The impracticalities of R. B. Stuart's practical multicultural competencies.

Comment in response to Stuart's recent article (see record 2004-10365-001) on multicultural competence. This comment includes three distinct voices. One voice is of a Brazilian woman, living in the United States, who experienced a visceral reaction to the article. The second voice is from a European American man who appreciates Stuart's efforts but is troubled by a disguised ideology that possibly objectifies culture and ignores sociopolitical realities. The third voice is from an Italian-Catholic-Austrian-Jewish man who can see himself and his clinical psychology training in what he considers Stuart's Western/White-male scientific multicultural metatheory. To the three of us, the practical suggestions Stuart offered seem useful, on the surface. However, we fear that when put into practice, these suggestions could not only be culturally insensitive, but in extreme cases might undermine some of the important progress made in the field of multicultural psychology over the past 2 decades. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multiculturalism: Questions, Not Answers.

A reply by Richard B. Stuart regarding the comment by Stolle, Hutz, and Sommers-Flanagan (see record 2005-13212-019). The American Psychological Association (APA) guidelines on multiculturalism (APA, 2002b) exhort psychologists to recognize and control their personal biases and to strive to "apply culturally appropriate skills in clinical and other applied psychological practices" (p. 3). My article (see record 2004-10365-001) offered 12 suggestions aimed at helping psychologists follow these mandates. It was motivated by the fear that some well-intended attempts to appreciate diversity could inadvertently contribute to the very insensitivity they were intended to prevent. It is my view that group influences are extremely important in shaping individual identity, but the effect of culture on a given individual cannot be verified without consulting that person directly. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

基于图形思维的信息图形化基础课程体系的研究与实践

通过对思维学基础理论、视觉心理学及工程图学中图示图解思维方法的综合性研究，论述了“图形思维”与形象思维和逻辑思维的关系。具体分析了图形思维的基本概念及思维过程，介绍了一个新创建的并已初步实施的基于图形思维方法的信息图形化基础课程体系。为在高等教育中如何建立有效的培养大学生创造性思维的教学训练公共平台找到了一个切实可行的切入点。     

信息管理与信息系统专业人才系统思维培养的探讨

文章针对信息管理与信息系统（简称“信管”）专业复合人才培养的难题，提出用系统科学作为方法论基础，讨论了系统思维训练的必要性和重要性，分析了系统思维培养的目标和任务，并结合学校实际，探讨了在专业培养目标、教学计划和课程设置，以及教学实践等方面的具体实施。     

以新的思路调动一切积极因素

包括知识分子在内的工人阶级、广大农民，是新时期应当调动的积极因素中首先需要关注的部分，在社会变革中出现的新的社会阶层是积极因素中新的组成部分。要在政策措施上把握好促进发展与保持稳定的关系；要重视激励困难地区和贫困人群脱贫致富的积极性。人在政治上的需求将成为影响积极性发挥的极为重要的因素，必须建设政治明．推进民主政治。     

新经济环境下对会计教育改革的思考

会计教育是受社会发展的需要决定的，即受社会对会计人才的需求决定的。面对新经济环境，要求会计教育从更新会计教育目标，改革课程体系，变革教学方法，提高专业教师业务水平和素质方面，进行改革与探索。     

数学猜想教学探讨

数学猜想教学研究是提高学生思维分析能力的重要措施。本文主要从思维素质培养、思维方法训练、猜想能力开发、特别是数学猜想证明等角度对如何全面、系统、科学，有效培养具有较高索质的高等院校学生进行探讨。     

Self-Deception and Emotional Coherence

This paper proposes that self-deception results from the emotional coherence of beliefs with subjective goals. We apply the HOTCO computational model of emotional coherence to simulate a rich case of self-deception from Hawthorne's The Scarlet Letter.We argue that this model is more psychologically realistic than other available accounts of self-deception, and discuss related issues such as wishful thinking, intention, and the division of the self.     

写作教学与创造性思维的培养

语言与思维是紧密相连的,当今的作文教学已由传统的观察能力加上文字表达能力的教学观转向重视学生的创造性思维的培养。本文试从通过写作培养学生的联想、想象能力和发散性思维能力两方面论述在写作教学中培养学生的创造性思维的方法和实践。     

对社会主义政治文明建设的新认知

发展社会主义民主政治,建设社会主义政治文明是中国共产党务实的战略思维和历史唯物主义的发展观,反映了经济社会发展的内在求,揭示了人、社会和自然的和谐统一.社会主义政治文明进程本身也体现和反映出人类政治文明的认知性、实践性和过程性.