隐性知识的具身机制、转化与管理

隐性知识是知识经济时代的发展关键,在多个学科的知识体系中占有重要位置。由于隐性知识有内隐表征、主观经验和情境性等多种跨层属性,导致管理学、体育学等学科面临隐性知识转化与管理的难题。隐性知识本质上是具身性的,身体经验与情境的互动为个体在知识系统中归纳与形成隐性知识提供了基础。隐性知识的提取与应用机制为组织对隐性知识的转化与管理提供了桥梁,而隐性知识的具身机制是其提取与应用的依据。本文将基于具身认知理论,结合多个学科的研究证据,对不同情境下的隐性知识提取与应用机制进行分析,旨在梳理出隐性知识的具身机制,并针对隐性知识的未来研究、转化与管理提出建议。     

从《阿含经》看释迦牟尼的商业思想

<阿含经>为原始佛教、部派佛教所公认的根本佛法,其中包含了大量释迦对商人的说法,从中可看出释迦商业思想的主要特点是以因缘果报为中心,既重视经济发达,又提倡超越财利;既崇尚积累财富,又要勤俭节用;虽提倡自己勤俭又号召不吝惜地布施众生、慈悲利他.     

用转化思维指导中西医治疗子宫内膜异位症

子宫内膜异位症为育龄妇女常见疑难疾病.本文在临床实践中,先分析目前中西医各自相关理论的局限,再分别采用对方的理论视角审视己方的观察结果,得出结论认为病因病机是机体全身适应性降低导致自身原有的生理因子表现为病理作用,在生殖系统即为内膜异位的各种病症,治疗原则均不应是单单拮抗相关的病理因子,而应该调和包括雌激素在内的各种因子以增强机体的适应能力,进而设计个体化的中西药治疗方案,进行分阶段、恢复生理节律为目的,精确调理生殖激素的治疗.     

累积情境风险与职业女性自杀意念的关系：有中介的调节模型*

采用自编基本情况问卷、紧张性生活事件评定量表、社会支持评定量表、工作家庭冲突量表、坚韧性人格量表、心理痛楚量表和Beck自杀意念量表中文版对广东、河南、天津、北京等地的1092名职业女性进行调查,建立有中介的调节模型,考察坚韧性人格对累积情境风险与职业女性自杀意念关系的调节效应,以及心理痛楚在该调节模型中的中介效应。结果表明：（1）累积情境风险可正向预测职业女性的自杀意念;（2）坚韧性人格对累积情境风险和职业女性自杀意念之间的关系具有调节效应;（3）该调节效应以心理痛楚为完全中介,即,心理痛楚是坚韧性人格调节累积情境风险和职业女性自杀意念关系的中介变量。     

Working for the Hierarchical System: The Role of Meritocratic Ideology in the Endorsement of Corruption

Corruption has a wide range of corrosive effects on societies, but it is widespread throughout the world. There is a question, however, as to whether corruption is endorsed as an outcome of a legitimate hierarchy and meritocracy. To address this issue, the present study examines the associations between meritocratic ideology and the indicators of corruption by performing two empirical studies with correlational and experimental designs. In Study 1, all variables were measured with scales, and the results demonstrated that meritocratic ideologies were negatively associated with corruption perception but positively associated with corrupt intention. In Study 2, meritocratic ideology was manipulated, and the results demonstrated that compared with the low meritocratic‐ideology condition, the participants primed by the high meritocratic‐ideology condition reported a lower corruption perception but higher corrupt intention. In both studies, the findings suggest that the meritocratic ideology that motivates people to maintain and bolster the current hierarchical structure and meritocracy leads to the endorsement of corruption. The present study explores the roles of meritocratic ideology in the perception and intention of corruption, extends the scope of the predictive power of system justification theory to corruption beyond mere injustice‐related aspects of disadvantage, and also provides suggestions for interpreting and fighting against corruption.     

Liberal Nationalism and Cosmopolitan Justice

Many liberals have argued that a cosmopolitan perspective on global justice follows from the basic liberal principles of justice. Yet, increasingly, it is also said that intrinsic to liberalism is a doctrine of nationalism. This raises a potential problem for the liberal defense of cosmopolitan justice as it is commonly believed that nationalism and cosmopolitanism are conflicting ideals. If this is correct, there appears to be a serious tension within liberal philosophy itself, between its cosmopolitan aspiration on the one hand, and its nationalist agenda on the other. I argue, however, that this alleged conflict between liberal nationalism and cosmopolitan liberalism disappears once we get clear on the scope and goals of cosmopolitan justice and the parameters of liberal nationalism. Liberal nationalism and cosmopolitan global justice, properly understood, are mutually compatible ideals.     

具身框架下的自我研究

具身认知理论主张自我认知是机体与环境的互动过程,基于具身认知的身体生物学特点、活动特征及自我身体表征等方面的实证性研究,不断明晰了自我经验中具身的重要作用.这些研究弥补了传统心理学关于自我-世界之间身心交互性研究的不足.具身认知作为自我认知的一种新兴解释视角,在自我研究上存在一些局限性,主要涉及具身化的对称性、双向性、自动化,以及自我研究的定性等问题.自我的具身研究应结合建构水平理论和隐喻理论来思考认知加工机制问题,并吸纳进化动机以及文化假说等观点的解释力度.     

Singaporean education students' perceptions of knowledge and skills as important for teachers

This paper examined perceptions of knowledge and skills important for teachers of 353 Singaporean undergraduate students. They rated higher teaching and nurturing skills and gave moderate ratings to theoretical knowledge and research skills. There is a need to raise teachers' awareness of educational research and theoretical innovation for classroom practice.