Thinking Without Words: An Overview for Animal Ethics

In Thinking without Words I develop a philosophical framework for treating some animals and human infants as genuine thinkers. This paper outlines the aspects of this account that are most relevant to those working in animal ethics. There is a range of different levels of cognitive sophistication in different animal species, in addition to limits to the types of thought available to non-linguistic creatures, and it may be important for animal ethicists to take this into account in exploring issues of moral significance and the obligations that we might or might not have to non-human animals. I am grateful for comments on an earlier version from Robert Francescotti and Clare Palmer.     

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。     

竞技运动中自我控制的逆效应

自我控制的逆效应是指在高压力下,在进行努力地自我控制的过程中产了与意愿相反的心理状态的现象。文章介绍了逆加工理论的双过程模型,评论了与竞技运动相关的动作控制、情绪控制、消极表象抑制、放松和集中注意的心理控制的逆加工效应研究,并指出竞技运动中自我控制的逆加工效应研究存在三方面的局限：缺乏生态学效度、心理控制的逆效应的测量不够客观和应对策略研究不足,未来的研究应该在这三个方面有所改进     

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.     

事与愿违？思维抑制中的立即增强效应和延迟反弹效应

思维抑制作为一种重要的自我调节策略,对维护个体的心理健康具有重要意义,但在思维抑制的过程中,会出现立即增强效应或延迟反弹效应。本文在介绍思维抑制研究范式发展脉络的基础上,分别从信息加工和动机视角对思维抑制的加工机制及其影响因素进行了梳理,并据此指出未来研究应改进研究范式,考察环境变量对思维抑制的影响,整合理论解释以及开发改善精神障碍患者思维抑制的训练方法。     

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.