"宗教多元性"、"宗教多元观"与"宗教多元论"——试论"Religious Pluralism"的三重含义

目前国内学界通常将"Religious pluralism"一词译作"宗教多元论"或"宗教多元主义"。本文通过对其内涵的深入分析,揭示出该术语三重含义:"宗教多元性"、"宗教多元观"与"宗教多元论"。文章进一步提出判断某种理论是否属于宗教多元论的标准可概括为"以相对化为途径,祛除宗教自我中心主义,在新秩序内实现宗教平等"。由此揭示出当代宗教多元论的目标在于通过建构宗教共同体建立宗教平等的"新秩序"。     

试说朝简

在道教的斋醮活动中,需要很多的法器组合才能完成一系列的朝奏活动,而在这些活动中,有一样非常重要的法器是不可缺少的,那就是朝简。朝简是道教徒做斋醮法事时用来朝谒祖师、天尊、地癨、星宿、山川等圣真神灵的礼仪法器。道教运用朝简的历史久远,在不同的时代和地域有它不同的     

王清任“脑髓说”及其在心理思想发展史上的重要地位

王清任是中国清代著名的医学家。本文在分析主心说和主脑说的基础上,着重论述了脑髓说的基本内容,探讨了它在我国心理思想发展史上的重要地位,即:结束了我国几千年主心说占统治地位的历史;完成了我国古代主脑说的基本理论。     

A multi-relation approach of general systems and tests of applications

In this paper, under the assumption that ZFC axiom system is consistent, the following are proved: (a) there is no system whose object set consists of all systems; (b) any system is not an object of itself; (c) any system is constructed with basic elements (elements which are not systems). Based on these results, the following problems in epistemology are discussed: the feasibility of the definition of the theory so-called science of science; the existence of basic particles in the world; and the existence of absolute truths.This paper was partially supported by Auburn University, presented atThe 20th Annual Spring Topology Conference, entitled The ZFC Axiom System and Problems in Epistemology.     

人对红绿光栅的颜色视觉对比感受性

实验使用电子计算机控制彩色图象显示器的屏幕来呈现视觉目标彩色光栅,以对人的颜色视觉进行对比感受性的测定。被试可以通过终端键盘改变光栅的各种变量并进行反应,计算机对结果进行记录和处理。实验Ⅰ是对比感受性作为红-绿光栅和绿色单色光栅的空间频率的函数的测定。结果表明,在所有空间频率上,被试对绿色光栅的对比感受性都比对红-绿光栅要高。但随着空间频率的升高,对两种光栅的对比感受性也相应升高,并都在中间空间频率带达到高峰值。实验Ⅱ是对颜色视觉对比感受性作为红-绿亮度比率的函数的测定。结果表明,空间频率和红色在光栅中的比率对对比感受性都有重要的影响。本实验结果具有明显的实际应用价值。     

Correlates of Children's Usage of Videogames and Computers1

Fourth-, fifth-, and sixth-grade students responded to a questionnaire concerning their experiences with electronic videogames and computers. Teacher ratings of academic achievement, personality characteristics, and behavior patterns were also obtained for each student. These data were used to examine a number of hypotheses concerning potential harmful or beneficial effects of electronic videogames on school-age children, and to provide preliminary evidence concerning the correlates of computer usage by school-age children. Videogame usage showed significant positive correlations with teacher ratings of impulsivity, significant negative correlations with ratings of academic achievement, and little relationship to rated sociability. Videogame use also proved positively related to other social activities and to microcomputer use.