THEOLOGY AND SCIENCE: WHERE ARE WE?

Abstract. Revolutionary developments in both science and theology are moving the relation between the two far beyond the nineteenth-century “warfare” model. Both scientists and theologians are engaged in a common search for shared understanding. Eight models of interaction are outlined: scientism, scientific imperialism, ecclesiastical authoritarianism, scientific creationism, the two-language theory, hypothetical consonance, ethical overlap, and New Age spirituality. Developments in hypothetical consonance are explored in the work of various scholars, including Ian Barbour, Philip Clayton, Paul Davies, Willem Drees, Langdon Gilkey, Philip Hefner, Nancey Murphy, Wolfhart Pannenberg, Arthur Peacocke, John Polkinghorne, Robert John Russell, Thomas Torrence and Wenzel van Huyssteen.     

插图在说明文阅读理解中的作用

研究的目的在于揭示插图对说明文阅读理解的影响。实验中使用移动窗口技术对阅读过程中插图的作用进行探讨,并考察空间想象能力在其中的作用。结果表明：１．插图可以改进说明文的阅读理解,提高阅读速度;２．插图可以帮助读者建立文章所描述物体的参照表征,在建立参照表征的过程中,插图有利于重要概念的理解和有关参照表征信息的整合;３．插图有助于空间想象能力低的读者理解重要概念以及整合有关信息。     

AN EXPERIMENTAL COMPARISON OF A CONTINGENCY MANAGED COURSE WITH LARGE LECTURE METHOD1

Contingency management procedures resembling the Personalized System of Instruction (PSI) were compared with a conventional lecture method in teaching an introductory psychology course. The use of a within-subjects design in which half of the students experienced both teaching conditions made it possible to examine the reliability of test-score differences over time when subjects were balanced over conditions. In the contingency management course, material was broken down into 14 small units, each unit covering about 30 pages of text. Students were assigned to an undergraduate teaching assistant who was encouraged to develop a close working relationship with each of his/her 13 assigned students. Specifically, this meant that the assistant was to call each student by his/her first name, show an interest in the student's quiz performance, help the student understand difficult concepts, and discuss various topics of interest to the student. Each week, the teaching assistant administered up to four different 10-item multiple-choice quizzes over the week's chapter. A modified “Doomsday Contingency” required each student either to achieve a score of 80% on one of the four quizzes or drop the course. Most students passed the quiz during the first session of the week; those not passing were tutored on special areas of weakness. No student was actually forced to leave the course under the Doomsday Contingency. Although quizzes were administered on a group basis, they were scored individually while the student stood near by. In addition to the weekly quiz assignment, students under the contingency management procedures were asked to attend one lecture per week. The contingency management method departed from traditional PSI in that (1) self pacing was minimal, such that students were required to master one unit per week or drop the course, (2) teaching assistants met with students in small groups, and usually gave individual tutoring only to those students who did not pass the quiz on the first attempt, and (3) students were asked to attend one lecture per week. However, it was similar to PSI in that small units of subject matter were assigned and unit mastery was assessed through use of undergraduate assistants who delivered immediate feedback. Students in the conventional lecture group attended three 50-min lectures each week; two of these lectures followed textbook material closely, while the third, which was attended by all students, concerned material only indirectly related to the text. As a result, students in both conditions were exposed to essentially identical material. Students in the lecture condition could also obtain copies of the unit quizzes, although few did so. Course grades were determined by scores on two 45-item multiple-choice hourly exams, each covering half of the semester material (each worth 25%), and by a 90-item final exam over the entire course (worth 50%). These measures also served as the dependent variables. The experimental design employed a crossover technique in which one fourth of the students began with the contingency management method and then switched to lecture method at midsemester, while another fourth began with the lecture method and switched to contingency management. The other students stayed in the same condition throughout the semester, half under contingency management and half under the lecture method. On the last day of class, all students filled out an extensive questionnaire that assessed their opinions and attitudes about the teaching techniques. In addition to allowing for assessment of any progressive effects that the contingency management procedures might have had over time, the crossover design also permitted students to make meaningful comparisons of the two teaching methods, since half of the students experienced both methods in the same course. Although average test performance was only slightly higher under the contingency management condition, this difference occurred on each exam and was statistically reliable in each case. Further, the method did not interact with time, as it produced about a three-item advantage per half semester. On each of the three exams, teaching method accounted for between 5 and 8% of the total variance in test scores. Finally, attitude measures indicated that students experiencing half a semester of the contingency management procedures preferred them to the lecture technique, but that only those students with a full semester of contingency management rated the course significantly better than students in the full semester lecture course.     

Chinese undergraduates' preferences for altruistic traits in mate selection and personal advertisement: Evidence from Q‐sort technique

Human's preferences for altruistic mates have been confirmed by many researchers. Under the deep influence of Confucianism that authorised more parental control over offspring's mate selection, Chinese people's mating strategies and mate preferences may be different from what the evolutionary psychologists have suggested. This study used the Q‐sort technique to assess the roles of altruistic traits in mate selection and personal advertisement. A total of 200 university students participated in the Q‐sort procedures and were asked to sort 50 traits (among which altruistic traits were mixed) according to their importance when choosing (or advertising to) a long‐term (LT) or a short‐term (ST) mate. Our findings were quite different from prior studies. When Chinese participants chose a mate or advertised themselves to a potential mate, kin altruism was considered to be the most important trait; altruistic traits were more preferred by males than by females and females tended to advertise themselves as more altruistic; preferences for altruistic traits showed no difference between LT and ST mate selections (or between personal advertisement to a LT and a ST mate).     

Rolston, Lonergan, and the Intrinsic Value of Nature

In recent metaethical debate over ways to justify the notion of intrinsic natural value, some neopragmatists have challenged realist conceptions of scientific and moral truth. Holmes Rolston defends a critical-realist epistemology as the basis for a metaphysics of projective nature and a cosmological narrative—both of which set up a historical ontology of objective natural value. Pure ecological science informs the wilderness experience of Rolston's ideal epistemic subject, the sensitive naturalist. The author argues that Rolston's account of the relation between knowing and valuing can be clarified and strengthened by appropriating Bernard Lonergan's transcendental method. Conversely, Lonergan's view of moral self-transcendence can be developed further in light of Rolston's virtue epistemology, which is embodied in the figure of the sensitive naturalist.     

自然阅读与校对阅读的知觉广度研究

采用经典的移动窗口技术,以Eyelink2000型眼动仪为工具,探讨了自然阅读和校对阅读两种不同的任务对中文阅读知觉广度的影响,结果表明：（1）与校对阅读条件相比,自然阅读条件下的阅读速度更快、眼跳幅度更大。（2）自然阅读条件下被试的知觉广度为注视点右侧2-3个字;校对阅读条件下被试的知觉广度仅为注视点1个字的空间。结果说明,读者在校对阅读和自然阅读条件下采用了不同的阅读策略,阅读知觉广度的大小受任务要求的影响。     

急危重症患者的诊治方略：技术与人文兼备

急危重症患者随时可能有生命危险,医务人员往往只关注于患者的生命体征、脏器功能以及诊疗方案。因此,很容易忽略了患者精神和心理层面的需求,会带来一系列新的临床问题及心理创伤。“早期的舒适化镇痛、最小化的镇静和最大的人文关怀”概念真正以急危重症患者为中心,站在了生物心理社会医学模式的制高点,提出了一个整体性框架,医护结合临床实际可以最大化丰富其内涵,让患者在接受高精尖医疗技术诊治的同时,获得更全面的照护。     

On understanding projective identification in the treatment of psychotic states of mind: The publishing cohort of H. Rosenfeld, H. Segal and W. Bion (1946–1957)

A publishing cohort of Kleinian analysts – Rosenfeld, Segal and Bion – implemented Klein's (1946) notions of projective identification and the 'paranoid ' and 'schizoid ' positions in the understanding of a group of psychotic disorders. The author differentiates Klein's (1946) Notes on some schizoid mechanisms paper from its revised version of 1952, maintaining that it was Rosenfeld's clinical work during this period that helped to centralize Klein's redefinition of projective identification. The stage was set for Segal 's contribution in terms of 'symbolic equations,' where the psychotic's attack on the breast left him incarcerated in internal torment and persecution, where things-in-themselves were confused with what they symbolically represented. Segal in turn linked psychotic to normal, paranoid–schizoid to depressive positions, where by means of projective identification and symbolic imagination, the patient could arouse feelings in the analyst related to sadness, guilt and loss. Bion assumed that psychotic pathology reflected disordered thinking, when the severely disturbed used language as a mode of action. The psychotic was profoundly confused between the use of thought and action in the natural world – where thought was required, he preferred action and vice versa. Bion also drew upon projective identification in a new, broader way, so that analysis could now become more of an intersubjective, bi-directional field of projective and communicational influence between patient and analyst. The paper concludes with the impact of the work of Rosenfeld, Segal and Bion and variations on the technique of analyzing psychotic states in terms of the patient's early history, transference and countertransference.     

Theoretical frameworks for working with harder to reach families: lines,curlicues, and spirals: comment on Donovan and Pocock

This article comments on the Donovan and Pocock articles appearing in this issue, both of which address the evolution of theory and practice in family therapy. An emphasis is placed on the importance of integration and a shared philosophy of theory and practice in our current political and economic managed care climate, in which it is critically important to embrace the integrated and chaotic whole of what is happening in theory and in practice.     

CRITICAL REALISM REDUX: A RESPONSE TO JOSH REEVES

This article combines an appreciation of several themes in Josh Reeves's Against Methodology in Science and Religion: Recent Debates on Rationality and Theology while arguing in favor of critical realism. The author holds that critical realism manages to combine the objective truth reached through inference and especially cognitive acts of judgment as well as the various, contingent historical contexts that also define where science is practiced. Reeves advocates a historical perspective, but this article claims that in order for critical realism to be credible, a philosophical perspective must be maintained.