阳明心学的工夫论分析

学术界对宋明理学的研究一般以本体、境界、工夫为理论重心。在儒学德性修养理论体系之中,本体、境界与工夫之间是一种"互文性"的关系。在阳明心学中存在着两种工夫理论,它们体现着阳明心学德性修养论的基本特点。通过对这两种工夫论的分析,我们可以进一步阐解本体、境界、工夫三者之间的深层联系。     

论实践对质的确定

实践确定质的依据是:第一、事物作为客体是主体实践活动的对象;第二、事物及其质都是主客体相互作用的结果。质兼有主观性和客观性,体现着主客观的统一。质由实践确定,其机理是:第一,事物的存在状态同人的实践需要相契合,事物的某些潜在功能和属性显化出来,被主体确定为该事物的质;第二,在实践中人通过思维把某一时间内事物的相对稳定状态确定为系统质的某个方面;第三,事物被实践改造或重塑而形成新的系统质。     

本土知识与人类学传统

本土知识进入当代视野,与人类学传统有着深刻的联系.第一,早期人类学的人文反思为本土视角的出现、本土知识的再发现奠定了基础.第二,战后人类学关注发展问题丰富了本土视角的内涵,照亮了本土知识的价值和意义.第三,人类学文化研究的观点和方法形成本土知识的方法论基础,并使人类学成为沟通本土知识和科学知识的桥梁.     

Southern knowledge online? Climate change research discoverability and communication practices

The networked age promises global digital cultures with flattened power relations, given the affordances of information and communication technologies to collapse distance, enable easier cross-country collaborations and create new opportunities for knowledge production and sharing. In the academic domains, indications are that knowledge patterns continue to reflect physically based geopolitical realities – where knowledge from the South is still peripheral while knowledge from the North still dominates in terms of all the conventional metrics. This study explores the potential role of digital affordances to challenge structural Northern bias and generates questions about knowledge production and dissemination in the climate change knowledge domain. It is framed by the field of scholarly communication within an African setting and by the emergent field of climate change which is fraught with debates and contestations, particularly regarding mitigation and adaptation. It draws on Southern theory which interrogates the global dynamics of knowledge production and dissemination. It explores the intersection of the discoverability and visibility of local climate change research methodologically from the outside in, through an experiment of searches for ‘climate change/South Africa’ and from the inside out by reviewing the online presence of one climate change group in a top-ranked African university.     

Social Justice as Concept and Practice in Australian Social Work: An Analysis of Norma Parker Addresses, 1969–2008

Abstract

Social justice is central to Australian social work. Principles of social justice underpin the definition of social work as a profession, its code of ethics, and its standards of practice and education. However, there is a dearth of empirical research regarding what social justice has meant to social work over time and how it has been enacted in practice, topical as social inequalities continue to escalate. As a first-stage study, this paper examines how social justice was represented within 19 Norma Parker Addresses delivered by Presidents of the Australian Association of Social Workers at national conferences between 1969 and 2008. Two key themes were evident: social justice as a concept and social justice as social work practice. Social justice was represented conceptually throughout the Addresses as an enduring guiding principle and moral responsibility for social work. How social justice was enacted in practice included themes of: standpoint; practices and strategies; educating social workers; and contested and constrained practice. The meanings and practices of social justice were embedded within the changing contexts within which the Addresses were delivered. Further historical studies can inform social work knowledge, practice, and critical reflection as the profession continues to evolve and confront persistent social justice challenges.     

Are Hearing Voices Networks Compatible with Cognitive Behavioural Therapy for Psychosis?

The most extensively evaluated intervention for auditory hallucinations is Cognitive Behavioural Therapy for Psychosis (CBTp), which is usually delivered in statutory settings by experienced clinicians. In contrast, peer support networks, such as the Hearing Voices Network (HVN), operate informally using peers to normalise and manage voices. This article compares these two approaches to identify points of synergy and difference. Its analysis suggests the two approaches share many features, but also deviate in important ways that could compensate for each other. Instead of competing with each other as might first be thought, they may actually be complementary. Further, HVN may align comfortably with the values and principles of social work. Social workers seeking to engage with voice hearers may be advised to study the underlying principles of each approach to guide the way in which they can capitalise on intervention opportunities to better assist voice hearers.     

Action Learning in the Indian Village as an Alternative to the Traditional Field Practicum in the Foundation Year of the MSW

This paper captures the experiences of the faculty members of a relatively new graduate social work program situated in the largely rural state of Haryana India in reframing the foundation year practicum through community-based and engaged action learning in small villages. Located within Bhagat Phool Singh Vishwavidyalaya (BPSMV), north India's first all women public university, the mission of which is to enhance women's engagement in the greater society through post-secondary, professional and character education, the department is educating social workers for community engagement in social development and in the development of women as an empowered group in society, particularly at the village level. Over a three-year period, the faculty has successfully launched and sustained action learning as an alternative to the traditional practicum in social work education, enhanced civic engagement among students and faculty in three rural villages, and further developed community social work as a principal focus of social work education in India. The paper offers a rationale for action learning in the graduate social work curriculum, describes and documents the department's strategy of action learning, and lays out lessons learned from action learning as a central focus of pedagogy, research, and service within BPSMV Department of Social Work and the rural villages it serves.     

Learning to Be a Social Worker in a Non-traditional Placement: Critical Reflections on Social Work,Professional Identity and Social Work Education in England

Drawing upon findings from a national evaluation of student social workers' experiences of ‘non-traditional’ placements with a national charity, this article considers what such placements can contribute to the development of an individual and collective sense of professional identity for social work. This is explored against the background of current developments in social work education in England, including changes to the requirements for practice placements and the introduction of ‘fast-track’ routes to qualification, preparing students for social work in statutory children's services. The article suggests that with the establishment of The College of Social Work and the development of the Professional Capabilities Framework, relevant to all social workers throughout their careers, the profession has an opportunity to promote a concept of social work in England beyond that required by statutory sector employers; and that practice learning in non-statutory and non-traditional settings has an important role to play in this.     

Whose Responsibility is it? A Call for the Integration of the Knowledge of Substance Misuse in Social Work Education,Practice and Research

This commentary is based on the review of two articles written by Hutchinson and Allnock (2014a; 2014b) presented in this journal issue. The commentary reviews the two articles and other research on the integration of substance misuse in social work education, practice and research. Four lessons are presented in terms of how to enhance the knowledge and skills around substance misuse by creating stronger links between social work education, practice and research.