民族本质论对跨民族交往的影响——以中国内地的藏族大学生为例

本研究以中国内地的藏族大学生为例,通过两个研究探讨了民族本质论对跨民族交往的影响。研究一通过相关研究发现,民族本质论与接触数量、接触质量呈显著负相关,与民族间的社会距离呈显著正相关;研究二启动了民族本质论和民族建构论,结果发现,相比本质论启动条件,民族建构论启动条件下藏族大学生的跨汉民族交往意愿较高。本研究说明,民族本质论是影响跨民族交往的重要因素,加强民族的社会建构论是促进跨民族交往的重要举措。     

“Never known as anything but an absence,I dare not name him as god:” queer theology and the via negativa

ABSTRACT

Farley draws a parallel between the philosophical anti-essentialism of queer theory and the theological anti-essentialism of apophatic theology. She argues that absolutizing interpretations of authority conspire with dogmatic theology to strip reality of its mystery and human beings of their dignity. Greater attention to anti-essentialist theology provides one strategy toward appreciation of plurality, not least queer embodiments of the human adventure.     

Gender and Science: Women Nobel Laureates

Women and their creativity are underrepresented in science. To date, few women have been awarded the Nobel Prize in science. Eleven female Nobel laureates in physics, chemistry and physiology/medicine between 1901 and 2006 were compared with 37 males who received the Nobel Prize in the same area one year prior and one year after the women. Data analyzed included birth order, marital status, children, awards (Fulbright, Rhodes, and number of honorary awards received), highest education level and Nobel mentor. Results indicated that female Nobel laureates were significantly less likely to marry and have children. When female laureates had children, they had significantly fewer children than male laureates. Female laureates also had fewer publications than their male counterparts. Our findings suggest that eminent women scientists tend to choose the pursuit of scientific discovery over starting families more often than eminent male scientists. More resources are needed in order to nurture and enhance the recruitment and retention of women in science, technology, engineering and mathematics (STEM).     

薛学潜易统计方程式推导存在的问题探讨

民国薛学潜先生作为科学易学的代表人物,打通了传统易学与西方现代科学的隔阂,建立了一个相对缜密的薛氏科学易体系。但由于受诸多因素制约,其推导仍有许多不足,甚至有对物理模型的模糊认识,导致了一些结论不能令人信服。本文以易统计方程式为例进行探讨,发现易统计方程式总摄三种物理统计有些牵强,其推导过程也颇有缺陷。     

Contemporary psychology and women: A gender analysis of the scientific production

Despite important advances made in recent decades, women are still underrepresented in science (less than 30% of authorships). This study presents a bibliometric analysis of all the Psychology articles published in 2009 included in the Web of Science database (Thomson Reuters) in order to examine the contribution of women in contemporary Psychology, their pattern of research collaboration, the scientific content and the scientific impact from a gender perspective. From a total of 90,067 authorships, gender could be identified in 74,413 (82.6%) of them, being 40,782 (54.8%) male authorships and 33,631 (45.2%) female authorships. These data corresponded to 24,477 (49.9%) individual men and 24,553 (50.1%) women, respectively. Therefore, Psychology presents gender parity in the number of authors, and a gender asymmetry in the number of authorships that it is much lower than in science in general and other specific scientific fields. In relative terms, women tend to be concentrated in the first position of the authorship by‐line and much less in the last (senior) position. This double pattern suggests that age probably plays a role in (partly) explaining the slight gender disparity of authorships.     

Gender Essentialism and Responses to Candidates’ Messages

People often form negative attitudes against those who deviate from gender norms. Within the political realm, this has the potential to translate into effects on perceptions of candidate likability and traits. Female candidates who tend to focus on issues stereotypically thought of as feminine are generally more positively evaluated than those who focus on stereotypically masculine domains. The current studies investigate whether these effects vary depending on the extent to which people endorse gender essentialism, which is the tendency to attribute gender differences to relatively more intrinsic, innate, and immutable factors versus believing that gender differences are largely due to cultural and learned factors. Current data with adults across two studies suggest a number of interesting findings: Evaluations of candidates depended on an interaction between respondents’ gender essentialism and whether or not the candidate’s message fit traditional stereotypes. In particular, high essentialist respondents felt significantly more negative toward male candidates with nonstereotypic messages.     

Beyond control of variables: What needs to develop to achieve skilled scientific thinking?

We identify three aspects of scientific thinking beyond the control-of-variables strategy that we claim are essential for students to master as a foundation for skilled scientific thinking. The first is strategic and involves the ability to coordinate effects of multiple causal influences on an outcome. The second is a mature understanding of the epistemological foundations of science, recognizing scientific knowledge as constructed by humans rather than simply discovered in the world. The third is the ability to engage in skilled argumentation in the scientific domain, with an appreciation of argumentation as entailing the coordination of theory and evidence. We present new empirical data with respect to the first two of these competencies, supporting the claim that they are not well developed by early adolescence and warrant attention and provision of effective kinds of scaffolding.     

Information becomes evidence when an explanation can incorporate it into a causal framework

Recognizing information as evidence is central to the development of scientific reasoning. When does information about an event come to be treated as evidence relevant to explaining the event? We asked whether this was increasingly likely to happen when an explanation becomes available that can incorporate both the event and the information into a single causal framework. In three studies, we presented participants with events for which there were two possible and plausible explanations (a baseline and one of two alternative explanations), as well as with two pieces of background information. While all explanations could account for the event, only one alternative explanation (the “target” explanation) could incorporate both the event and the background information into a single causal framework. The results indicated that information is more likely to be seen as evidentially relevant to an event when there is an explanation available that can accommodate both the event and the information into a single casual framework than when such an explanation is lacking. Furthermore, the presence of this information renders the target alternative increasingly plausible. That is, it is the interdependence of explanation or theory and evidence that allows us to realize that some information is likely to be evidential. However, for this to happen, the relation between explanation and information must be made salient, either by explicitly asking about it (as we did in Study 1) or by fleshing out the target explanation (as we did in Study 3).     

Supporting development of the epistemology of inquiry

A sixth-grade class investigated the ecologies of two local retention ponds over the course of one school year. In this context, instruction assisted development as students designed models of the pond in one-gallon jars and attempted to stabilize these jars in sustainable ecosystems that could be used to study questions about the ponds. Unintended outcomes (e.g., algal blooms, bacteria colonies) became opportunities to learn how aquatic systems function. Efforts to model aquatic functioning were complemented by weekly research meetings that served as a forum for conjecture and test of relations between evidence and questions. At the end of the year students responded to individual interviews about their understandings of ecology and research design, along with their beliefs about the epistemology of inquiry. Results suggest that participation in carefully crafted, extended investigations transformed students’ views of the goals and purposes of inquiry and of the nature of science.