萨满“通神”心理机制初探——兼谈弗洛伊德主义的“潜意识”

萨满昏迷术及其萨满在昏迷状态下“通神”的生理、心理、思维机制,可以说是萨满教研究的制高点。文章从选萨满、传授萨满知识、萨满“通神”三方面讨论了萨满性意识是一种潜意识;又从对萨满所通“神”形象的原型探讨,指出“神”是一种潜意识信息的流露。     

论太祖努尔哈赤“恩威并行”的方针和“举贤贬奸”的用人之道

太祖努尔哈赤是大清帝国的创始人,他驰骋疆场,南征北战四十余年,在统一女真各部之后,为满清王朝的创建奠定了坚实的基础。他从起兵初期就坚持“恩威并行”这一方针,并很快取得了成效,在很短的几十年中就完成了统一女真的大业。文章主要浅释这一方针并分析了太祖“举贤贬奸”的用人之道和成功的经验。     

威胁·忧虑·对策——关于文化遗产保护问题的思考

近几十年来,随着生产力的飞速发展,环境问题日渐突出,文化遗产这一人类文明创造中的精华,日益受到威胁甚至破坏,而我国目前开展的社会主义新农村建设使得这种威胁越来越严重。科学分析文化遗产遭到威胁和破坏的因素(尤其人为因素),积极探索社会主义新农村建设中的文化遗产保护问题,研究其对策,将有利于我们守护住自身赖以生存的生态家园和精神家园。     

Policy Watch

UK higher education (HE) has become increasingly diverse. Despite the clear social, economic and pedagogical benefits of diversity, it can also be challenging for identity as it may bring about psychological change and compel both the ‘dominant majority’ and ‘minorities’ to adjust to the presence, identities and worldviews of the other. Drawing upon Identity Process Theory from social psychology, the present article explores the potential challenges to identity in a diverse HE context and how students may subsequently cope with these challenges. After a brief overview of Identity Process Theory, two case studies are presented that focus on how social class and ethnic/religious diversity can impact identity. The more general aim of this article is to develop the basic tools for enhancing students’ learning experience in a diverse HE context. It is suggested that HE institutions need to support students from diverse backgrounds in ways that are conducive to a positive identity, and that they must facilitate a shared superordinate identity which can be viewed as inclusive and available to all, regardless of class, ethnicity, religion or any other identity.     

An analysis of Turkish high school students' metacognition and motivation

Publishing data on individual schools is becoming a common practice in more and more countries. Based on an extensive study of literature and interviews with experts in England, Scotland, The Netherlands, and France, this article reveals that publishing individual school data is not only a contested but also a very complex affair. Different stakeholders may benefit from the availability of individual (comparative) school data under the condition that some prerequisites are met. The publication system must prevent unintended effects from occurring. Additionally, criticisms on existing publication systems should be taken into account. Providing informative, correct, and comparative information is primordial. Value added measurements are explored as a promising approach.     

跨文化交际中的文化定势及其对外语教学的启示

文化定势是跨文化交际中一种普遍存在、不可避免的认知方式,它是直接影响交际效果的重要因素之一。基于高校学生对文化定势和跨文化交际认知的调查,分析文化定势对跨文化交际产生的影响,尝试从教师和学生的角度提出解决办法,以帮助学生更好地进行跨文化交际。     

美国大报涉华海军报道的批评话语分析

《纽约时报》和《华盛顿邮报》是美国两大主流报纸,他们有关中国军事的报道尤其是涉及近几年中国海军发展的报道能切实准确地反映出美国政府对华军事政策的变化。美国涉华军事新闻报道会受到美国一贯的文化霸权和所谓的“中国威胁论”的影响。话语的背后总是暗含美国政府的政治利益、价值观和意识形态。对美国涉华军事新闻报道进行更深层次的语篇分析会揭示出美国在亚太地区的战略意图。     

网络信息化视域下高校国防教育问题及对策探究

简述了我国几代领导人国防思想,针对当今国防建设中出现的新威胁和面临的挑战,认真分析了加强国防教育的意义,并依据出现问题,并提出改进我国国防教育的对策性建议。     

Threat Perception and Attitudes of Adolescents Towards Re-Introduced Wild Animals: A qualitative study of young learners from affected regions in Germany

Conservation efforts such as the restoration of European bison or the support of wolf immigration into Germany are often socio-scientifically controversial. In many cases, disputes are based on individuals’ threat perception and attitudes towards the animal involved. The herewith reported study provides qualitative insights into German adolescents’ (n?=?31, M_age?=?16.6 years) attitudes towards animal reintroduction, their threat and coping appraisal about wildlife and their knowledge of local endangered species. We found that students had rather limited knowledge of local endangered species. After Kellert's categories of animal attitudes, the adolescents showed a strong moralistic view on wildlife return. Naturalistic, ecologistic and utilitarian views were also strongly apparent. According to the Protection Motivation Theory, perceived threats could be identified as threats to animals on the one hand and threats to human interests on the other. Such threat perceptions often lead to a dilemma, which made it difficult to decide upon the priorities of wildlife protection versus protection of human interests. Coping mechanism to reduce threats to human interests as mentioned by the participants included restrictions of the animal as well as strategies that focused on responsibility by humans. Regarding coping mechanism to prevent the species’ extinction, participants showed a relatively superficial understanding. Furthermore, we found that participants from regions where wolves are currently immigrating or European bison are being reintroduced showed a more positive understanding of the respective animal. Our findings are discussed in the light of this topic's potential as an example of a real-life socio-scientific issue in classroom discussions.     

My house of value: school intervention programme investigating aspects of self-knowing,knowing of the other,identity, diversity and interaction

The project My house of value was implemented at a fourth grade primary school classroom for 10-year-old students in Nicosia, Cyprus. The main goal of the project was to examine how pupils realise identity and diversity in their broad sense, how they deal with stereotypical thoughts and how they understand interaction in both positive and negative ways. This was achieved through certain activities during the art lesson, which gave them the opportunity to express themselves in various ways. The method included observation and discussion in classroom, analysis of teachers' diaries and students' works and interviews with students reflecting on the various activities of the project. The final results showed that many pupils could realise that the diversities between identities are more than similarities, but this fact was not necessarily negative. They also became aware of stereotypical thinking concerning the self and the other. They also realised the complication of human intercultural encounters since emotions and experiences are involved. Finally, they concluded that the different ways of knowing the other include different means of communication. The implementation of the project showed that such activities can have a positive impact on pupils especially if they are incorporated in everyday curriculum and classroom practice.