The Emotional Dog Gets Mistaken for a Possum.

H. D. Saltzstein and T. Kasachkoff (2004) (see record 2004-21519-004) critique the social intuitionist model (J. Haidt, 2001) (see record 2001-18918-008), but the model they critique is a stripped-down version that should be called the "possum" model. They make 3 charges about the possum model that are not true about the social intuitionist model: that it includes no role for reasoning, that it reduces social influence to compliance, and that it does not take a developmental perspective. After a defense of the honor of the social intuitionist model, this article raises 2 areas of legitimate dispute: the scope and nature of moral reasoning and the usefulness of appealing to innate ideas, rather than to learning and reasoning, as the origin of moral knowledge. This article presents 3 clusters of innate moral intuitions, related to sympathy, hierarchy, and reciprocity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

生态平衡的伦理学意蕴解读

20世纪以来，人类采用技术工程治理、法律制裁和经济惩罚等措施，一定意义上改善了局部的生态环境，但是未能遏制住全球环境问题的恶化态势。生态危机的根本解决，关键在于人类自身必须进行深刻的利益观念和价值观念的变革。重新审视人与自然界的关系，对自然进行伦理关怀，寻求和建立以保护地球环境和人类生存与可持续发展的生态平衡理念。     

文化的冲突与融合对德育的影响机制

从人类文化发展的历史来看,文化的冲突与融合是一种规律。没有文化的冲突与融合,就没有文化的发展与创新。在世界全球化的进程中,各种文化间的冲突与融合已经成为不可避免的普遍现象。文化的核心是价值观。不同的文化有不同的价值观,文化的差异必然引起人们价值观的变化。在文化的冲突与融合过程中,冲突是必然的,但融合是主流。正是通过文化的交流和传播、文化适应和外来文化本土化以及文化转型等文化融合的主要方式,从而来对人们的道德观念、价值取向等产生深刻的影响。     

Moral value transfer from regulatory fit: What feels right is right and what feels wrong is wrong.

People experience regulatory fit (E. T. Higgins, 2000) when the strategic manner of their goal pursuit suits their regulatory orientation, and this regulatory fit feels right. Fit violation feels wrong. Four studies tested the proposal that experiences of fit can transfer to moral evaluations. The authors examined transfer of feeling wrong from fit violation by having participants in a promotion or prevention focus recall transgressions of commission or omission (Studies 1 and 2). Both studies found that when the type of transgression was a fit violation, participants expressed more guilt. Studies 3 and 4 examined transfer of feeling right from regulatory fit. Participants evaluated conflict resolutions (Study 3) and public policies (Study 4) as more right when the means pursued had fit. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

试论企业人格化管理的力量因素

论述了影响企业人格化管理的力量因素，并指出制度纪律是其保障因素，道德规范是其自律因素，理想目标是其进取因素。     

Neural components of social evaluation.

Evaluative responses appear to involve 2 seemingly distinct sets of processes: those that are automatically activated and others that are more consciously controlled. Using functional magnetic resonance imaging, the authors investigated the brain systems associated with automatic and controlled evaluative processing. Participants made either evaluative (good-bad) or nonevaluative (past-present) judgments about famous names. Greater amygdala activity was observed for names rated as "bad" relative to those rated as "good," regardless of whether the task directly involved an evaluative judgment (good-bad) or not (past-present). Good-bad judgments resulted in greater medial and ventrolateral prefrontal cortex (PFC) activity than past-present judgments. Furthermore, there was greater ventrolateral PFC activity in good-bad judgments marked by greater ambivalence. Together, these findings indicate a neural distinction between processes engaged for automatic and controlled evaluation. Whereas automatic processes are sensitive to simple valence, controlled processes are sensitive to attitudinal complexity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

发掘传统职业道德教育资源加强高职院校职业道德教育

简述了中国传统职业道德教育思想;并就高职院校如何借鉴和发掘优秀传统职业道德教育资源,科学、合理、有效地运用优秀传统职业道德资源塑造当代新人进行了探讨。     

论校园文化和德育目标的一致性

中系统介绍了校园化和德育目标的关系，并找准两之间的结合点，通过分析两的一致性和辩证统一关系，达到育人目的。     

Maternal Power Assertion in Discipline and Moral Discourse Contexts: Commonalities, Differences, and Implications for Children's Moral Conduct and Cognition.

Parental power assertion is traditionally studied in the behavioral domain--discipline triggered by the child's immediate misbehavior--but rarely in the cognitive domain--parent-child discussions of the child's past misbehavior. Maternal power assertion was observed in "do" and "don't" discipline contexts from 14 to 45 months and in the context of mother-child discourse about a recent misbehavior at 56 months. Mothers' use of power cohered across the "do," "don't," and discourse contexts, but its implications were domain specific. Power assertion in the "don't" discipline context predicted behavioral outcomes (more moral conduct at 56 and 73 months, less antisocial conduct at 73 months) but not cognitive outcomes (moral cognition at 56 and 73 months). Power assertion in the discourse context predicted less mature moral cognition but not moral or antisocial conduct. Mothers' high Neuroticism predicted more power assertion in all three contexts. Child effects were examined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

课程思政理念融入“动态图形设计”课程的探索——以制作“我的足球梦”宣传片为例

思政教育在高等职业教育中的地位越来越重要,教师在教学设计过程中要将课程思政融入课程教学,坚持以人为本、立德树人,使各类专业课程与思想政治理论课同向同行。以高职“动态图形设计”课程为例,探索将思政内容融入到专业课程教学中的方法,使学生在设计动画作品的同时,接受思政教育,培养学生正确的思想观、道德观和价值观。