论庄存与的《公羊》学

庄存与的《公羊》学虽然受到赵《春秋属辞》的影响 ,但主要限于治学体例 ,而在治学立场上 ,二者其实有根本的歧异。庄存与克服了赵以策书之体说《春秋》的倾向 ,并注重《春秋》例辞背后的立场。这点直接上承汉代《公羊》学。不过 ,庄氏《春秋》学在某些具体的事例解释上与汉代《公羊》学也有差异。庄氏的特点在于对《春秋》变辞的引申与发挥 ,并补充了汉代《公羊》学未曾论述的诸多方面 ,为后人理解《公羊》大义提供了新的线索。     

孔子晚年心志蠡测--并为《莫春篇》作一新解

孔子晚年的心志如何,的确多费猜疑。作者发现其中最主要的关键在于如何对当今留下的史料作恰当的选取与解读而已。本文以《论语》为基准,通过《易传》与《春秋》来了解孔子晚年的思想。对《论语》里自古以来号称难解的《莫春篇》作出新的了解,显豁孔子晚年密契天道的意境,指出这正是孔子志存拨乱,推阐易道,作《春秋》运诸三世之苦心。后世实在不宜再忽视或过度怀疑《孟子·滕文公下》、《史记·孔子世家》及新近出土帛书《易传·要篇》等史料具有呈显孔子晚年思想实况的价值性.     

Anaesthesia or psychotherapy: Eradicating thoughts or working them through

The author presents two sessions from the analysis of a depressive narcissistic doctor, which are characterised by a mixture of co-operation and pseudo-co-operation. The dialogue is in parts intellectualised, complicated, lifeless and schizoid. Points at which the patient shows surprising insights are then partly denigrated by him, on the basis that change is not to be expected. Semi-lifeless contact assists the defensive claustrophobia that he experiences in meaningful contact. It becomes very clear that he is then afraid of entering into an openly aggressive conflict that entails the existential threat of object loss. However, this has so far been avoided. The secret pleasure in an anal-narcissistic, sadomasochistic addiction to doubt persists in the partial denigration. The patient's artificially maintained self-doubt and doubt of the object reinforce a genuine confusion that consists in never knowing exactly what lies behind the helpful and needed object.     

Rejoinder to Harold Blum2

The author's main disagreement with Harold Blum is over Blum's contention that symptomatic improvement is directly linked to the recovery of memories. The idea that memories are laid down in childhood and preserved until the time of their later recovery flies in the face of what we now understand as the creation of memories by the neurobiological systems underpinning this aspect of mental function. No evidence directly links symptomatic improvement to reconstruction and thus to outcome; care should be taken to avoid confusing co‐occurrence with causality. While reconstruction of how things actually were in childhood can significantly contribute to therapeutic action, it is the process rather than the outcome of this reconstruction that is therapeutic, due to the opportunity thus afforded to rework current experiences in the context of other perspectives. The author clarifies his definition of transference to show some areas of agreement between his position and Blum's. He disusses contemporary neuroscientific views on memory and identifies a number of psychoanalytic writers who have used these productively.     

The puzzle of Freud's puzzle analogy: Reviving a struggle with doubt and conviction in Freud's Moses and monotheism

In this paper the author points to a puzzle raised by Freud's contradictory use of an analogy of a jigsaw puzzle. She shows how, through the attempt to resolve this puzzle, meanings and implications of Freud's difficult struggle with his search for truth in Moses and monotheism come alive, both in Freud's writing and in the author herself. Central to this struggle is an encounter with the sources of doubt and conviction that ultimately allows one to embrace ideas experienced as true, although they are not demonstrable evidentially. The paper sheds light on the importance of Moses and monotheism as a theoretical text that reflects on developments in Freud's thinking on truth, and the possibility, dangers and inherent difficulties of grasping it.     

Dropping out of school: A review of intervention programs

This article reviews the literature on dropout prevention for school-aged children. A review of dropout prevention programs identified in the literature highlights methodological concerns, with a discussion of design, sampling, statistical analysis, and implementation issues. The interventions employed with greatest frequency in the studies reviewed emphasized academic enhancement, psychosocial skill development, mentoring, and parent/teacher behavior management training. Programs that were academically oriented or those that were multi-component programs emerged with the most promising empirical base. However, at the present time, there is a lack of consistent and persuasive outcome evidence that meet Kratochwill and Stoiber's [Sch. Psychol. Q. 15 (2001) 233] criteria for empirically supported interventions. This deficiency leads to the conclusion that there is no one particular best practice or beneficial treatment currently available to address the problem of school dropout even though a number of intervention programs appear to hold promise. Implications for school psychologists include both practice and research applications.     

PEIRCEAN APPROACHES TO EMERGENT SYSTEMS IN COGNITIVE SCIENCE AND RELIGION

Cognitive science and religion provides perspectives on human cognition and spirituality. Emergent systems theory captures the subatomic, physical, biological, psychological, cultural, and transcendent relationships that constitute the human person. C. S. Peirce's metaphysical categories and existential graphs enrich traditional cognitive science modeling tools to capture emergent phenomena. From this richer perspective, one can reinterpret the traditional doctrine of soul as form of the body in terms of information as the constellation of constitutive relationships that enables real possibility.     

PERSONHOOD AND CREATION IN AN AGE OF ROBOTS AND AI: CAN WE SAY “YOU” TO ARTIFACTS?

This article explores the extent to which the I-You relation should be applied to domains other than the human and the divine focusing particularly on artifacts and technology. Drawing first on the work of Martin Buber, Gabriel Marcel, and Martin Heidegger, I contend that the I-You tradition has maintained I-You relations with objects are possible even when these same figures level strong critiques of the I-It relation. I extend these discussions and argue that some kind of You-speaking for artifacts is needed to combat rampant consumption and reduction of the world to pure utility. But, I equally suggest that there are limitations to applying the I-You relation to artifacts precisely when doing so keeps us from having genuine relationships with other people as outlined by psychologist Sherry Turkle. Finally, I outline how this proposal impacts the doctrine of creation. In sum, it expands our intuitions of what is included in that doctrine creation.     

A case of subcortical dementia due to sarcoidosis of the hypothalamus and fornices

A patient with sarcoidosis involving predominantly the hypothalamus and fornices was evaluated for dementia. He showed a relative sparing of fund of knowledge and orientation. Memory skills, particularly short-term memory, were severely impaired. Behavioral changes included apathy and a lack of spontaneity. Insight was relatively preserved. The pattern of his deficits showed some similarities to the pattern reported in patients with Huntington's disease and was different from that described in Alzheimer's disease. The dementia caused by subcortical pathology may differ in important respects from that caused by diffuse cortical dysfunction.     

Psychometric and Piagetian intelligences: Toward resolution of controversy

Whether “psychometric” and “Piagetian” kinds of intelligence, as measured by instruments designed to measure these constructs, are the same or different is regarded as a question of whether they have the same or different courses of development with age. While factor analysis may not be fully adequate for investigation of this question, use of this technique with variables reflecting chronological age variation must involve elimination of the age effect in order to assess relations among the constructs measured. Humphreys and Parsons (1979) were justified in partialing out age in their reanalysis of a study by Stephens, McLaughlin, Miller, and Glass (1972), to show that the two constructs are highly correlated and possibly identical in the sample studied. Reanalyses of studies by DeVries and Kohlberg (1977) and by DeVries (1974) yield somewhat conflicting results on the identity between psychometric and Piagetian intelligences. The former study does not yield a convincing separation between them, whereas the latter suggests that they can be distinguished, though substantially correlated and both loaded with a general factor. Problems in further investigating the issue are discussed.