普遍的正义如何可能——柏拉图正义论及发微

柏拉图试图解决正义是什么、正义如何可能和正义是何种价值这样一些根本问题 ,其提问题的方式、解决路径都是柏拉图式的。有借鉴意义的是正义植根于心灵深处的土壤以及社会供给正义的途径。实现正义是一个艰难且复杂的社会历史过程 ,推进民主进程、使正义理念扎根于民众的日常生活深处 ,相对正义的社会才会被建立起来 ,基于此种理念之上的用以保证、体现和实现正义的制度才会被设计出来。     

Types of Institutions as Patterns of Regulated Behaviour

Nowadays, neo-institutionalistic approaches are prominent in economics, political science, the science of public administration and sociology. There is a general complaint about the vagueness of the concept of institutions and the apparent disparity of phenomena falling under it. This article shows how institutional legal theory provides a typology of institutions as sets of rules and corresponding patterns of regulated behaviour that can help to avert much confusion. The typologys usefulness is tested by applying it to an array of private governance structures distinguished by transaction cost economics.The author would like to thank two anonymous referees for their valuable comments on an earlier version of this article.See for an extensive account of these two developments K. van Kersbergen and F. van Waarden, Shifts in Governance: Problems of Legitimacy and Accountability. Paper on the theme Shifts in Governance as part of the Strategic Plan 2002--2005 of the Netherlands Organization for Scientific Research (NWO) (The Hague: NWO, 2001).     

Transference-Love and Institutional Involvement in a Case of Psychotherapy Supervision

Transference-love in supervision remains a relatively unexplored subject in psychotherapy. This article describes and analyzes an incident of the supervision of a student whose dress code raised a question regarding the existence of transference-love. The role of the institution in maintaining a protective envelope is shown to be significant in the satisfactory resolution of what appeared to have been an impasse. In addition, multicultural and gender issues are examined to illustrate the complexity of the subject.     

THE EFFECTS OF TOKEN REINFORCEMENT ON THE BEHAVIOR OF DELINQUENTS IN COTTAGE SETTINGS1

A token economy designed to modify the behavior of 125 adolescent males committed to a state correctional institution was implemented in the boys' cottages, focusing on social behavior (peer interaction), rule following, and task completion. The program was sequentially introduced in a multiple-baseline design in three independent cottages; a fourth group served as a comparison cottage. Appropriate behavior increased when the token program was introduced in each cottage. Data were collected for 14 months. Thus, the long-term effects of initial behavior change were assessed.     

A PERFORMANCE-BASED LOTTERY TO IMPROVE RESIDENTIAL CARE AND TRAINING BY INSTITUTIONAL STAFF

Two experiments were conducted on four units of a residential facility for the multiply-handicapped retarded in an attempt to improve daily care and training services. Experiment I compared the effects of two procedures in maintaining the work performance of attendants, using an A-B design on two units. One procedure consisted of implementing specific staff-resident assignments, the other consisted of allowing attendants who had met performance criteria to be eligible for a weekly lottery in which they could win the opportunity to rearrange their days off for the following week. Results showed that the lottery was a more effective procedure as measured by the per cent of time attendants engaged in predefined target behaviors, and by their frequency of task completion in several areas of resident care. Experiment II replicated and extended these results to the area of work quality on two additional units, using a multiple-baseline design. The performance lottery was found to be an effective economical procedure that could be implemented by supervisory staff on a large scale.     

PYRAMIDAL TRAINING: A LARGE-SCALE APPLICATION WITH INSTITUTIONAL STAFF

This study evaluated an indirect method of training 45 institutional direct care staff to conduct behavioral programs. Three supervisors were trained to improve teaching behaviors (instructions, prompts, and consequences) used by the direct care staff while working with severely and profoundly handicapped residents. In addition to training, daily feedback was provided to supervisors regarding performance of their staff. Results of a multiple baseline analysis across teaching behaviors (instructions, prompts, and consequences) and content areas (communication and gross motor skills) showed that providing training and feedback to supervisors resulted in increases in correct teaching behavior by direct care staff. However, teaching behavior newly learned in one content area (communication) did not generalize to the other area (gross motor skills). Data collected on resident behavior showed small but noticeable improvement in terms of correct responses and attending behavior during programming. Results are discussed in terms of the benefits of a pyramidal approach to training institutional staff.     

考试制度信任对大学生学业投入意向的影响

对制度公平性的感知会影响人们对制度的信任,如果人们相信考试制度是公平的,每个人在这样的制度安排下拥有平等的机会,是否会愿意将更多的时间和精力投入到学习中呢?研究1通过启动119名和112名本科三年级学生对考研制度的信任与不信任,考察其对学业投入意向的影响,结果发现相比在考研制度不信任条件下,信任条件下个体的学业投入意向更高.研究2通过启动被试对一般考试制度的信任与不信任,考察其对学业投入意向的影响,结果表明即使不是和个体直接相关的某项具体考试制度,仅仅是对一般考试制度的信任也能有效影响个体学业投入意向.     

CAREGIVER SENSITIVITY AND CONSISTENCY AND CHILDREN'S PRIOR FAMILY EXPERIENCE AS CONTEXTS FOR EARLY DEVELOPMENT WITHIN INSTITUTIONS

The current study addressed whether two institution‐wide interventions in St. Petersburg, Russian Federation, that increased caregiver sensitivity (Training Only: TO) or both caregiver sensitivity and consistency (Training plus Structural Changes: T+SC) promoted better socioemotional and cognitive development than did a No Intervention (NoI) institution during the first year of life for children who were placed soon after birth. It also assessed whether having spent less than 9 versus 9 to 36 months with a family prior to institutionalization was related to children's subsequent socioemotional and cognitive development within these three institutions. The Battelle Developmental Inventory (J. Newborg, J.R. Stock, L. Wnek, J. Guidubaldi, & J. Svinicki, 1988) was used to assess the socioemotional and cognitive functioning of children in NoI (n = 95), TO (n = 104), and T+SC (n = 86) at two to three time points during their first 6 to 12 months of residency. Results suggest that improving caregiver sensitivity can improve the cognitive development of infants in the first year of institutionalization whereas improving caregiver consistency in addition to sensitivity is more beneficial for socioemotional development than is sensitivity alone. Similarly, for children in T+SC, longer time with a family prior to institutionalization (consistent caregiver, unknown sensitivity) was associated with better socioemotional, but not cognitive, baseline scores and more rapid cognitive than socioemotional development during institutionalization. These results suggest caregiver sensitivity is more highly related to cognitive development whereas caregiver consistency is more related to socioemotional development in the first years of life.     

Global Justice: Is Interventionalism Desirable?

In 1994, the European Parliament published a resolution on the right of humanitarian intervention. Interestingly, the declaration maintains that such intervention is not in contradiction with international law, although it formulates the concept of right in a way that is translatable into the vocabulary of individual rights. I analyze some implications of the resolution for the mutual duties of states. I thereby focus my attention on two possible applications: by way of Rawls's duty of assistance and by way of the cosmopolitan theory of global distributive justice. I conclude that the latter theory promises better results for protecting individuals' basic rights, but I also show that it is at the cost of a strongly interventionist structure requiring a powerful supranational institution. Finally, I envision the conditions under which such an increase of interventionism in favor of human rights can be acceptable.