卢森堡理解资本主义现代形态的模式创新及其哲学意蕴

罗莎·卢森堡在<资本积累论>(1913)中提出了资本积累必须以非资本主义环境为前提、资本主义的现代形态是"资本积累的世界竞争阶段"和"最后阶段"的理论.这一理论的依据在于"资本积累不能在纯粹的资本主义社会内部实现"的论断.尽管卢森堡否定马克思的社会资本扩大再生产图式、重新建构资本积累模型的理论尝试是错误的,但是她对资本主义横向扩展的研究,特别是她强调资本主义"通过排挤落后的生产形态而发展"的新观点,在全球化资本主义不断扩展的今天仍然具有十分重要的理论价值和实践意义.就哲学方法论而言,卢森堡的"资本积累论"成为"西方马克思主义"的"总体性"思想的来源之一.     

略谈能海法师在五台山藏传佛教发展史上的贡献

能海法师是近现代藏传佛教高僧,弘法四十余年,重新将藏传佛教弘传内地,期间与五台山结下不解之缘,为五台山藏传佛教的复兴和发展做出巨大贡献,目前五台山藏传佛教寺院大多受其影响.     

家庭暴力与中学生心理素质的相关研究

使用家庭暴力量表和中学生心理素质量表对广州市403名中学生进行测试,探索家庭暴力(包括肢体暴力、言语暴力、冷暴力)与中学生心理素质的关系。结果表明:家庭暴力是普遍存在的,对中学生心理素质的影响较大;家庭暴力的严重程度为冷暴力>言语暴力>肢体暴力;三种暴力与心理素质呈显著负相关,其中冷暴力对心理素质有更强的预测力,它具有较大的隐藏性和更多的伤害性,更应该引起重视。     

先秦儒家义利观及其当代价值

以孔子、孟子、荀子为代表的先秦儒家,主张“义以为上”、“见利思义”、“义利两有”,是我国传统伦理思想的重要组成部分,对于塑造中华民族精神产生过重要影响。在构建社会主义和谐社会过程中,坚持义与利的辩证统一,对于弘扬以“八荣八耻”为主要内容的社会主义荣辱观,促进精神文明与物质文明协调发展,维护社会稳定必将产生积极作用。     

The contribution of the Responsive Classroom Approach on children's academic achievement: Results from a three year longitudinal study

This paper reports the results of a quasi-experimental study on the contribution of the Responsive Classroom (RC) Approach to elementary school children's reading and math performance over one-, two-, and three-year periods. All children enrolled in six schools (3 intervention and 3 control schools in a single district) were the participants in the study. Children's test scores in math and reading were used as outcomes, and data on treatment fidelity were used to describe differences in use of RC practices between intervention and control schools. Findings showed that, after controlling for poverty and test scores from previous years, the RC Approach contributed to the gains in both reading and math, with math showing greater difference between the intervention and control schools. The contribution of the RC Approach appeared to be greater over a three-year period than over a one or two-year period. These findings provide early evidence for the positive contribution of the RC Approach to gains in academic achievement.     

新颖寻求特质对药物成瘾易感性的影响及其机制

新颖寻求特质是个体对新颖刺激或潜在的奖赏线索表现出愉悦或兴奋的先天倾向, 并且这种先天倾向会导致个体为寻求潜在的奖赏进行频繁的探索性活动。众多研究表明, 新颖寻求水平高的个体药物成瘾易感性高。多巴胺、5-羟色胺、谷氨酸、γ-氨基丁酸、胆囊收缩素、成纤维细胞生长因子及皮质酮可能参与了新颖寻求特质影响药物成瘾易感性的过程。未来, 仍需对新颖寻求特质影响药物成瘾易感性的神经生物学机制进行深入研究。     

顾客参与内容创造的个体心理和群体创造机制

顾客参与内容创造是顾客创造媒体(consumer-generated media, CGM)发展的基石, 对互联网企业和传统企业的发展影响巨大而深远。CGM研究刚刚起步, 顾客参与创造的研究有限, 而为数不多的群体创造多针对组织、团队, 针对顾客群体的甚少。针对蓬勃发展的CGM中顾客参与内容创造的个体研究和群体研究都很缺乏。研究试图在相关研究基础上, 从顾客视角, 使用动机理论、情绪理论、个体创造力和群体创造理论, 科学采用实验、社会网络分析和调查等多种方法, 并尝试采用心理学仪器(如近红外等)采集客观数据, 对CGM中顾客参与内容创造的个体心理反应、群体创造过程、群体创造方式和环境机制进行深入探索。预期成果将有助于互联网企业建立科学的用户参与网络机制以提高竞争力, 有助于传统企业更有效的利用顾客参与进行营销推广、促进销售并建立持久的顾客关系。     

论心理契约的动态过程

本文对心理契约的形成、改变、破裂和补救的动态过程的研究现状进行了综述和分析,特别就研究中有关心理契约的形成规律和补救方式方面存在的问题进行了分析,并针对如何结合我国国情开展深入的实证研究提出了建议。     

Magic Learning Pill: Ontological and Instrumental Learning in Order to Speed Up Education

The purpose of this research is to investigate the phenomenology of learning — people”s attitudes toward their learning experiences that have inherent worth in themselves (i.e., ontological learning) or have value outside of the learning itself (i.e., instrumental learning). In order to explore this topic, 58 participants from the U.S., Russia, and Brazil were interviewed with a central question derived from the science fiction writer Isaac Asimov’s short story “Profession”: whether participants would take a “Magic Learning Pill” (MLP) to avoid the process of learning, and instead magically acquire the knowledge. The MLP would guarantee the immediate learning by skipping the process of learning while achieving the same effect of gaining skills and knowledge. Almost all participants could think of some learning experiences for which they would take MLP and others for which they would not. Many participants would not take MLP for ontological learning, which is learning experiences that have inherent value for the people, while they would take MLP for instrumental learning, which is learning that mainly serves some other non-educational purposes. The main finding suggests that both instrumental and ontological types of learning are recognized by a wide range of people from diverse cultures as present and valued in their lives. This is especially significant in light of the overwhelmingly instrumental tone of public discourse about education. In the context of formal education, ontological learning was mentioned 35 times (28.0%) while instrumental learning was mentioned 74 times (60.2%). Although ontological learning was often mentioned as taking place outside of school, incorporating pedagogy supporting ontological learning at school deserves consideration.