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391.
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Catriona McKinnon 《The Journal of Ethics》2007,11(2):125-146
In this paper I comment on a recent “letter” by Burleigh Wilkins addressed to nascent egalitarian democracies which offers
advice on the achievement of religious toleration. I argue that while Wilkins’ advice is sound as far as it goes, it is nevertheless
underdeveloped insofar as his letter fails to distinguish two competing conceptions of toleration – liberal-pluralist and
republican-secularist – both of which are consistent with the advice he offers, but each of which yields very different policy
recommendations (as can be seen by consideration of The United States v. Lee in America and, I’affaire du foulard in France). I argue that a democratic society of equals must be committed to liberal-pluralist rather than republican-secularist
toleration.
Some material in this paper is drawn from Catriona McKinnon, Toleration: A Critical Introduction (London: Routledge, 2006). This paper was written during a Fellowship on the Philosophy Program, School of Advanced Study,
University of London. I am grateful to the University of York for a sabbatical term, and the Leverhulme Trust for a Study
Abroad Fellowship, during which this paper was written. I would like to thank John Horton and Cécile Laborde for very useful
written comments, and two anonymous referees for The Journal of Ethics for their reports. 相似文献
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采用分层随机抽样的方法,抽取了379名中学生和大学生样本,在多元相关分析的基础上,结合文献分析,采用结构方程建模技术,探讨了我国青少年学生人口学变量、人格维度和主观幸福感(SWB)的结构关系。结果表明,人口学变量中的年级和经济状况变量既与SWB有直接的关系,又通过大五人格中的神经质维度或外倾性维度对SWB有间接的效应,其中,经济状况对主观幸福感的正面效应较大,而性别和城乡变量则仅通过神经质和外倾性对SWB有微弱的间接效应;大五人格维度中,宜人性与SWB没有显著关系,开放性和严谨性通过神经质或外倾性与SWB存在间接效应,神经质和外倾性则对SWB有较强的直接预测力;结构方程模型验证了人格、人口学变量与SWB的这种关系。 相似文献
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RICHARD HOWARD TUCH 《The International journal of psycho-analysis》2007,88(1):91-111
Patients incapable of higher-order (symbolic) thinking can often not tolerate evidence of the analyst's separate existence, particularly when that 'otherness' becomes evident in the process of the analyst's refl ecting upon and interpreting how the patient experiences or represents the analyst. The patient's intolerance of the analyst's efforts to think (refl ect upon and interpret) renders the usual psychoanalytic maneuvers employed to stimulate refl ective thought ineffective with such patients. Such patients have to learn to tolerate multiple perspectives before they can allow the analyst, or themselves, to think in the other's presence. The author presents two clinical vignettes that illustrate how the analyst's efforts to think about the patient were experienced by the patient as both intolerably distancing and as rejecting of an aspect of the patient's subjective reality. Working psychoanalytically with such patients requires the analyst to forgo the use of narrow interpretations that elucidate unconscious meanings and motives in favor of alternate technical maneuvers capable of facilitating the development of symbolic thinking and refl ective thought (insightfulness). These maneuvers include a demonstration of the analyst's willingness and ability to withstand (rather than 'interpret away') how he is being psychically represented by the patient, without becoming destroyed by, or lost within, the patient's characterization of him. Beside modeling a tolerance of alternate perspectives of one's self, other non-interpretive maneuvers that help facilitate the development of self-refl ective thought include: stimulating the patient's curiosity about the workings of his own mind by identifying incompletely understood behaviors or reactions worthy of greater psychological understanding, and insinuating doubt about the adequacy of the patient's explanations of such phenomena. 相似文献
398.
时间复制任务中的计时中断效应 总被引:1,自引:0,他引:1
以计时中断范式和时间复制任务相结合,考察了时间复制任务中是否存在计时中断效应。结果表明:(1)计时中断范式中1700ms和2300ms时距复制均出现高估现象,说明两种时距均低于相邻的高低估现象的转换点;(2)计时中断范式中1700ms和2300ms的时距复制任务没有支持计时标量特性;(3)计时中断范式中1700ms和2300ms的时间复制任务出现了计时中断效应。 相似文献
399.
为探讨主题关系在儿童归纳推理中的作用,采用经典的三角归纳范式,设计了主题关系和知觉相似冲突、主题关系和分类学关系冲突两种情形,来考察4~5岁儿童在内在属性和情境性属性任务中的归纳推理。结果显示:当主题关系和知觉相似冲突时,从4.5岁开始儿童主要基于主题关系对情境性属性进行归纳推理,而对于内在属性的推论,4~5岁儿童在基于主题关系和基于知觉相似上没有显著差异。当主题关系和分类学关系冲突时,从4.5岁开始儿童主要基于主题关系对情境性属性进行归纳推理,从5岁开始儿童主要基于分类学关系对内在属性进行归纳推理。两个实验结果均发现5岁和5.5岁儿童能够依据不同的属性使用不同的关系推理,表现出归纳灵活性 相似文献
400.