WAIMH position paper: Infants’ rights in wartime

The World Association for Infant Mental Health (WAIMH) decided to compose a position paper on infants’ rights in wartime, as there is still a general lack of attention paid to the impact of war-related traumas on infants’ development and psychological health. Though there are numerous areas of violent conflicts around the globe, there have been few published studies that relate specifically to infants. Consequently, humanitarian aid programs tend to overlook infants’ psychological needs and to pay more attention to those of older children. This position paper first reviews the studies identified through a literature search, about the impact of war-related traumas during pregnancy and postnatal periods, then describes the existing recommendations that have been added to the Children Rights Convention and their implications for infant mental health clinicians.     

Is this America? Unfinished business with the U.S. national imaginary,religion and violence

This article first proposes definitions and raises questions about what it means to be a nation. I then analyze the national imaginary of the United States, and suggest that at its deepest core we find “substitute ultimates” regarding America's sacrificial war‐culture. This cultural violence perpetuates destructive consequences, including the phenomena of “U.S. war‐culture,” and “moral injury” among military servicemembers and veterans. But widespread legitimation of the imaginary largely inhibits citizens from awareness about their own reality. Lastly, I inquire about the role of prophetic public theology to address nationalism, and engage in a thought experiment with an imagined community of diverse partners.     

When does priming justice promote forgiveness? On the importance of distributive and procedural justice for self and others

Two studies show that thinking about justice can both enhance and impede forgiveness, depending on whether thoughts about distributive and procedural justice for self and others are activated. In Study 1 (n = 197), participants expressed more forgiveness towards a prior transgressor when primed to think about justice for self or procedural justice for others, and less forgiveness when primed to think about distributive justice for others. Study 2 (n = 231) used an alternate priming method and replicated these effects by inducing an interpersonal transgression and measuring forgiveness intentions, emotions and behavior. Study 2 also showed that priming justice influences forgiveness especially when the perceived severity of an interpersonal offense is high. The current research shows that activating justice cognitions can enhance or impinge on forgiveness in predictable ways. We discuss contributions to emerging justice theory, potential implications, and future directions.     

The Holy and Great Council of the Orthodox Church and Interreligious Dialogue

This article examines how, through a pan-Orthodox synodical decision, the Orthodox Church has for the first time officially asserted its obligation to enter into dialogue with people of other cultures and religious beliefs and emphasized the value of serious and clear interreligious dialogue to promote mutual trust, peace, and reconciliation. The Holy and Great Council of the Orthodox Church of Crete clarified that interreligious dialogue excludes both syncretism and proselytism, and that interreligious dialogue needs to be accompanied by the condemnation of fundamentalism, nationalism, and the religious justification of violence. Finally, this article makes reference to the basic principles of the Orthodox tradition regarding the promotion of interreligious dialogue and emphasizes that dialogue entails respect for other religions but also discernment.     

The belief in a just world and distress at school

This article investigates the relationship between the belief in a just world (BJW) and distress at school. On the basis of just world theory, the authors argue that strong student BJW should be associated with low school distress. Two questionnaire studies with German secondary school students attending grades 7–13 are reported. Both studies found strong BJW to be associated with less distress at school, better grades, and the evaluation of grades and teachers as more just. Moreover, the relationship between strong BJW and low school distress persisted when controlled for grades, justice of grades, and teacher justice. This relationship held for all students, independently of their school track, grade level, or gender. Overall, the pattern of results reveals school distress to have a unique association with BJW and school-specific justice cognitions.     

《周易》刚健美思想对中国书法艺术的影响

<周易>集先秦儒道哲学为一体,建立了以阴阳学说为核心的哲学思想,在中国美学思想史中占有重要地位.围绕着阴阳辩证法,<周易>建构了以刚健美为核心的阴阳审美形态观,刚健所具有的中正、大、神、变化等内涵确立了中国古典美学阳刚之美的主要审美特征,其对天、地、人呼应关系的认识也成为艺术与主体辩证关系的源头.其刚健美的内涵经过后人的阐发渗透到中国书法艺术审美意识中,形成书法艺术中的刚健美风尚、中正美追求、变化美法则.