实验性恶心与呕吐——大脑皮层与内脏相关研究的新途径

大脑皮层与内脏关系的脑机制是揭示心身疾病和心理疾病的重要依据。本文综述了经典条件学习与期待性恶心与呕吐的关系以及实验性恶心与呕吐的研究方法。作者认为,实验性恶心与呕吐结合脑成像技术是研究大脑皮层与内脏关系神经机制的重要途径。     

Internet Discussion Forum Summary

Articles Discussed in this forum:
'Symbolic attitude and reverie: problems of symbolization in children and adolescents' by Gustav Bovensiepen and 'Response to Gustav Bovensiepen' by Donald Kalsched     

Democracy, knowledge, and imagination

In public debate, we can discern amostly implicit idea that politics is an affairfor politicians. This contradicts the idea ofthe active citizen, according to which thedifference between politician and citizen ismerely accidental. This article focus upon theprerequisites of such an ideal in modernsociety and especially the classical idea ofprudence as central to good citizenship. Therole of school education is stressed. MarthaNussbaum's concept of ``narrative imagination'is seen as important as well as well aneducation aiming at the Bildung of thestudent.     

Education for Citizenship in an Era of Global Connection

Higher education makes an importantcontribution to citizenship. In the UnitedStates, the required portion of the ``liberalarts education' in colleges and universitiescan be reformed so as to equip students for thechallenges of global citizenship. The paperadvocates focusing on three abilities: theSocratic ability to critize one's owntraditions and to carry on an argument on termsof mutual respect for reason; (2) the abilityto think as a citizen of the whole world, notjust some local region or group; and (3) the``narrative imagination,' the ability to imaginewhat it would be like to be in the position ofsomeone very different from oneself. The paperdiscusses the role of the ``liberal arts'curriculum in U.S. education and asks howEuropean universities, with their differentstructure, might promote these three abilities.     

Cultivating the Arts of Inquiry, Interpretation, and Criticism: A Peircean Approach to our Educational Practices

Peirce was a thinker who claimed that his mind had been thoroughly formed by his rigorous training in the natural sciences. But he was also the author who proclaimed that nothing is truer than true poetry. In making the case for Peirce’s relevance to issues of education, then, it is necessary to do justice to the multifaceted character of his philosophical genius, in particular, to the experimentalist cast of his mind and his profound appreciation for the aesthetic, the imaginative, and (more narrowly) the metaphorical in their myriad guises. My aim in this paper is to go some distance, however small, toward doing such justice to Peirce.     

错误记忆中的新领域--想象膨胀

文章就近年来错误记忆研究中的新领域——“想象膨胀”进行介绍。“想象膨胀”是一种源自生活的错误记忆现象,它是指通过想象能提高一个人确信某一未发生事件发生过的程度。本文对想象膨胀研究范式、现状、相关理论及其研究意义进行一一介绍,为进一步的研究提供参考。     

The phenomenology of agency and intention in the face of paralysis and insentience

Studies of perception have focussed on sensation, though more recently the perception of action has, once more, become the subject of investigation. These studies have looked at acute experimental situations. The present paper discusses the subjective experience of those with either clinical syndromes of loss of movement or sensation (spinal cord injury, sensory neuronopathy syndrome or motor stroke), or with experimental paralysis or sensory loss. The differing phenomenology of these is explored and their effects on intention and agency discussed. It is shown that sensory loss can have effects on the focussing of motor command and that for some a sense of agency can return despite paralysis.

“Educating the Whole Body”: Addressing and Equipping the Imagination in Theological Education

This paper seeks to explore the relationship of the imagination to the processes of integration in theological education. It describes the way in which the Holocaust Museum in Washington, D.C. addresses the imagination. It draws on those insights to summarise an understanding of imagination, particularly how imagination relates to conceptualisation and the naming of God. It then explores the way in which valuing the imagination effects pedagogy in pastoral theology. In conclusion, it names what might be involved in creating an environment in theological education that values and encourages the imagination.     

CAN WE STILL TALK ABOUT “TRUTH” AND “PROGRESS” IN INTERDISCIPLINARY THINKING TODAY?

On a cultural level, and for Christian theology as part of a long tradition in the evolution of religion, evolutionary epistemology “sets the stage,” as it were, for understanding the deep evolutionary impact of our ancestral history on the evolution of culture, and eventually on the evolution of disciplinary and interdisciplinary reflection. In the process of the evolution of human knowledge, our interpreted experiences and expectations of the world (and of the ultimate questions we humans typically pose to the world) have a central role to play. What evolutionary epistemology also shows us is that we humans can indeed take on cognitive goals and ideals that cannot be explained or justified in terms of survival‐promotion or reproductive advantage only. Therefore, once the capacities for rational knowledge, moral sensibility, aesthetic appreciation of beauty, and the propensity for religious belief have emerged in our biological history, they cannot be explained only in biological/evolutionary terms. Finally, in this way a door is opened for seeing problem solving as a central activity of our research traditions. As philosophers of science have argued, one of the most important shared rational resources between even widely divergent disciplines is problem solving as the most central and defining activity of all research traditions. As will become clear, the very diverse reasoning strategies of theology and the sciences clearly overlap in their shared quests for intelligible problem solving, including problem solving on an empirical, experiential, and conceptual level.