疾病负担综合性指标DALYs及精神障碍的疾病负担

1990年WHO和世界银行提出了评价疾病负担的综合性指标伤残调整生命年（DALYs）,该指标采用客观定量的方法,综合评价各种疾病因早逝或残疾造成的健康生命年的损失。本文对DALYs的设计思路、主要优缺点、在全球疾病负担（GBD）研究和精神障碍及相关心理行为问题所致疾病负担中的应用情况进行阐述。     

Interdisciplinary research and interprofessional collaborative care in a memory clinic for rural and northern residents of western Canada: Unique training ground for clinical psychology graduate students

Abstract: In Canada, interprofessional education (IPE) and interdisciplinary health research initiatives are beginning to transform the academic health sciences, including graduate training programs for clinical psychologists. In response to mandates and directives from national health policy and research funding bodies, academic training programs are re‐structuring course offerings, practicum training experiences, and research activities to better prepare students for their future roles within interdisciplinary research groups and collaborative patient‐centred clinical teams. As an example of this transformative movement in IPE, described herein are the recent training initiatives in the Graduate Program in Clinical Psychology at the University of Saskatchewan, and the role of clinical neuropsychology in an innovative interprofessional rural and remote memory clinic.     

Teaching and Doing Philosophy of Education: The Question of Style

This paper explores the practice of teaching philosophy, and particularly philosophy of education, in a higher education context. Starting from a critical discussion of some of the literature on teaching and learning in higher education, I introduce the notions of philosophical style and temperament and suggest that exploring these notions, the problems they raise, and their implications for issues to do with our own identity as philosophers and as teachers, can enrich our understanding of the practice of teaching philosophy in higher education and our ability to reflect on and possibly improve our own teaching practice.     

Spiritual practices children understand: an analysis of Madeleine L’Engle’s fantasy,A Wind in the Door

The following essay is a close reading of Madeleine L’Engle’s science fantasy novel, A Wind in the Door, in which young Meg Murry travels first to outer space and then into her younger brother’s ailing cells. The novel is a fine example of high fantasy (also known as heroic fantasy) wherein a humble protagonist is called to a quest to fight a cosmic battle between good and evil. The essay analyzes specific expressions of evil in the novel: impersonality, narcissism, despair and blind empiricism. Meg’s quest demonstrates particular spiritual practices that promote spiritual maturation and the ability to overcome evil: ‘kything’, Naming, deepening and holding. L’Engle portrays these practices in a fresh way that can help both children and adults incorporate them into their day‐to‐day lives. Moreover, there are links between kything and holding and the metta and tonglen, two types of Buddhist meditation. L’Engle affirms children’s innate relational consciousness and presents spiritual practices that are relational, non‐sectarian, practical, and eminently hopeful.     

Children's spirituality with particular reference to a Norwegian context: some hermeneutical reflections

Spirituality has become an issue in many domains of the Norwegian society, but this is not reflected in public education. This paper discusses why this is so, and suggests some hermeneutical approaches to understanding spirituality that can include pre‐school children's spirituality, with particular reference to a Norwegian context. Central to this discussion is a case study of children in ‘sacred space’, and an understanding of spirituality as cultural learning. Education in schools as well as in kindergartens is dominated by a secular outlook on life as ‘default’, or a cultural and collective forgetfulness. Children's spirituality challenges adults to explore and rearticulate what is forgotten, in terms of nurturing what it is to be human, of caring for what is really important, and of cultivating hope – in Norway as well as in other countries.     

Faith schooling: implications for teacher educators. A perspective from Northern Ireland

The separate and parallel systems of schooling in Northern Ireland that largely reflect Protestant/Catholic divisions have been much criticised on the grounds that they have failed to promote social cohesion. These divisions are also evident in teacher education provision and attempts to offset the negative effects of this separation have made only a limited impact. By means of a brief survey of the relationship between two de facto religiously separated teacher education institutions, from the early twentieth century to the present day, this article considers the issues for teacher educators and argues that separateness at this level has been disadvantageous in relation to the challenges of preparing student teachers to work in a diverse, plural society.     

Faith development theory: a case for paradigm change

Despite its influence, James Fowler's theory of faith development is in need of fundamental reappraisal. Doubts over Fowler's use of a structural model of human development and the adequacy of his research techniques have been added to in recent years by his inadequate response to the challenge of post‐modern thought. It is suggested that, despite Fowler's position, key elements of the theory are very much in tune with post‐modern thought and if the abandonment of the theory's underlying structuralism were to be allowed, these might be taken to point a constructive way forward.     

熠熠生辉的"皮亚杰新形式化理论"——评李其维策划《皮亚杰发生认识论精华译丛》

皮亚杰新形式化理论涉及的是如何把思维机制加以形式化--心理逻辑学--这一特殊问题.本译丛向读者表达了皮亚杰新理论的两大学术贡献:(1)从群-格概念转向"态射-范畴论";(2)从外延取向的外延逻辑转向注重意义蕴涵的内涵逻辑.