潘菽心理学思想的当代启示

潘菽对心理学的研究对象、心理学的学科性质、心理学的研究方法、心理学的理论研究与应用研究的关系等问题进行了系统、深刻的分析,为人们正确地进行心理学研究提供了重要的理论启示;他对心理学未来发展的预测,揭示了心理学与社会发展之间的关系,对心理学研究者也是一种莫大的鼓励。文章对这些问题进行了较为详细的分析。     

Last night I had the strangest dream: Varieties of rational thought processes in dream reports

From the neurophysiological perspective, thinking in dreaming and the quality of dream thought have been considered hallucinatory, bizarre, illogical, improbable, or even impossible. This empirical phenomenological research concentrates on testing whether dream thought can be defined as rational in the sense of an intervening mental process between sensory perception and the creation of meaning, leading to a conclusion or to taking action. From 10 individual dream journals of male participants aged 22–59 years and female participants aged 25–49 years, we delimited four dreams per journal and randomly selected five thought units from each dream for scoring. The units provided a base for testing a hypothesis that the thought processes of dream construction are rational. The results support the hypothesis and demonstrate that eight fundamental rational thought processes can be applied to the dreaming process.     

微创神经外科发展的思考

神经外科的发展历史就是一个不断追求微创的过程。微创神经外科狭义的理解,更多侧重于微创技术手段的应用;而广义的理解,则是指微创理念。微创神经外科取得了很大的成就,但还有许多问题需要解决。在微创神经外科的实践和发展中,不仅应重视微创技术的应用,更要注意应用微创理念。     

《管子》与汉初法制重构

《管予》渊源于齐文化,法制思想以礼、法并重为特色,齐用之而为东方大国;秦用商、韩之法迅速强大并统一六国,但秦法严苛激进,任法而废礼,致秦二世而亡。汉承秦之弊,在历史与现实中寻求适合自己发展的道路,于偶然,也是必然中选择了礼法并重的《管子》法制思想作为治国方略,史称黄老政治,使国家逐步实现了稳定与繁荣,并开创了二千多年的秦汉制度。     

教化:荀子伦理思想的本旨

Xunzi carried on the noble ambitions of “Zhou Kong Jiaohua 周孔教化” and systematically demonstrated the necessity of cultivation and how to realize it. Starting from the belief that human nature is evil, he argues that cultivation was necessary and its teachings must penetrate the mind. The key of cultivation is to cultivate man’s feelings, encourage man to behave properly, and attempt to mold his nature through Ritual cultivation, Musical cultivation, and the Five Classics. The main point of Xunzi’s ethical thought is cultivation. As far as cultivation theory is concerned, Xunzi’s is the most logical and systematic of the famous Pre-Qin thinkers. Translated by Peng Chuanhua from Nanchang Daxue Xuebao 南昌大学学报 (Journal of Nanchang University), 2005, (2): 1–8     

Elasticity of Technique: The Psychoanalytic Project and the Trajectory of Ferenczi's Life

The object of this paper is the Elasticity of Psychoanalytic Technique in the work of Sándor Ferenczi. The author sustains that this can be considered neither as an ultimate arrival point nor as a particular stage of Ferenczi's clinical–theoretical body of work, but rather as an ensemble of affective qualities, attitudes and values, which he gradually developed through experience, signalling a paradigm shift in the history of psychoanalysis. The following areas will be explored: the new sensitivity demonstrated by Ferenczi concerning the relational and communicative factors present in the analytic session, his subtle and acute attention to the participation of the analyst's own subjectivity in the therapeutic process, and how these enduring elements of Ferenczi's technique anticipate several significant future developments in psychoanalysis.     

Critical thinking in North America: A new theory of knowledge,learning, and literacy

The pace of change in the world is accelerating, yet educational institutions have not kept pace. Indeed, schools have historically been the most static of social institutions, uncritically passing down from generation to generation outmoded didactic, lecture-and-drill-based, models of instruction. Predictable results follow. Students, on the whole, do not learn how to work by, or think for, themselves. They do not learn how to gather, analyze, synthesize and assess information. They do not learn how to analyze the diverse logic of the questions and problems they face and hence how to adjust their thinking to those problems. They do not learn how to enter sympathetically into the thinking of others, nor how to deal rationally with conflicting points of view. They do not learn to become critical readers, writers, speakers and listeners. They do not learn how to use their native languages clearly, precisely, or persuasively. They do not, therefore, become literate, in the proper sense of the word. Neither do they gain much in the way of genuine knowledge since, for the most part, they could not explain the basis for what they believe. They would be hard pressed to explain, for example, which of their beliefs were based on rational assent and which on simple conformity to what they have been told. They have little sense as to how they might critically analyze their own experience, or identify national or group bias in their own thinking. They are much more apt to learn on the basis of irrational than rational modes of thought. They lack the traits of mind of a genuinely educated person: intellectual humility, courage, integrity, perseverance, and faith in reason.Happily, there is a movement in education today striving to address these problems in a global way, with strategies and materials for the modification of instruction at all levels of education. At its foundation is an emerging new theory of knowledge, learning, and literacy, one which recognizes the centrality of independent critical thinking to all substantial learning, one which recognizes that higher-order, multilogical thinking is as important to childhood as to adult learning, and as important to foundational learning in monological as in multilogical disciplines. This educational reform movement is not proposing an educational miracle cure, for its leading proponents recognize that many social and historical forces must come together before the ideals of the critical thinking movement will become a full academic reality. Schools do not exist in a social vacuum. To the extent that the broader society is uncritical so, on the whole, will be society's schools. Nevertheless, the social conditions necessary for fundamental changes in schooling are increasingly apparent. The pressure for fundamental change is growing. Whether and to what extent these needed basic changes will be delayed or side-tracked, thus requiring new periodic resurgences of this movement, with new, more elaborate articulations of its ideals, goals, and methods — only time will tell.     

Self- and interview-rated negative mood states in schizophrenia: Their convergence and prediction of thought disturbance

This longitudinal study evaluated the relations between self- and interview-rated negative mood in schizophrenics and compared the prognostic utility of these two methods. Thirty schizophrenics who had been stabilized on neuroleptic medications were evaluated with self-report and interview-based measures of mood and symptomatology at an initial assessment and again at 6-month follow-up. Results indicated that measures of self- and interview-rated negative mood showed little agreement at the initial assessment; however, at follow-up, significant convergent correlations between the two methods were obtained. Self-reported negative mood at the initial evaluation predicted the severity of thought disturbance at follow-up, whereas interview-based ratings of mood did not. The results underscore the importance of conducting multimethod assessments of mood and support other research suggesting that self-reported negative mood states may predict course of the illness in schizophrenia.This research was supported by National Institute of Mental Health (NIMH) Grants MH38636 and MH39998 and by a grant from the National Alliance for Research in Schizophrenia and Depression (NARSAD). Jack J. Blanchard was also supported in part by NIMH Grant MH18932 for the Collaborative Training Program in Schizophrenia Research at the Medical College of Pennsylvania/EPPI. Portions of this research were presented at the 24th Annual Meeting of the Association for the Advancement of Behavior Therapy, San Francisco, California, November 2, 1990, and at the 3rd International Congress on Schizophrenia Research, Tucson, Arizona, April 22, 1991.     

Where Philosophy and Literature merge in the Platonic dialogues

It is no surprise if a good quality communication unit succeeds in seizing the attention of the intended audience (or readership) and is able to let people see precisely what the author wanted them to see, while avoiding that the average addressee become aware of what the author wants to convey in an almost subliminal way. In this respect Plato is no exception. Nevertheless the study of these resources, far from having been somewhat systematic, still is largely neglected, and only a minority of commentators find it important to pay head to the communicational strategies which are at work in Plato's dialogues. It will be argued that the shades of meaning and the contextualization of thought (a) systematically grant to Plato ample room for affecting the way a reader comes to perceive his points of doctrine and (b) often let him convey a biased perception of his arguments.The paper includes an outline of the already longstanding debate on these matters, a case study (Memo 80–82), and a sketchy typology of how the literary working-out is able to affect the reader's perception of the line of thought, esp. within the aporetic dialogues.