消极应对与主动调适——圣约翰大学与燕京大学发展方针之比较

20世纪20年代后,作为教会大学早期代表的圣约翰大学和和后期代表的燕京大学,面对中国变革中的社会选择了不同的发展道路。前者固守自身传统,对中国社会的发展消极应对;后者主动调适,努力适应中国社会的发展。不同的发展方针为两校带来了不同的结果,一个走向衰败,一个获得了更大的发展机遇。     

Age and intergroup differences in attitudes toward the teaching profession: How do teachers and students view themselves and each other?

Differences in attitudes toward the profession were determined among samples of teachers varying in CA and between teachers and students enrolled in teacher education programs. The students rated items reflecting “altruistic” and “pragmatic” needs met by teaching in terms of their importance in selecting teaching as a career and in terms of the way they perceived experienced teachers would rate them. The teachers rated the items in terms of their importance in their present teaching career and as they thought current students would rate them. The results indicated the absence of age differences in attitudes among the teacher samples. However both objective (self) and perceived intergroup differences in attitudes were found between the student and teacher samples. These results provide strong support for Neugarten's hypothesis that differences in the behavior and attitudes of adults reflect changes in social states rather than developmental differences and that the hypothesis can be generalized both to self and perceived intergroup differences in attitudes.     

Life goals and academic interests as predictors of extracurricular activities of secondary school sophomores

The life goals and interests of eighth-graders were examined in relation to their reported extracurricular activities in secondary school. In 1969, 204 females and 178 males, attending three feeder schools, completed the Vocational Sentence Completion Blank, a semiprojective measure of life goals, values, quests, aspirations hopes, preferences, and concerns. For the Milwaukee Academic Interest Inventory, which measures curricular interests, the complete test records of 183 females and 150 males were available. In 1971, all subjects reported about their participation in six secondary school activities. Approximately two-thirds of the 29 VSCB categories and all 7 MAII variables were predictive at a low level of association. The statistically significant relations between eighth-grade predictors and specific extracurricular activities in the first year of secondary school seemed reasonable. Implications for adolescent development were discussed.     

赫钦斯名著教育实践探析

赫钦斯在芝加哥大学和圣约翰学院进行的名著教育实践活动,在产生背景、实施内容、发展情况等方面特点各异。深入探析这些内容有助于了解赫钦斯的教育思想及其产生的深刻影响。     

一脑二心：埃文斯心理学哲学解读及反思

无论传统或是当代科学家、哲学家在心理问题上分歧有多大,但都普遍认为我们只有一个心,并支配着我们的理性行为或活动。当代一些认知心理学家如埃文斯在分析传统心理二元性基础上,结合当代认知科学中出现的双重加工理论这个新范式,标新立异地提出一脑之中共居两心,它们共同协作、相互竞争。两心假说对于我们重新认识心理的本质、地形概貌,反思我们的常识心理学以及认知科学、人工智能的发展具有重要意义。但是从心灵哲学的角度来看,它仍然存在着一些不可回避的难题。     

布尼亚科夫斯基与概率论在俄罗斯传播

布尼亚科夫斯基的《数学概率论基础》是第一部俄文版概率论著作,曾数十年作为俄罗斯的概率论标准教科书。该书构建了若干条俄文概率专业术语;诠释了某些概率论基本概念;介绍了大数定理理论;给出大量概率论应用实例等,其中不乏作者的创新性研究结果。因此,布尼亚科夫斯基的相关研究,对圣彼得堡概率学派产生了深远影响,极大地推动了概率论在俄罗斯的传播和发展。     

Pictorial organization in prose learning

Ninety undergraduates of high and low prior knowledge of geology read a difficult prose passage concerning the formation of a meander. Two groups of learners were forced to process a map-like organizer either before or after they read the passage, while a control group was provided no pictorial support. The results showed that subjects with little prior knowledge who were provided with the organizer prior to reading recalled at a level similar to that of subjects with a good deal of background knowledge. The findings were interpreted as support for the use of map-like organizers in the primary position to aid comprehension.     

西欧中世纪的模仿风尚与罗耀拉的成圣之路

西欧中世纪社会的人们所模仿的对象,常常是基督教伦理中某一个别方面的典范,这些典范以其身体力行地践履圣经的教诲而赢得广泛共鸣,他们的行为和思想在最初时大多不见容于正统学说和权力当局;不过,他们很快就被纳入了制度化的教会圣人的行列。耶稣会的创建人依纳爵·罗耀拉从一名卑微的破落骑士成长为一位基督教圣徒的过程,在西欧中世纪和早期近代的教会史上具有典型意义,他模仿过先前不少圣徒的所作所为,不断扬弃自身那些不合时宜的观念和做法,最终通过自己的努力,并借助社会环境所提供的条件,走上了成圣的道路。     

Indian Child Welfare Act: ideas for implementation

The Indian Child Welfare Act of 1978 was passed to curb the excessive rate of placement of Indian children in non-Indian foster and adoptive homes. Congress concluded that these placements were abusive because of their contribution to the identity confusion of the Indian children who had been placed as well as the disruption of tribal culture. This article includes recommendations about implementation of the Indian Child Welfare Act which are based on a survey of individuals involved in Indian child welfare as well as experiences of the author since completion of the survey in November of 1980. In general, the recommendations are: (1) Tribal and state agencies should make special efforts to coordinate services so that the unique difficulties faced by Indian families will be addressed; (2) Urban social service agencies should assign all Indian child welfare cases to one worker or a group of workers and cooperate with urban Indian associations in the transfer of Indian child welfare cases; (3) Social workers handling cases should be involved in all aspects of transfer and not leave the management strictly to attorneys; (4) Where the act is unclear, particularly in off-reservation emergency placements, the state agency must make the policy clear so that all workers understand how Indian children will be protected in emergencies; (5) In individual cases, as well as when negotiating agreements both tribal and state agencies should avoid compromising the rights of the parties involved or the principles of the act.     

创伤、焦虑和原型——简·爱拒斥圣约翰之爱内在心理动机解析

在认知到精神强悍的圣约翰与心理创伤的制造者约翰.里德之间的相似性,体悟到嫁给圣约翰后可能遭受与父母相似命运所带来的死亡焦虑,以及对谭波儿小姐嫁与般配丈夫这一婚姻原型的心理认同下,简.爱最终实施了拒斥圣约翰求婚这一外在行为。