伊斯兰教道德范例初探

伊斯兰教道德范例是《古兰经》、圣训体现的宗教伦理道德准则。本文认为,伊斯兰教的道德观就是要人坦诚相见,宽怀大度,保持良好的做人声誉,这样才能达到人间的和谐相处,有利于人类自身的发展。     

El,Baal, and Allah

This article compares the appropriations of the divine names El and Baal into the Yahwistic faith in ancient Israel with the Christian use of the word “Allah” in contemporary Indonesia. This study finds that, like El and Baal, “Allah” can function as both an appellative and personal name in contemporary Indonesia. However, the term “Allah” in Indonesia is at a crossroads to develop either to be more generic, like El, or to be more personal, like Baal. Learning from the peaceful appropriation of El as a generic name and the polemical appropriation of Baal as a personal name in ancient Israel, Indonesian Christians need to advocate the use of the name Allah as an appellative because it may prevent unnecessary conflicts in the Christian–Muslim relationship in Indonesia. Furthermore, the use of the common word “Allah” in Indonesia to refer to the supreme being is crucial for promoting interreligious dialogue between Islam and Christianity.     

整体字形对部件识别的影响

该研究借用 Estes的部件再认范式 ,以真字假字和部件字三种刺激材料探索了合体汉字 (或假字 )整体字形对部件的影响 ,结果发现 :(1 )对左右结构型和上下结构型汉字中的部件识别存在字优效应 ;而假字中 ,这二种结构方式的部件识别存在着假字劣效应。(2 )对左右结构型和上下结构型字刺激中的部件识别存在着部位效应。字形整体对左部件或上部件的影响大于右部件或下部件。     

Outsight: Radical Behaviorism and Psychotherapy

Clinical experience suggests that a variety of neurotic and personality disorders are effectively treated by an approach to therapy that is relatively passive in appearance and is directed towards the development of self-knowledge. Behavior theory provides an economical, naturalistic analysis of the therapeutic effects of this approach. Punishment, a common method of controlling forbidden behavior, can result in pathologic avoidance and deficient awareness of one's own behavior and its relation to the environment. Traditional methods of psychoanalysis and behavior therapy provide circumstances that help the patient to observe acts and feelings and their relation to elements of the environment that are otherwise avoided. These procedures may work best when self-observation is (1) not selectively reinforced by the therapist, and (2) supplemented by explicit training in behavior analysis. These elements are combined in a treatment approach for generating observations of one's own behavior and its functional significance in the natural environment.     

FOOD ETHICS: A CRITIQUE OF SOME ISLAMIC PERSPECTIVES ON GENETICALLY MODIFIED FOOD

This article critiques some Islamic approaches to food ethics and the debate over genetically modified (GM) food. Food ethics is a branch of bioethics, and is an emerging field in Islamic bioethics. The article critically analyzes the arguments of the authors who wrote in favor of genetically modified organisms (GMOs) from an Islamic perspective, and those who wrote against GMOs, also from an Islamic perspective. It reveals the theological and the epistemological foundations of the two main approaches. Moreover, it provides an attempt to critique what is perceived as an exclusivist and legalistic trend adopted by some authors. It argues that an alternative approach that acknowledges the priority of reason in ethics and is at the same time rooted in Islamic tradition would be more inclusive and constructive.     

What Are Degrees of Belief?

Probabilism is committed to two theses:

Radical behaviorism: A productive and needed philosophy for education

Radical behaviorism is the philosophy of the science of behavior originating in the work of B. F. Skinner and elaborated over the years by a community of researchers, scholars, and practitioners. Radical behaviorism is a complete, or thoroughgoing behaviorism in that all human behavior, public and private, is explained in terms of its functional relations with environmental events. Radical behaviorism is often misrepresented in the literatures of education and psychology. Two fundamental misconceptions of radical behaviorism are that its followers (1) are logical positivists who require that a phenomenon be observed by two or more people before it qualifies for scientific analysis, and (2) either will not or cannot incorporate private events (e.g., thoughts, feelings) into their analyses of human behavior. This paper offers an advocacy perspective on contemporary radical behaviorism. In particular, we define radical behaviorism and briefly outline the history of the term's use in psychological literature, discuss the scientific practice of behavior analysts, explain the intolerance exhibited by radical behaviorists, and comment on the use of popularity as a criterion for good science. The paper concludes with a discussion of the recent shift in educational research and practice from empiricism and outcome-oriented intervention toward a holistic/constructivist philosophy described by its advocates as incompatible with behaviorally-based instruction.