胡适论议政的知识分子及其独立性

在胡适看来，议政的知识分子很大程度上是要力争做国家、政府、当政者的“谏士”和“诤臣”。然而，身为“诤臣”的议政的知识分子言论的相对独立性如何得到保障？胡适认为，主观上，知识分子要与政府有意识地保持一定的距离，做一个置身局外的“局外人”；客观上，知识分子要有经济上的保障，即“有职业而不靠政治吃饭”，这样才不会为“饭碗势力”所左右。     

“Involved in something (involucrado en algo)”: Denial and stigmatization in Mexico’s “war on drugs”

This article responds empirically to the question posed by Stan Cohen about “why, when faced by knowledge of others’ suffering and pain—particularly the suffering and pain resulting from what are called ‘human rights violations’—does ‘reaction’ so often take the form of denial, avoidance, passivity, indifference, rationalisation or collusion?”. Our context is Mexico's “war on drugs.” Since 2006 this “war” has claimed the lives of around 240,000 Mexican citizens and disappeared around 60,000 others. Perpetrators include organized criminal gangs and state security services. Violence is pervasive and widely reported. Most people are at risk. Our study is based on qualitative interviews and focus groups involving 68 “ordinary Mexicans” living in five different Mexican cities which have varying levels of violence. It investigates participant proximity to the victims and the psychological defense mechanisms they deploy to cope with proximity to the violence. We found that 62 of our participants knew, directly or indirectly, one or more people who had been affected. We also found one dominant rationalization (defense mechanism) for the violence: that the victims were “involved in something” (drugs or organized crime) and therefore “deserved their fate.” This echoes prevailing state discourses about the violence. We argue that the discourse of “involved” is a discourse of denial that plays three prominent roles in a highly violent society in which almost no-one is immune: it masks state violence, stigmatizes the victims, and sanctions bystander passivity. As such, we show how official and individual denial converge, live, and reproduce, and play a powerful role in the perpetuation of violence.     

A Psychosocial View of Mental Illness: An Introduction

Abstract

Bullying presents a significant social distress for students, families and schools. Concerned practitioners and researchers are invested in developing interventions to decrease the frequency and negative impact of bullying. To do so, however, understanding the cast of characters in the bullying drama is critical. This paper reviews selected research on characteristics of bullies, victims and bystanders from a variety of theoretical and methodological approaches. The implications of these characteristics for effective interventions is considered. The role of socio-economic factors is presented, and their relevance for communities and policy makers discussed.     

“旁观者”现象的博弈分析

从博弈视角,分析旁观者现象存在的深层原因：搭车心理、规则不适和道德缺失;从博弈思维,寻找旁观者现象的路径改善：博弈模型---改变博弈支付,博弈规则---策略博弈调适,博弈道德---约束博弈范式;从博弈策略,运用两两对比方式：“搭车心理”与“博弈模型”,中国“彭宇案”与比利时“抢劫案”,“谁让谁吃亏”与“自我道德约束”等对比,提出博弈模型的行为方式、博弈规则的行为调适和博弈道德的行为范式。     

Empathic responses by cyberbystanders: the importance of proximity

Cyberaggression, and its' specific sub-type, cyberbullying, have become a widely debated and studied issues, but we still lack knowledge about cyberbystanders, whose reactions (or lack thereof) can play a crucial role. One of the important factors determining behavioral outcomes is cyberbystanders’ empathic response to the incident. Certain features of cyberaggression incidents (e.g. distance and the invisibility of those involved) raise the question of what conditions tend to encourage (or inhibit) empathetic responses on the part of cyberbystanders. Therefore, we investigated the link between the empathic responses of 453 Czech adolescent cyberbystanders (age 12–18) and the context in which they become aware of ongoing cybervictimization. We found that being directly present and being informed by the victim increased emotional response, while witnessing it only online or being informed by others had no effect. We discuss the importance of including the dimensions of ‘proximity’ or ‘directness’ in both prevention and intervention efforts and future research on cyberbystanders’ reactions.     

Tell the Teacher or Tell the Bully off: Children's Strategy Production for Bystanders to Bullying

Although children's reticence to intervene as bystanders to bullying is well established, the reasons for their inaction remain unclear. One possibility is that they are incapable of generating appropriate response strategies in these situations. This study examined the number and type of strategies children (N = 104, 6–11 years) could generate for bystanders to a variety of bullying situations. Across bullying situations, older children generated more strategies than did younger children. Children most often suggested that the bystander confront the bully directly, followed by the suggestion that the bystander find a teacher for help or comfort the victim. An exclusion incident prompted more frequent proposals that the bystander help by comforting the victim while a pushing incident prompted more frequent appeals to a teacher. A priming story about a peer bystander intervening successfully in a bullying incident boosted strategy production in girls but did not affect boys.     

Recognition of Social Pain among Peers: Rethinking the Role of Bystanders in Bullying and Cyberbullying

Antibullying interventions that encourage bystanders to intervene have variable outcomes, some even associated with increased rates of bullying. In this article, I account for these challenges with a reconceptualization of the bystander role within an intersubjective field of traumatic enactment. Bystanders in adolescence and emerging adulthood can learn to play a crucial role in mitigating the traumatic effects of peer aggression by providing recognition of social pain from the unique vantage of peers—a role that parents, teachers, and clinicians must play with younger children. Two case examples demonstrate the need and potential for peers to provide empathic and accountable recognition.     

School bullying and the ongoing social dynamics: A thematic analysis of young peoples' perspectives on a specific bullying case

Based on analyses of six individual interviews with young people from a sixth-grade school class, this study explores how young people talk about bullying and a particular bullying case in their class from various positions. Utilising thematic analysis, three themes were conceptualised as crucial in bullying: social status, powerful positions and fragile social positions. Symbolic interactionism, emphasising perspectives as constructed in interaction, were used to understand these social dynamics and bullying as a group phenomenon. The findings demonstrate the social landscape in which young people navigate, where social positions are in process but affected by their group norms.