Abstract. The relation of religion and science is presented in terms of the interrelationship of domains generated within a reflexive real world concept by status assignment. The domain of religion is articulated by the concepts of ultimacy, totality, and eternity, which are boundary conditions on all status assignments. The domain of science is a status assignment, that of determining the facts and constraints of the real world, and is articulated by the concepts of empiricism, objectivity, and order. The interrelationship of domains is illustrated by examining the concepts of order, disorder, entropy, evil, freedom, creation, and resurrection. 相似文献
The comprehension of sentences with “because” or “if” was investigated in children aged 2;9–11;11. Imitation, comprehension (choosing one of two picture sequences to go with a sentence), recognition (judging sentences with connective or structure differences as heard before or not), and synonymy (judging equivalence of meaning in sentences with different connectives or structures) tasks were administered, along with logical ordering, reversibility, and classification tasks. Above-chance responding in the comprehension task occurred by age 8, and in recognition and synonymy by age 10. Cognitive performance predicted 28.4% of the variance in the linguistic scores and cognitive success was concurrent with or preceded linguistic success. Comprehension of “because” and “if” appears to develop gradually, and is related to the development of certain operative rules. 相似文献
In both popular culture and academic disciplines, feminism, especially feminisms of women of color, is increasing in popularity. But with that popularity comes certain challenges. It would seem that, due to its popularity, Black feminism has gained a nominal invite to professional philosophy’s (largely) white school social affair. But it has been invited by hosts who don’t quite know what to do with Black feminism once it’s arrived. 相似文献
Parents’ sense of community (SOC) may ease the impact of neighborhood risk on children’s outcomes, but not all parents feel part of a trusted community. In this study, we examined whether parents’ ratings of neighborhood risk and interpersonal support were related to their SOC, and whether interpersonal support moderated the relationship between neighborhood risk and parents’ SOC. Participants included 161 parents (M?=?40.25 years; 92.3% female) of minor children who were enrolled in youth mentoring programs. Results indicated that greater interpersonal support and less neighborhood risk was associated with parents’ SOC. Post-hoc analyses showed that living in a neighborhood with gangs and illegal drugs, but not residential instability or living in public housing, was a salient risk factor for lower SOC. Contrary to our prediction, interpersonal support did not moderate the link between neighborhood risk and parents’ SOC. These findings may inform interventions designed to bolster parents’ connectedness to community and ability to promote children’s positive development.
Much coping research has been conducted comparing members of different ethnic groups using discrete racial classifications. However, the past two decades have seen the construct of ethnicity evolve into a complex variable that must be assessed in a more comprehensive way. This study explored how ethnicity, a discrete variable, and the continuous variables of a person's ethnic identity and self-construal contribute to the use of particular coping strategies across various situations. One hundred twelve seventh graders (67 African Americans and 45 Caucasian Americans) from three suburban middle schools completed questionnaires assessing ethnic identity, self-construal, and coping strategies for medical, test, and social criticism stressors. Results supported the hypothesis that ethnicity as a discrete variable is not associated with coping, but that ethnic identity and self-construal are. It was also found that high scores on the ethnic identity and self-construal scales were indicative of more positive psychological adjustment. Implications for future research and methodological considerations are discussed. 相似文献
When an attitude changes from A1 to A2, what happens to A1? Most theories assume, at least implicitly, that the new attitude replaces the former one. The authors argue that a new attitude can override, but not replace, the old one, resulting in dual attitudes. Dual attitudes are defined as different evaluations of the same attitude object: an automatic, implicit attitude and an explicit attitude. The attitude that people endorse depends on whether they have the cognitive capacity to retrieve the explicit attitude and whether this overrides their implicit attitude. A number of literatures consistent with these hypotheses are reviewed, and the implications of the dual-attitude model for attitude theory and measurement are discussed. For example, by including only explicit measures, previous studies may have exaggerated the ease with which people change their attitudes. Even if an explicit attitude changes, an implicit attitude can remain the same. 相似文献