On Not Teaching the History of Philosophy

Courses in the history of philosophy which exclude contributions made by women cannot legitimately claim to teach this history. This is true, not merely because those histories are incomplete, but rather because they give a biased account. 1 sketch the difficulties thus posed for the profession, and offer suggestions for developing a less biased, more accurate understanding of the history of philosophy.     

Should I Brag? Nature and Impact of Positive and Boastful Disclosures for Women and Men

What is the nature of a “positive” disclosure versus a “boastful” one? How are those who use these different types of disclosures differentially construed? A set of three studies was designed to investigate three general issues. Study 1 asked respondents to rate characters who disclosed in a boastful, positive, or negative fashion. Boasters and positive disclosers were viewed as more competent than negative disclosers, negative and positive disclosers were viewed as more socially sensitive than boasters, and positive disclosers were best liked. In Study 2, the gender of the target disclosing positively or boastfully was manipulated. Compared to the boaster, the positive discloser was rated as more socially involved and feminine (less masculine) but less competent. Polarized judgments were made by both genders. Study 3 had individuals generate “boasts” and “positive statements.” The few gender differences that emerged suggest that although females’ bragging strategies may be less extreme or extensive, it is only when gender information is known that the brags of men and women are differentially construed. The present work suggests that men and women, as perceivers, may differentially activate cognitive structures (involving social involvement and femininity, on one hand, and competence and masculinity, on the other) when evaluating men versus women. The nature of the communication itself (boasts being perceived as more masculine and positive disclosures as more feminine) may exacerbate such differential activation in the construction of “mental models” of another's communication.     

Toward an Interpersonal Model of Codependence and Contradependence

Codependence is used increasingly to describe various dysfunctional relationships. This article differentiates codependent from contradependent behavior and defines both in an interpersonal context. A model is proposed to address gender issues, diagnosis, and treatment from an emotional health perspective.     

香港中医执业资格考试之现况与改革建议

目前国家把中医药传承发展需要的中医临床合格人才作为中医执业资格考试的目的。通过香港、内地（大陆）与台湾三地执业资格考试现况的比较,从中医发展现况、国家中医人才需求及本地中医业界意见等入手探讨香港的中医执业资格考试制度。结论是因目前所需的中医人才在中医思维、经典与临床实践能力都有较高的要求,故执业资格考试亟需在目的、内容、方式、参加资格与课程要求等方面做相应改革,并结合有系统的中医人才培训计划及资历架构以提升中医专业素质,另建议设立“香港中医专业学院”以进行执业资格考试的相关改革事宜。

     

The Implicit Relationship Between Religious and Paranormal Constructs

Several decades worth of research have produced mixed results concerning the relationship between beliefs in religious and paranormal phenomena. While this previous work focused on the explicit measurement of these beliefs, these studies focused on a new level of analysis. Specifically, what is the implicit relationship between religious and paranormal constructs? In Study 1, participants completed a version of the Implicit Association Test (IAT) to assess the association between religious and paranormal stimuli, as well as completed measures of religiosity and paranormal belief. Results supported an association between these constructs that was moderated by intrinsic religiosity and faith in science. Study 2 again provided evidence for an association while addressing a methodological concern regarding the IAT. The results are discussed in their impact on the understanding of the cognitive representation of religious and paranormal constructs and the respective belief systems.