儒家文化对当前中国心理健康服务实践的影响

心理健康服务是以心理学的理论和方法为主导来维护与促进人们心理健康的活动。它与个人的心理因素和社会文化因素有必然联系, 中国心理健康服务植根于中国文化的土壤之中, 它本身就是文化的产物。而儒家文化作为中国社会的主流文化, 它在中国心理健康服务过程中具有表征、构建、指导、唤起功能; 对心理健康服务者和被服务者的人格、应对方式以及服务态度和行为产生直接和间接影响。中国心理健康服务模式与儒家文化传统的关系问题实际上涉及的是心理健康服务与文化的普遍性与特殊性问题。构建适合中国文化土壤的心理健康服务体系需要研究儒家文化传统对心理健康服务模式的观念、理论及实践操作层面的作用和影响。     

Intuitions,Biases, and Extra-Wide Reflective Equilibrium

It seems that intuitions are indispensable in philosophical theorizing. Yet, there is evidence that our intuitions are heavily influenced by biases. This generates a puzzle: we must use our intuitions, but we seemingly cannot fully trust those very intuitions. This paper develops a methodology for philosophical theorizing that attempts to avoid this puzzle. Specifically, it develops and defends a methodology it calls Extra-Wide Reflective Equilibrium. It argues that this method allows us to use intuitions, while also providing a mechanism to check the influence of bias on our intuitions. In section 1, it defends the claim that intuitions are indispensable in philosophical theorizing. In section 2, it outlines recent arguments against the reliability of intuitions. In section 3, it explains and defends its account of Extra-Wide Reflective Equilibrium.     

Nohl, Durkheim, and Mead: Three Different Types of "History of Education"

Historiography of education is not only a question of construction but also of selection. In 19th century history of education was typically a genre of great educators, mostly male and only marginally female. This construct is influential up to now, at least in popular contexts of educational reasoning. The article discusses in the introductory section problems of selection of names and meanings within history of education, and then three types of historiographical writing that are not only concerned with great educators but have larger Philosophical impact. The first type is Herman Nohls history of German progressive education, the second one is Emile Durkheims history of Higher Education in France, and the third one is George Herbert Meads Movements of Thought in 19th Century. The article compares them and discusses their implications for further development of historical writing in education.     

Ethnography in Community Psychology: Promises and Tensions

Community psychology recognizes the need for research methods that illuminate context, culture, diversity, and process. One such method, ethnography, has crossed into multiple disciplines from anthropology, and indeed, community psychologists are becoming community ethnographers. Ethnographic work stands at the intersection of bridging universal questions with the particularities of people and groups bounded in time, geographic location, and social location. Ethnography is thus historical and deeply contextual, enabling a rich, in-depth understanding of communities that is aligned with the values and goals of community psychology. The purpose of this paper is to elucidate the potential of ethnography for community psychology and to encourage its use within the field as a method to capture culture and context, to document process, and to reveal how social change and action occur within and through communities. We discuss the method of ethnography, draw connections to community psychology values and goals, and identify tensions from our experiences doing ethnography. Overall, we assert that ethnography is a method that resonates with community psychology and present this paper as a resource for those interested in using this method in their research or community activism.     

The Philosophical Role of Illness

This article examines the philosophical role of illness. It briefly surveys the philosophical role accorded to illness in the history of philosophy and explains why illness merits such a role. It suggests that illness modifies, and thus sheds light on, normal experience, revealing its ordinary and therefore overlooked structure. Illness also provides an opportunity for reflection by performing a kind of suspension (epoché) of previously held beliefs, including tacit beliefs. The article argues that these characteristics warrant a philosophical role for illness. While the performance of most philosophical procedures is volitional and theoretical, however, illness is uninvited and threatening, throwing the ill person into anxiety and uncertainty. As such it can be viewed as a radical philosophical motivation that can profoundly alter our outlook. The article suggests that illness can change the ways in which we philosophise: it may shape philosophical methods and concerns and change one's sense of salience and conception of philosophy.     

Scientific misconduct and science ethics: a case study based approach

The Schön misconduct case has been widely publicized in the media and has sparked intense discussions within and outside the scientific community about general issues of science ethics. This paper analyses the Report of the official Committee charged with the investigation in order to show that what at first seems to be a quite uncontroversial case, turns out to be an accumulation of many interesting and non-trivial questions (of both ethical and philosophical interest). In particular, the paper intends to show that daily scientific practices are structurally permeated by chronic problems; this has serious consequences for how practicing scientists assess their work in general, and scientific misconduct in particular. A philosophical approach is proposed that sees scientific method and scientific ethics as inextricably interwoven. Furthermore, the paper intends to show that the definition of co-authorship that the members of the Committee use, although perhaps clear in theory, proves highly problematic in practice and raises more questions that it answers. A final plea is made for a more self-reflecting attitude of scientists as far as the moral and methodological profile of science is concerned as a key element for improving not only their scientific achievements, but also their assessment of problematic cases.     

"形而上"与"形而下"的近代分离--《易》与经学时代中国学者的学术兴趣

近代科学在欧洲的产生,乃得益于"文艺复兴"以来欧洲学术上"形而上"与"形而下"的大规模分离.而汉以来"独尊儒术"的实现,<易>作为儒家主要经籍以其"仰观天文,俯察地理,中知人事"的宏大叙事与终极关怀,影响了经学时代中国学者的学术兴趣,导致他们将绝大多数精力投入到了以史学为主的"人事"中而非自然事物的研究对象与形而下的研究路径.两个相对独立的历史进程与历史体系或无何可比性:近代科学在欧洲产生只有在产生近代科学的欧洲自我历史进程与历史体系中才能得到解释,中国没有产生近代科学亦复如此.至于将中国科学落后的原由单一性地归结于<易>或儒家经学,这未必符合历史的因果真相与思维的有效推理.     

Greatness and misery in the teaching of the psychology of learning

Overshadowed by more popular disciplines, the study of learning seems to have lost its prominent place in the undergraduate psychology curriculum. In the first part of this essay, we argue that one reason for this state of affairs is the current content of psychology of learning courses, namely, its disproportionate emphasis on facts, procedures, and everyday examples at the expense of functional and conceptual investigations. In the second part of the essay, we outline an alternative approach to the teaching of learning, one that emphasizes basic contents such as the conceptualization of learning as a biological adaptation or the study of temporal regulation, critical methodological issues such as the logic of experimental designs or the difficulties of measuring behavior, and broad epistemological problems such as the role of hypothetical constructs, the advantages of quantitative reasoning, or the origins of knowledge and its integration. By using learning as a means towards more fundamental ends, the splendor of the discipline and its prominent place in the undergraduate curriculum may be restored.