于后苏联的超常重要性,以及,中国对俄国的认知绕开东正教因素和无神论政策是不可能的。 相似文献
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997.
Sevasti‐Melissa Nolas 《Journal of community & applied social psychology》2011,21(2):138-150
The paper deals with the issue of practical knowledge for enabling participation. Participation as a strategy for change is widespread in community, health and human service contexts. Research to date has focused on the mechanisms of beneficiaries' participation (e.g. identity, empowerment, activity, gender, space). However, participation as an engagement strategy is action oriented and requires high levels of interaction between those creating the conditions for participation and those participating. These conditions need to be continuously adjusted and outcomes are often unpredictable. This process of ‘working with’ is often dealt with as a technical issue and captured in metaphorical language. Less emphasis has been given to the type of knowledge modalities that might be necessary in order to enable participation. Drawing on an ethnographic case study of participation in a youth inclusion programme the paper explores the role of stories as potential indicators of practical knowledge. The paper argues that enabling young people's participation requires intuition and imagination, patience and perseverance, and judgement for acting under uncertainty. It concludes that stories only partially fulfil their potential as indicators of such knowledge modalities. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
998.
Kuang‐Hui Yeh 《Asian Journal of Social Psychology》2011,14(4):236-245
Hierarchical regression analyses were used to study four types of negative emotions (rage, resentment, perceived threat, and self‐blame) as possible mediators of the effect of parent–child conflict on internalizing (psychosomatic symptoms and social withdrawal) and externalizing (violent aggression and deviance) behavior in 724 adolescents. After controlling for demographic variables, the results showed that for both parents conflict had a positive main effect on internalizing and externalizing behavior. Of the four types of negative emotions, rage was the strongest mediator to mediate the effect of conflict on violent aggression, and resentment was the strongest mediator to mediate the effect of conflict on psychosomatic symptoms, social withdrawal, and deviant behavior. Implications and limitations of the study are discussed, and suggestions for future research are offered. 相似文献
999.
The purpose of the study was to investigate the effects of face consciousness on happiness and the moderating role of financial situation on this relationship. We first examined our hypotheses in study 1 in a particular setting of consumption, and replicated our findings in study 2 in a more generalized setting of interpersonal situations. The two studies produced essentially consistent results. We found individuals high on face consciousness tend to be less happy, and the negative association between face consciousness and happiness is ameliorated by their financial situation. These results revealed the importance of face consciousness as an individual difference in predicting happiness. The implications of these findings for future research are discussed. 相似文献
1000.
Tom Coburn Fran Grace Anne Carolyn Klein Louis Komjathy Harold Roth Judith Simmer‐Brown 《Teaching Theology & Religion》2011,14(2):167-174
Contemplative Pedagogy is a new and sometimes controversial pedagogical practice. Faculty often have basic questions about how to implement the pedagogy in their classrooms, in addition to questions that challenge the educational value and appropriateness of the practice. Assembled here are the most frequently asked questions about Contemplative Pedagogy, with responses from six contemplative professors, each from a different institutional and philosophical location. The respondents are founding members of the Contemplative Studies Consultation of the American Academy of Religion. The diversity of views expressed by the respondents invites the reader to see that there is no single theory or praxis of contemplative pedagogy. 相似文献