钱钟书和马一浮学术态度比较

“不开宗派不为师”,是钱钟书和马一浮两位学术大师共同的学术态度,虽然具体缘由不尽相同,但都植根于中国古代“为己之学”的传统。     

Gendered Strategies of Self: Navigating Hierarchy and Contesting Masculinities

This article is based on a case study of a catastrophic wildfire that occurred in western Canada in 2003. The organization of the firefighting efforts and unequal support and praise from the public and the media resulted in a hierarchy between firefighting groups. This created inter‐group tension and conflicts that firefighters resolved using discursive strategies that positioned some occupational groups as superior and others as subordinate. I argue that we cannot fully understand firefighters' strategies for negotiating this hierarchy without examining masculinity dynamics; something that previous research on boundary work and the comparative self have yet to examine.     

物质的追求能否带来快乐与幸福--物质主义价值观及其影响研究

物质主义通常指一种强调物质拥有和社会声望重要性的个体价值观。高物质主义者在对外部目标的追求与基本心理需要的满足之间形成了一个不断循环的怪圈。这个循环体系维系了物质主义的生活方式,却也带来更低的自我评价、更高的不满意感和更负面的情绪反应。文章概括了物质主义价值观对幸福感的影响以及社会比较和自尊在其中的中介作用;物质主义价值观对人际信任与助人意愿的影响,也为指导大众树立正确的消费观念,开启健康的生活模式提供了建议和引导。     

孤独者的寻觅形象——试论李白诗歌对现实世界介入的努力

从太白诗作看,他对现实对人生的态度是:对之只当作一种把玩,一种游戏,没有必要也不可能为之牺牲自己的自由与快乐。这就使得李白自身的存在和他的诗歌,在现实世俗世界中,都只能作为一种形象出现,而他的介入现实也只是一种意识的努力,他的诗歌始终摆脱不了第三者的形象和声音,并成了他塑造自我形象的手段,是一种试图证明自己的存在的方式。     

现象学视野下的具象表现绘画与《逍遥游》

《逍遥游》是《庄子》的总论,集中体现了庄子对精神自由的祈向。《逍遥游》有三个方面的思想：至人无己;拔俗;无用之用。通过解读《逍遥游》文本,力图挖掘其对于当代中国具象表现绘画艺术的某些启示。首先论述画家如何通过“待道”的途径实现“无待”,达到至人无己的生命境界。其次论述艺术沦为俗务的种种表现以及拔俗对于具象表现绘画的重要性。最后论述了将具象表现绘画树之于无何有之乡,实现其无待逍遥游。     

Effects of a Punitive Environment on Children's Executive Functioning: A Natural Experiment

Few studies have examined the influence of environmental factors on children's executive functioning (EF) performance. The present study examined the effects of a punitive vs. non‐punitive school environment on West African children's EF skills. Tasks included a ‘cool’ (relatively non‐affective) and ‘hot’ (relatively affective/motivational) version of three EF tasks: delay of gratification; gift delay; and dimensional change card sort. Children had more difficulties with the hot versions of the tasks than the cool versions, and older children outperformed younger children. After controlling for verbal ability (Peabody picture vocabulary test‐third edition), a consistent pattern of interaction between school and grade level emerged. Overall, kindergarten children in the punitive school performed no differently than their counterparts in the non‐punitive school. However, in grade 1, children in the punitive school performed significantly worse than their counterparts in the non‐punitive school. These results point to the need to consider interactions among discipline style, age, and internalization processes of self‐regulation to better understand environmental influences on EF development.     

Generic Processes in Aligning the Multiple Bases of Identity: The Case of Becoming a Ministry Student

Identity theory distinguishes three bases of identity—role, group, and person—but studies have typically focused on one identity at a time. The interrelationship among the multiple bases of identity remains understudied. This study examines the multiple bases of identity individuals engage on their way to becoming ministry students. The results reveal the advantage of examining the multiple bases of identity as subcultural processes, the utility of qualitative research for expanding the empirical scope of identity theory, and the possibility of employing structural symbolic interactionist concepts within a processual symbolic interactionist agenda.     

Making it Work: Supporting Group Representation in a Liberal Democratic Organization

Providing oppressed social groups with rights of representation is one suggestion for counteracting bias towards privileged groups in society. In order to counteract a bias towards their white, male, heterosexual, able‐bodied membership, a number of trade unions have provided social groups with resources to self‐organize and represent their group interests to mainstream decision‐makers. However, enabling group representation at the same time as individual representation is problematic in trade unions that are organized along liberal democratic lines. This case study of UNISON shows that while the union supported the self‐organization of oppressed social groups, these groups were excluded from matters affecting pay and working conditions. The article argues that this outcome reflects the difficulty of reconciling the representation of social groups with the representation of individuals in a liberal democratic organization. The implications of this organizational framework are illustrated by contrasting the organizing strategies of two women's self‐organized groups. While one strategy (the organization of women shop stewards) fits the prevailing organizational structure, the other (the organization of all women) attempts to be different and may have more potential for counteracting the bias towards privileged groups in the future. The article argues that a radical organizational framework is required if oppressed social groups are to gain real power within trade unions.     

Self,Career and Nationhood: The contrasting aspirations of British and French elite graduates

There is increasing interest in the emergence of a ‘global middle class’ in which high achieving young graduates increasingly look to develop careers that transcend national boundaries. This paper explores this issue through comparing and contrasting the aspirations and orientations of two ‘elite’ cohorts of graduates. Interviews with students at the University of Oxford, England, and Sciences‐Po, France, reveal very different ambitions and allegiances. Our Oxford respondents portray their futures as projects of self‐fulfilment as they build portfolio careers by moving from job to job and from country to country with limited social allegiances – epitomizing the nomadic worker of the transnational elite. Our Parisian respondents, on the other hand, display strong allegiances to the nation, state and civic duty. Their projects of the self involve reconciling their personal aspirations with strong allegiances to France. The paper concludes by discussing the significance of these differences. It argues that the enduring role of education in the formation of national identities should not be overlooked and that more detailed research is needed on the contextual specifity of transnationalism and the (re)production of elites.     

社会参与在鲁迅文学活动价值生成中的意义

社会参与意识在鲁迅文学活动价值生成中具有怎样的意义？从人们对这个问题的不同回答中能窥见文学创作观念、文学批评观念以及整个社会精神文化的变迁。正确认识社会参与意识在文学活动中的意义也有利于当前的文学创作和批评。