Hermann Hesse and the Daodejing on the Wu 無 and You 有 of Sage-Leaders

Hermann Hesse (1877–1962), the poet, novelist, man of letters, and painter, created characters who, like the Daoist sages, had many paradoxical characteristics. Some of Hesse’s characters manage their paradoxical natures well and, like the balanced sages, are able to be simultaneously changing yet stable, full of life but also empty, in unison with nature and the social world. Centered between interchanging extremes, these balanced individuals are carefree yet self-controlled, efficacious in their work yet seemingly inactive, and successful in sustaining leadership and power yet humble and non-obtrusive. These sage-like individuals, the ideal leaders presented in the Daodejing 道德經, will be the focus of this essay. Specifically, I will focus on the Daoist “hub and wheel” analogy, the concepts of wu 無 and you 有, absence and presence respectively, which are extremely important in order to understand the influence of Daoist philosophy on Hesse’s literary examples of sage-leadership.     

Life satisfaction,ethical reflection,and the science of happiness

Life satisfaction is widely considered to be a central aspect of human welfare. Many have identified happiness with it, and some maintain that well-being consists largely or wholly in being satisfied with one’s life. Empirical research on well-being relies heavily on life satisfaction studies. The paper contends that life satisfaction attitudes are less important, and matter for different reasons, than is widely believed.] For such attitudes are appropriately governed by ethical norms and are perspectival in ways that make the relationship between life satisfaction and welfare far more convoluted than we tend to expect. And the common identification of life satisfaction with happiness, as well as widespread views about the centrality of life satisfaction for well-being, are problematical at best. The argument also reveals an unexpected way in which philosophical ethics can inform scientific psychology: specifically, ethical reflection can help explain empirical results insofar as they depend on people’s values.     

Personality and the coherence of psychotherapy narratives

The stories people construct about themselves and their social worlds are key aspects of their identities [Bruner, J. S. (1990). Acts of meaning. Cambridge, MA: Harvard University Press; McAdams, D. P. (2001). The psychology of life stories. Review of General Psychology, 5, 100–122]. Whereas certain expected life experiences (e.g., leaving home, getting a job) may be relatively easy to narrate, more unexpected and difficult events, such as undergoing psychotherapy, may pose a challenge to successful narration. Yet it is especially important to successfully narrate one’s experience in psychotherapy in order to maintain the gains from treatment [Frank, J. D. (1961). Persuasion and healing: A comprehensive study of psychotherapy. Baltimore, MD: Johns Hopkins University Press; Spence, D. P. (1982). Narrative truth and historical truth: Meaning and interpretation in psychoanalysis. New York: W.W. Norton]. The present study collected psychotherapy narratives from 76 adult former clients and coded them for the fundamental story criterion of coherence [Baerger, D. R., & McAdams, D. P. (1999). Life story coherence and its relation to psychological well-being. Narrative Inquiry, 9, 69–96]. Former clients that were high in trait Openness to experience and those at higher stages of ego development told more coherent stories about therapy. The relationship between ego development and narrative coherence remained significant even when controlling for Openness. The findings suggest that high ego development may provide narrators with the kind of sophisticated frameworks for meaning-making that are especially well-suited for the important task of making good sense of psychotherapy.     

小学生对无性别事物的性别编码

采用拟人化配声和对形容词进行性别倾向评定的方法,对小学生对无性别事物的性别编码进行了研究。结果表明：（1）小学生对无性别事物存在着性别编码倾向,而且相当稳定。这种倾向一年级时已经基本形成,传统文化和生活经验会加强这种倾向。（2）小学生对无性别事物的性别编码总体趋势一致,但也存在一定的年级差异。随年级增长,将雌性倾向事物划分为女性的比率在增长,将雄性倾向事物划分为男性的比率也在增长。（3）小学生对无性别事物的性别编码也具有性别差异。男生和女生存在以自身性别为中心的倾向。男生更多地看到中性事物的男性特征,女生更多地注意到中性事物的女性特征。与男生相比,女生性别编码的倾向更强些。     

Using animals for the training of physicians and surgeons

It is argued that cultural attitudes of a speciesist nature are background to the current practice of animal use in teaching medical students and residents. The scope of this activity is estimated, and educational theory is enlisted to suggest that many assumptions about the effectiveness of the practice are not valid. An assessment of one course used for ob-gyn training is presented. Since it is clear that animal suffering should be avoided when possible, the case is made that alternatives to animals may be used to replace animal use in much of current medical education. Medical educators should routinely question and offer adequate justification for any use of animals in medical education.     

Attitudinal and Normative Factors as Determinants of Gay Men's Intentions to Perform AIDS-Related Sexual Behaviors: A Multisite Analysis1

The purpose of this study was to test the applicability of the theory of reasoned action as a basis for understanding and predicting gay men's intentions to perform AIDS-related sexual behaviors. A total of 314 self-identified gay or bisexual men from Seattle, Denver, and Albany participated in the study. They were asked to indicate their intentions to perform 15 specific sexual behaviors chosen to represent different degrees of risk of contracting AIDS or other sexually transmitted diseases. In addition, they were asked to respond to items measuring the attitudinal and normative considerations regarding each behavior. As expected, the results showed that the gay men's intentions were significantly predicted by the two factors. More interesting, it was found that, although attitudes are consistently the more important determinants of intentions for all the respondents, the importance of normative considerations varies across cities. This difference in normative considerations is interpreted in light of the differences in the structure of the three gay communities. Implications for designing sample-specific intervention programs are discussed.     

Coping Strategies,Substance Use,Sexual Activity,and HIV Sexual Risks in a Sample of Gay Male STD Patients1

The relationships of coping strategies with levels of substance use and sexual activity, and with HIV sexual risks, are examined in a sample of gay male STD clinic patients (n = 416). Previous research has suggested that use of problem-focused coping strategies should be negatively related to levels of substance use, levels of sexual activity, and HIV sexual risks; use of emotion-focused coping strategies should be positively related to these outcomes. It is argued that substance use and sexual activity clearly fit within a coping perspective, but that the HIV sexual risks/coping relationship is less clear. In multivariate analysis, the problem-focused strategy of advice seeking is negatively related to the number of types of drugs used and to the number of sexual partners; the problem-focused strategy of support seeking is negatively related to the number of days using drugs; and the use of emotion-focused strategies is positively related to the number of types of drugs used. Problem-focused coping strategies are less directly related to engaging in HIV sexual risks when measures of substance use and of sexual activity are included in the prediction; emotion-focused coping strategies are more stably related to HIV risk. Indirect effects of coping on HIV risk are also identified through the effects of coping on the number of types of drugs used, number of sex partners, and number of times having sex. It is proposed that the relationships between coping and levels of substance use and sexual activity reflect the use of these activities as ways of relieving strain, but that relationships between coping and HIV sexual risks involve less clearly understood direct and indirect relationships.     

Multivariate analysis of the interaction of person,situation and response variables in situation-specific interpersonal behavior

This study attempted to use multivariate statistical methodology to empirically derive and define person, situation and response variables which interact in determining situation-specific behavior of college students, and to clarify the nature of the interaction of those variables. A variant of principal components analysis was used to derive reliable dimensions of persons and situations underlying situation-specific self-reported response. These dimensions appeared to correspond to clusters of grossly similar situations. An attempt to define the derived dimensions using measures based on Murray needs did not provide clear-cut, quantitative definitions. The solution derived using the principal components procedure was found to have validity in terms of predicting overt behavior in a contrived situation. Results were interpreted as being supportive of the principal components technique as a method for deriving determinants of situation-specific behavior, but the need for new technology for defining those dimensions was commented upon.     

GENERALIZATION OF VERBAL CONDITIONING TO VERBAL AND NONVERBAL BEHAVIOR: GROUP THERAPY WITH CHRONIC PSYCHIATRIC PATIENTS1

Twelve chronic hospitalized female patients received token reinforcement contingent on two separate classes of verbalizations: (a) positive statements about optional activities available in the hospital setting, and (b) positive statements about people. Cross-class generalization of reinforced verbal responses about activities to overt behavior was tested by actual participation in activities; within-class generalization of verbal responses about people to verbalizations in another stimulus setting was assessed in a structured interview situation. A multiple baseline design with contingency reversals was employed to demonstrate experimental control of both classes of verbalizations in the group sessions. Positive statements about activities generalized to actual participation in activities, while generalization of positive statements about people to verbalization in the extra-group setting did not occur.