现代忏悔的发生学:忏悔者与生活世界(上)

本文尝试通过讨论现代意义上的忏悔者,推进对于生活世界范畴的理解。文章从现象学的角度出发,首先清理了保罗·利科以现象学入精神分析的努力,试图在社会思想史中确立一种讨论忏悔的起点和框架。利科讨论了胡塞尔现象学和弗洛伊德的精神分析在理论和方法之间的亲和力,不过却并未将议题落实在社会理论的层面上。进而,本文通过对福柯关于忏悔的发生学研究的检讨,将对忏悔的理解集中在经典精神分析的理论传统之中。通过对于弗洛伊德谈话分析中自由联想法的理论背景分析,本文将谈话疗法与还原工作比观并照,互相证成,最后试图对于弗洛伊德式忏悔做一个现象学社会学式的理解。     

社会日常监控:口供制度的变迁动力

口供制度从传统社会到现代社会的变迁 ,是诉讼民主和文明的表现 ,也是社会道德力量推动的结果 ,但更离不开社会日常监控的强化。中国社会日常监控的薄弱造成了刑事司法对口供的较大依赖性 ,以至违法收集口供的现象久禁不止 ,因此 ,改变日常监控状况是实现收集口供法治化的根本出路。     

Confession Governance and Verdicts in China’s Criminal Justice

The objective phenomenon of reliance on confessions is the source of many problems in the practice of criminal justice in China. Although successive amendments to the law have endeavored to improve the handling of confessions, they have been unable to resolve the dilemma of a rigid management mode, incompatible management strategies, and conflicting attitudes towards management. This paper has made a multi-dimensional reinterpretation of it from the judges’ perspective, including functional analysis, cultural interpretation and immediate considerations. It reveals that behind its functions of offering moral comfort or allowing evasion of responsibility, confession, as a medium of physical and intellectual management, has the more important function of supplementing and improving the legitimacy of criminal verdicts. The remolding of the legitimacy of criminal verdicts with the coordinated improvement of the management of confessions will change the mode of association between those who currently govern confession and those they govern and will clash with the current closed mode of criminal justice management, thereby promoting a transformation in the governance of criminal justice.     

弗洛伊德的案例剧场:忏悔者与生活世界(下)

在上篇所建立的理论框架的基础之上,本篇试图集中到弗洛伊德的五个经典案例,通过约翰·奥尼尔对于这五个案例的理论思考,将精神分析传统中的忏悔现象及其理论置于经典社会理论乃至西方文明的传统之中,并最终将讨论落实在生活世界中的理性与存在问题之上。文章最终回到黑格尔,主张理性必须落在此在之在（Da-sein）并因而是个体存在之意义世界中。与忏悔相关,既存在着一种作为存在之形式（form of being）的理性,又存在着一种作为生命意志（will of life）的理性。第二种理性,也即来自于此在之在的状态,可能是理性真正的困难所在。从这个角度来说,康德对于启蒙所提出的要求,或许正可以落实在弗洛伊德的诊所技术之上。     

禅录方俗词解诂

禅籍“突晓”、“标（摽）坟”、“磔索”和“飜欵（翻款）”是几则重要的方俗词。“突晓”本指黎明,引申为赶早,在禅籍中可泛指行脚,这一解释纠正了以往改字为训之误;“标（摽）坟”指清明节加土修坟、以竹杖悬纸钱而插之坟上等扫墓活动;“磔索”意谓奋张,是一个同义并行复合词;“款”本指罪犯的供词,禅籍“飜欵（翻款）”一词即翻供、翻案之义。     

Confessions of a Generation: Youth Opinion Poll

Their confessions could not properly be termed confession if, in trying to sketch in their own portrait and tell us what they have already managed to accomplish, the young people did not also candidly discuss their weaknesses and the problems facing them. The questionnaire actually invited such discussion, providing a series of questions to cover it. We might add that the answers contained a good deal of sharp self-criticism.     

《秦誓》史料的可信性及价值新论

《秦誓》选自《尚书·周书》,是春秋时期秦穆公“殽之战”失败后因自悔所作誓言的最早记录。但是,由于《尚书》真伪的问题,历代对其价值无有定论。通过大量文献比较,结合当时背景和历代学者的研究成果,可以确定《秦誓》史料可信性,它在订正《史记·秦本纪》之误、补充《左传》不足及穆公研究方面自有它的价值。     

Marital Conflict, Child Emotional Security about Family Relationships and Child Adjustment

Addressing a gap in process‐oriented understanding of relations between marital conflict and children's adjustment, propositions of the emotional security hypothesis from a family‐wide perspective were tested in a longitudinal research design. Participants were 181 families and their 11–12 year‐old‐child (115 boys, 76 girls) living in Wales, in the United Kingdom. Relations between marital conflict, children's emotional security about marital conflict and parenting, respectively, and children's adjustment were assessed based on reports by mothers, fathers, and children and videotaped analogue procedures completed by children. Structural equation modelling indicated that children's emotional security about interparental conflict (emotional regulation, cognitive representations and behavioural regulation) mediated the relation between marital conflict and children's security about parenting. Processes pertaining to children's security in multiple family systems (i.e., interparental and parent–child) provided an indirect mechanism through which interparental conflict affected children's symptoms of psychological distress (internalising and externalising problems) assessed 12 months later. Future directions for further tests of comprehensive, theoretically based models for the effects of marital conflict on children are discussed.     

A MEDIA-BASED PERFORMANCE TEST FOR WORK WITH GROUPS

For rehearsal and educative evaluation of the competence of adult learners in working with groups, participants are rotated through four facets of videotaped role-playing including immediate play back and assessment by self and colleagues. For full involvement in this comprehensive learning process, each participant in turn (1) takes a member role in a 10-minute simulation, (2) uses rating sheets to assess "worker's" performance on selected dimensions of interventive focus, models of group work intervention, and "building blocks" ofsocial work practice, (3) becomes the "worker" with prechosen focus for his/her behaviors in the simulation, and (4) based on the videotaped playback, provides a self-analysis of his/her performance skills.     

Relating Individual Control, Social Understanding, and Gender to Child–Friend Interaction: A Relationships Perspective

According to a relationships perspective, it is critical to consider how the individual behaviors and characteristics of both partners shape their social interaction. Adopting a relationships approach to the investigation of children's friendships, we examined how preschool children's and their friends’ controlling behaviors, social understanding, and gender were related to their dyadic interaction. Child–friend dyads (n = 49) were videotaped in two laboratory play sessions (free play and sharing task), and child interviews assessed understanding of emotions and false beliefs. Both children's indirect control was associated with coordinated play during the free play session, and both children's direct control was associated with conflict during the sharing task. Moreover, dyadic interaction varied as a function of study children's social understanding, friends’ social understanding, and play session. An interaction between gender composition and play session also emerged for dyadic conflict. Multiple regression analyses suggested that study children's controlling behaviors accounted for associations between dyadic interaction and more ‘distal’ individual factors (i.e., social understanding, gender). The findings underscore the need to examine how both children's individual competencies are related to the quality of their dyadic interaction and illuminate how the associations between individual factors and dyadic interaction are moderated by the interactive context.     

Observed and parent‐reported conscience in childhood: Relations with bullying involvement in early primary school

This exploratory study aimed to examine which components of early childhood conscience predicted bullying involvement around school entry. In the population‐based Generation R Study, teacher reports of bullying involvement and parent reports of conscience were available for 3,244 children (M age = 6.7 years). Higher levels of overall conscience predicted lower bullying perpetration scores, independently of intelligence quotient, temperamental traits and sociodemographic characteristics. Particularly, the subscales guilt, confession, and internalized conduct, and to a lesser extent empathy, predicted bullying perpetration. Conscience was not related to victimization. Similar results were found using observations during so‐called ‘cheating games’ (subsample N = 450 children). Findings suggest that improving children's understanding of moral standards and norms may be a potential target for bullying intervention programs in early primary school.     

Adolescent Females' Security with Parents Predicts the Quality of Peer Interaction.

This study examined the association between security with parents and the quality of interactions between adolescent best friends. Thirty-six girls and their best friends, between the ages of 15 and 18 years, were recruited to participate in the study. They were videotaped while discussing unresolved problems each adolescent had experienced in her life. Security with parents and peers, self-esteem, and locus of control were assessed with questionnaires. There were three main findings. Girls high in security with respect to their parents had higher positive interaction scores in the videotaped task, higher self-esteem, higher internality scores, and less feelings of unknown or powerful others control than those low in security. Dyads in which both girls were high in security with respect to their parents had higher total positive interaction scores than those dyads in which at least one girl was low in security. Best friends were significantly concordant with respect to security with parents and peers as well as their positive interaction scores during their own task and their friend's task. Findings are discussed with respect to attachment theory.     

THE WISER WAY

A model of social skills training combining behavioral training with a problem-solving process, called the WISER Way, was developed and used with mixed-sex groups of incarcerated juveniles. Problematic interpersonal situations were developed from the institution's population and presented via videotape. Peer models, also videotaped, demonstrated the problem-solving process and an appropriate response. Empirical investigation and use in various settings is encouraged.     

Interviewing-Skills Training

After completing a pretraining assessment battery, 23 graduate student subjects were,assigned randomly either to an experimental condition, trained in specific inte~ewingskills, or to a delayed-training control condition. Based on videotaped interviews, pretraining to posttraining change scores showed experimental condition subjects superior to control condition subjects on ratings of forward trunk lean, open-ended questions, content and affect summarization, stimulus-response incongruence, and physical distance from a role-played client. Experimental condition subjects rated their interviewing performance more positively than did control condition subjects.     

Changes in Graduate Students' Use of Interviewing Skills From the Classroom to the Field

Graduate students' acquisition and use of verbal interviewing skills in field settings were studied. The frequency and the proportional use of skills were judged in simulated ten-minute interviews videotaped before and after training, in eight-month post-training interviews, and in subsequent interviews recorded in the students' practica settings. Predicted changes from pre-training to post-training interviews were not significant. However, significant changes were found between training and practica interviews.     

Euthanasia on trial: examining public attitudes toward non-physician-assisted death

This study investigated the influence of various contextual effects on the decisions of subjects evaluating a case of nonphysician-assisted suicide. Subjects viewed a videotaped deposition of an individual emotionally or nonemotionally describing how he assisted in the death of his terminally ill wife by disconnecting her respirator or shooting her in the head. The deposition was followed by jury instructions that outlined the duties of the subject and, in some cases, was followed by a nullification instruction that informed the subjects of their right to ignore the law in this case if they felt it would culminate in an unfair verdict. After viewing the videotape, subjects were asked to rate the guilt of the individual as well as their confidence in this rating. Results indicate that the means of death and the type of instruction significantly affect guilt ratings. The implications of these findings are discussed.     

Gender Differences in Verbal Communication between Popular and Unpopular Children During an Interactive Task

This study investigated gender differences in communication effectiveness between popular and unpopular 5‐ to 7‐year‐old children. Because previous research suggests that there may be gender differences in how popular and unpopular children communicate with each other, 24 same‐gender pairs (each containing a popular and an unpopular child) were videotaped playing a game. Communication effectiveness was assessed by measuring the incidence of forms of speech associated with successful collaboration (questions, directives, and elaborations). Results revealed a popularity by gender interaction. Popular girls used a greater incidence of these forms of speech compared to unpopular girls. By contrast, there was no difference in the speech of popular and unpopular boys. Findings are interpreted in relation to the nature of the task and the characteristics of popular and unpopular children.     

Paternal participation in toddlers' pretend play

32 toddlers were videotaped in a laboratory setting while playing alone and with their fathers to understand how fathers contribute to children's early pretend play, to explore the extent to which their social play involves pretend, to describe father-child pretend play, and to examine fathers' beliefs about children's play. Children exhibited more exploratory play alone and engaged in more symbolic level play with their fathers. Sex differences were found in fathers' play behaviors and in the thematic content of play episodes. Fathers used explicit guidance with sons and implicit guidance with daughters. Father–son pairs engaged in vehicle/tool play and father–daughter pairs played domestic themes. The results suggest that the early differential socialization of boys and girls is apparent in father–toddler pretend play.     

INTERPERSONAL SKILL TRAINING FOR SOCIAL WORKERS IN SMALL GROUPS

This study evaluates the effectiveness of a small-group training program aimed at teaching social workers those interpersonal skills necessary for effective practice. Participants were taught to deal with critical situations commonly encountered by professional social workers in their clinical practice. Modeling, overt and covert rehearsal, videotaped and verbal feedback, coaching, behavioral assignments, delegation of group leadership, and other small group procedures were utilized in the training program. Participants met in small groups offour to six members for 2-hour sessions each week over a period of 6 weeks. The results of the study indicated that, following training, the participants were significantly (p≤ .o1) more effective than the controls in dealing with both trained and untrained items on a behavior role-play test. Methodological limitations, implications for future research on small-group training of social workers, and training of group leaders are discussed.