论风险社会语境中的大学生信仰问题

从风险社会的视角来看,现代风险社会的个体化叙事方式、技术理性逻辑以及不确定特征是造成当下大学生信仰多元化、功利化和虚无化的根源。因此,高校思想政治教育应该注重加强社会主义核心价值观教育、人文精神教育和传统文化教育,以应对当代大学生中存在的信仰问题。     

试论宗教信仰的政治意蕴

信仰源于人类的本性需要,宗教信仰也是如此,对宗教信仰的社会作用应给以科学评价。宗教信仰之所以得到许多国家的认同和支持,在于其具有深刻的政治意蕴。它不仅是统治者进行政治统治的理论辩护工具,而且是进行社会控制和稳定社会秩序的调节器,特别是凝聚民族力量的强力粘合剂,一些重要政治运动的传播机。因此,在对待宗教信仰的态度上,我们一方面应该实行宗教信仰自由政策,另一方面必须反对封建迷信、抵制和铲除邪教。同时,维护宗教信仰的民族性特点,坚决反对利用宗教信仰作掩护的民族分裂主义。     

新时期我国民族宗教工作的历史与思考

我国是一个多宗教的国家,各种宗教源远流长,信徒众多,特别是我国的少数民族大都信仰宗教,有的民族全民信仰某一种宗教。本文全面论述了我国民族宗教问题的基本特点以及我国制定和实施的民族宗教政策和措施,同时就新时期民族宗教工作与社会主义现代化建设事业相适应的问题进行了探讨。     

The socio-cultural context of child marriage in a Bangladeshi village

This article focuses on the reasons for child marriage in a Bangladeshi village. Although the mean age of marriage for women in Bangladesh is currently 20.2, nearly half of all girls are married before the age of 18. In Bangladesh, female sexuality is controlled through early marriage and the custom of purdah , which limits the social interactions between men and women. The methodology of this research was participant observation, supplemented by questionnaires, discussions, interviews and the construction of case studies. The study was conducted in a village in Bangladesh, and looked at why the rural people of Bangladesh marry off their daughters at an early age, whether they think that they will profit from it, and how. Cost-benefit analysis in exchange theory provides the theoretical framework. This study finds that child marriage occurs as a result of the profit-making motive of the people of Bangladesh, despite the huge costs to the individuals involved, the local community and society as a whole.     

论相信与知道等相关系列范畴的关系

在哲学基础理论中特别是认知理论中存在两组密切相关但又有着明显的区别的基本范畴问题,这就是信、所信、相信、信念与知、所知、知道、知识及其相互关系问题。所知必有所信,知道必定相信,反之则不成立,故“所信”、“相信”、“认为”是比“所知”、“知道”等更为基本的概念,实际上,前者才是哲学认知理论乃至整个哲学研究的基石、出发点、归宿和终极预设;知道、知识不等于相信、信念,也不等于为真的信念,知道、知识与相信、信念的区别也不在于凭据、证据、证明;知道、知识不过是一种特殊的信念,是以经历、感触为前提的为真的信念。     

论守法与宗教

宗教有很深的群众基础。宗教通过其宗教教义控制人们的思想和行为,它与法律一样,成为人们行为的准则和规范,通过社会成员的自觉遵守来调节人们的社会关系。宗教信仰、宗教道德、宗教活动等,对公民守法有积极的意义。     

基于NAC容度效用的博弈均衡

在不完全信息博弈中,参与者对其对手的策略选择的信念采取了较强的限制:每个参与者都可以计算出其他参与者策略选择的概率分布,参与者的偏好采用了主观期望效用。这些假设与主观预期效用理论是一致的。Knight认为不确定性有两种:一种是有确定概率的不确定性;另一种是没有确定概率测度的不确定性,他认为这种不确定性才是真正的不确定性。本文在NAC容度基础上,建立了基于NAC容度的博弈模型,定义了信念均衡的概念,最后介绍了它的经济学含义及应用前景。     

高层管理者战略信念形成的动因研究:综述与展望

高层管理者是企业的战略决策者,他们的认知反映在企业管理活动的方方面面中,对企业战略问题识别有着重要的影响。信念作为认知结构的基本要素,其定义和内涵都有了较多的研究。同时,学者们在战略信念对企业战略决策的影响方面,也进行了较多的实证分析。相比之下,战略信念的形成过程和战略信念的影响因素却很少有系统研究。文章从动态的角度剖析战略信念的形成,不局限于用人口统计学特征,挖掘战略信念的影响因素,对战略认知相关文献做出了重要补充。同时,也有助于高层管理者调整自身战略信念,进而更灵活地做出企业战略选择和提高组织绩效。     

Predicting the development of dependency on the teacher in late childhood: The role of peer victimization and peer beliefs

Evidence indicates that being overly dependent on the teacher places children's academic and socioemotional development at risk. However, little is known about what predicts dependency on the teacher or how the quality of interactions occurring within the classroom peer system may impact how children relate to their teacher the following school year. The current study tested the proposition that peer victimization may result in negative perceptions of classmates (i.e., peer beliefs), leading to overreliance on teachers. Data were collected from 365 children in the fall and spring of their third/fourth grade year and the fall of their fourth/fifth grade year (195 girls; M_age = 8.92 years; 86.8% white). Peer-reports of peer victimization and self-reports of peer beliefs were collected at each wave of the study. Teacher-reports of dependency were collected in the fall of the first and second years of the study. Path analyses showed that for boys peer victimization directly predicted higher levels of dependency on the next year's teacher, and, for boys and girls, peer victimization indirectly predicted dependency through lower levels of prosocial peer beliefs. Supplemental analyses assessing teacher-child conflict and closeness confirmed that findings were unique to dependency. These results underscore how children's perceptions of their classmates may contribute to dependency in their relationships with teachers and highlight the need for further research into the transactional and cumulative impact of difficulties within peer and teacher relationships.