积极心理学视野下的宽恕研究

宽恕是积极心理学的研究主题。本文阐述了宽恕在中西方的发展,不同的定义,宽恕的类型、发展和任务—阶段等三种模型,宽恕的问卷法、叙事法和实验法等三种研究方法,宽恕的发生受到冒犯者、冒犯事件、受害者等因素影响,并提出了研究方法需创新、研究群体需广泛、研究量表需完善、关系研究需拓宽、提高宽恕水平的研究需加大等五点展望。     

关于网络语言及其规范的几点言说

网络语言是伴随网络传播而新生的一种特殊的媒体语言形式,人们对汉语网络语言目前的话语样态及表达众说纷纭,但从语言学角度观察,网络语言有其存在的合理性,我们应理解并包容这种另类的话语现象,同时要以一种发展和建设的语言规范观去科学对待网络语言,因势利导地规范网络语言。     

爱的内涵在莎士比亚十四行诗中的演变

莎士比亚十四行诗中爱的内涵随着时间的推移在不断地变化。同性朋友之间的爱在不同时期内涵不同,男女之爱与同性之爱纠缠不清,总体表现为同性精神之爱、对爱友的敬爱与痴迷、肉欲之爱、出于爱的谅解及诗人对自身美德的热爱。爱的内涵在十四行诗中的演变,反映了莎士比亚进步的人生观和艺术观。     

建设社会主义和谐文化须弘扬忠恕之道

儒家的忠恕之道历史上曾为多个不同文明体系所提出,是具有普适价值的道德黄金律。通过在“所欲”或“所不欲”与“施人”或“不施人”之间的几种情况进行伦理分析,我们可以深入了解忠恕之道的伦理价值．以及与“以直报怨”的关系。在今天继承和弘扬“忠恕之道”,对于我们培育社会主义核心价值观、构建社会主义和谐文化,仍有着多方面积极重要的意义和启示。     

《论语》中孔子“仁”之思想的内涵及其表现

孔子创立了以道德为价值取向的儒家思想,形成了以“仁”为核心的价值理论体系。其《论语》中的“仁”之思想具有从“亲亲”及于“爱人”的深刻内涵。从这一内涵向外又推延出了“礼”、“忠”、“恕”等具有层次性和统—性的外在道德规范和要求。     

Kierkegaardian Implications of Punishment, Guilt, and Forgiveness for Education

Students have to be punished if they have made a serious transgression. Avoidance of punishment will lead to serious complications. But punishment is inseparably linked with guilt and forgiveness. The inability of individuals to forgive themselves was regarded by Kierkegaard to be an emanation of individual false pride, a kind of vanity. This type of despair, a psychological and spiritual disorder, is a serious and debilitating problem. The inability to escape this despair of forgiveness can lead to a loss of genuine humanness. Unchecked, this despair can lead to unrelatedness of self to itself and fear of the possibility of freedom. Thus the self-knowledge attainable in despair over the forgiveness of an offense would lead to what we would call a successful rehabilitation of the individual and his or her conjunct reintegration into society. Kierkegaard's ideas on punishment are interesting — historically and philosophically speaking — because they represent a softening of a harsh view of punishment by stressing the humanizing aspects of guilt and forgiveness.     

荒谬世界中的生存之路——论奥尼尔晚期剧作对存在基本问题的回答

奥尼尔晚期剧作中的人物往往生活在一个不再有幻景和光明的荒谬世界之中。他们或者从醉乡和白日梦想中寻求解脱,或者积极地追求人与人之间的同情、理解、宽恕,从中获取抗争荒谬的勇气。通过他们在绝境之中挣扎生存的种种努力,奥尼尔具体而形象地对存在的基本问题作出了肯定的回答,为现代世界中的人们指出了自我拯救的生存之路     

大学生宽恕的影响因素

近年来,宽恕这个主题被越来越多的研究领域所关注。对宽恕的概念和类型进行概述,并系统梳理了国内外关于自尊与宽恕以及正义与宽恕的研究后,发现:宽恕与认知可塑性,积极情感和分心呈正相关;宽恕与沉思,报复和敌意呈负相关;大学生宽恕与心理症状呈负相关;自尊与宽恕之间既有正相关,又有负相关,还有没有显著相关;复合正义与宽恕的相关程度大于报复正义与宽恕的相关。     

大学生情景宽恕量表的修订及信效度检验

以中国大学生为被试,采用实证研究方式,对Rye等人开发的情景宽恕量表(FS)进行修订。通过对1007名被试的数据进行探索性因素分析、验证性因素分析以及相关分析后发现,情景宽恕量表有三个维度:消极反应的消除、怀有积极反应和自我关注的消除。修订后的量表具有较好的内部一致性信度,同时也显示了较好的结构效度和实证效度。     

Contextual and pedagogical considerations in teaching for forgiveness in the Arab world

This study was conducted among Arab teachers in four countries in the Middle East (Jordan, Lebanon, Egypt and Palestine) to examine their views and methods on teaching for forgiveness in their classrooms. A total of 87 teachers in K-12 classrooms participated in semi-structured interviews as part of a larger study on teaching for forgiveness in the region. Thematic analyses of interviews suggested that teachers created opportunities to model and teach forgiveness as part of their civics education curriculum. They also expressed eagerness for instructional guidance and curriculum materials to systematically teach forgiveness in schools. The strength of religion and historical religious figures as positive sources for teaching forgiveness was also evident. Findings highlight the need to integrate education for peace and forgiveness in the education system, especially as a result of recent political developments in the Middle East, and to provide methods to assist teachers to do so in their classrooms.