Integral Spirituality, Deep Science, and Ecological Awareness

There is a growing understanding that addressing the global crisis facing humanity will require new methods for knowing, understanding, and valuing the world. Narrow, disciplinary, and reductionist perceptions of reality are proving inadequate for addressing the complex, interconnected problems of the current age. The pervasive Cartesian worldview, which is based on the metaphor of the universe as a machine, promotes fragmentation in our thinking and our perception of the cosmos. This divisive, compartmentalized thinking fosters alienation and self‐focused behavior. I aim to show in this essay that healing the fragmentation that is at the root of the current world crises requires an integrated epistemology that embraces both the rational knowledge of scientific empiricism and the inner knowledge of spiritual experience. This “deep science” transcends the illusion of separateness to discern the unity, the unbroken wholeness, that underlies the diverse forms of the universe. Our perception of connectedness, of our integral place in the web of life, emerges as an attribute of our connection with the eternal, beatific source of all existence. This awakened spiritual vision “widens our circle of understanding and compassion, to embrace all living creatures in the whole of nature” (Einstein, quoted in Goldstein [1976] 1987). Our behavior, as it emerges naturally out of our perception of the sacredness of the natural world, will naturally embody love and respect for all life forms. This vision promotes the healing of our long‐standing alienation from the natural world and offers hope for renewal in the midst of widespread cultural deterioration and environmental destruction.     

儿童科学概念的认知发展

综述了作者在儿童科学概念认知领域的研究,其中包括儿童的朴素生物学、朴素物理学认知及其与心理理论发展关系的研究。作者研究了儿童在生命科学领域的自发概念,包括对生长、衰老、疾病和死亡等生命现象的认知,探查儿童对日常生活中物理学概念（如力等）的朴素认知,力图发现儿童早期认知中的潜力,同时探明他们相应的错误概念,并采用教育干预实验,促进儿童科学概念的转化。还探查影响儿童科学概念发展的因素,包括外部教育条件以及个体认知能力（如心理理论发展水平,推理能力等）。研究发现,儿童在接受正规的科学教育前就对人类重要的科学领域形成了自己的“朴素理论”,他们用这种理论来解释现实世界的现象。作者主张儿童的科学教育（包括健康教育）应该以儿童的“朴素理论”为基础,从而真正做到因材施教     

儿童朴素物理学的错误概念及影响概念转换的因素

建构主义的学习观认为,新知识的学习总是建立在旧知识的基础上,新旧知识经验进行双向交流。儿童在日常生活中形成的自发概念是科学学习的重要基础,而其中与基本科学理论不一致的错误概念阻碍了学习过程。该文概述了儿童朴素物理学的错误概念研究,探讨自发概念的结构及其争论,并总结了影响概念转换的重要因素,包括认知冲突感,元认知和动机因素,认识论信念因素等     

A RELATIVISTIC ESCHATOLOGY: TIME,ETERNITY, AND ESCHATOLOGY IN LIGHT OF THE PHYSICS OF RELATIVITY

Unique epistemological challenges arise whenever one embarks on the critical and self‐critical reflection of the nature of time and the end of time. I attempt to construct my preference for an eschatological distinction between time and eternity from within a middle way, avoiding both the hubris that claims complete comprehension and the resignation that concedes readily to know nothing. Surveying the history of reflection on this multifaceted question of time, with its ephemeral and everlasting dimensions, I argue that the eschatological interplay between the “already” and the “not yet” has much to offer: promise for the religion‐science dialogue as well as hope for humanity, especially for those on society's bleakest edges. But understandings of time, to be authentically theological, must be also informed by cosmology and the physics of relativity. My proposal seeks to respect the theological and scientific interpretations of the nature of time, serving the ongoing, creative interaction of these disciplines. Between physics and theology I identify four formal differences in analyzing eschatology, all grounded in the one fundamental difference between extrapolation and promise. Discussion of what I term deficits in both the scientific and theological approaches leads to further examination of the complex relationship between time and eternity. I distinguish three models of such relationships, which I label the ontological, the quantitative, and the eschatological distinction between time and eternity. Because of the way it embraces a multiplicity of times, especially relating to the culmination and the consummation of creation, I opt for the eschatological model. The eschatological disruption of linear chronology relates well to relativ‐istic physics: This model is open, dynamic, and relational, and it may add a new aspect to the debate over the block universe.     

The Need for a Revolution in the Philosophy of Science

There is a need to bring about a revolution in the philosophy of science, interpreted to be both the academic discipline, and the official view of the aims and methods of science upheld by the scientific community. At present both are dominated by the view that in science theories are chosen on the basis of empirical considerations alone, nothing being permanently accepted as a part of scientific knowledge independently of evidence. Biasing choice of theory in the direction of simplicity, unity or explanatory power does not permanently commit science to the thesis that nature is simple or unified. This current ‘paradigm’ is, I argue, untenable. We need a new paradigm, which acknowledges that science makes a hierarchy of metaphysical assumptions concerning the comprehensibility and knowability of the universe, theories being chosen partly on the basis of compatibility with these assumptions. Eleven arguments are given for favouring this new ‘paradigm’ over the current one. This revised version was published online in August 2006 with corrections to the Cover Date.     

高中生物理问题解决中自我监控能力的结构

在前人研究的基础上,以314名高中学生为被试,对物理学科问题解决自我监控能力的结构进行研究.结果表明,物理学科问题解决自我监控能力的五成分模型更为合理,与其它可能的模型相比,五成分模型的GFI最高,为085,χ²/df最小,为170.从物理解题过程来看,其物理问题解决自我监控能力由计划、调节、监察、检验和反思等五个方面的因素组成.     

A New Task for Philosophy of Science

This paper argues that we philosophers of science have before us an important new task that we urgently need to take up. It is to convince the scientific community to adopt and implement a new philosophy of science that does better justice to the deeply problematic basic intellectual aims of science than that which we have at present. Problematic aims evolve with evolving knowledge, that part of philosophy of science concerned with aims and methods thus becoming an integral part of science itself. The outcome of putting this new philosophy into scientific practice would be a new kind of science, both more intellectually rigorous and one that does better justice to the best interests of humanity.     

Representational Momentum Beyond Internalized Physics

Abstract— Prediction of future motion is necessary in order to successfully deal with moving objects. Implicit measures have been used to evaluate the sources of information used in this task. For instance, observers may be asked to localize the final position of a moving target. Judgments have been found to be displaced in the direction of motion (forward displacement), suggesting that observers have internalized a mental analogue of physical momentum. However, more recent studies have shown that forward displacement may not be caused by cognitive mechanisms alone. Rather, predictive mechanisms at the perceptual and motor levels may contribute to the forward error. Supporting the notion that mechanisms of anticipation may be embodied, the forward error was found to depend on the execution of eye and pointing movements. Also, forward displacement depended on the motion type that was presented (smooth vs. jerky or implied), which suggests that attention moves to the next expected target position to facilitate responses to this position.     

生命是什么:一个基于新物理学原理的回答

生命本质问题是生物学、哲学、物理学等各领域科学工作者共同关心的问题.回顾人们对生命本质问题的认识历程,依据一个新的物理学原理(最大流原理),尝试给出生命的新定义.     

On what people know about images on mirrors

As observed by Gombrich [Gombrich, E. H. (1960). Art and illusion. Oxford: Phaidon Press], we confirm that most people are unaware of the size of their own image on mirrors. Specifically we have documented the knowledge that people have of the size of their own head and of the size of the mirror image of their own head. In addition we have explored naive beliefs about how the size of mirror images changes with distance. The main pattern of findings is consistent with a focus on target distance and a difficulty in factoring the observer's vantage point correctly when people reason about the problem. The issue of information about vantage point is discussed in relation to other literatures.