基于词频的古汉语中的智慧内涵分析

中国传统文化中蕴含着丰富的智慧文化,传统中国文化对智慧内涵的界定有其鲜明的文化特色。本研究采用定量分析和定性分析相结合的方法,结合语义分析和词频分析的结果,探讨古汉语中智慧的内涵并在此基础上揭示智慧的本质。本研究使用与“智慧”密切相关的词语对古汉语语料库进行检索,构建了古汉语智慧语料库,结合语义分析的结果,对智慧的内涵进行了概念分析。结果发现:(1) 古汉语中的“智慧”是多义词,主要涵盖两方面内容,一种指纯粹的聪明才智,一般作中性词,少数情形下作贬义词;另一种指代德才一体的综合心理素质,作褒义词。(2) 中国先哲的智慧观强调智慧“必仁且智”,其本质是德才一体。(3) 中国先哲对智慧阐释的多样性与其思维的模糊性和汉语的情境性密切相关。综上,古汉语中的“智慧”是一个内涵丰富的概念,中国传统智慧观强调智慧的本质是德才一体。Traditional Chinese culture is rich in wisdom, and the definition of wisdom in traditional Chinese culture bears distinct cultural characteristics. This study adopts a combined approach of quantitative and qualitative analysis, incorporating the results of semantic analysis and word frequency analysis, to explore the connotations of wisdom in ancient Chinese and, on this basis, reveal the essence of wisdom. By searching an ancient Chinese corpus with words closely related to “wisdom”, a wisdom corpus in ancient Chinese is constructed. Conceptual analysis of the connotations of wisdom is then conducted based on the results of semantic analysis. The findings are as follows: (1) “Wisdom” in ancient Chinese is a polysemous term, primarily encompassing two aspects. One refers to pure intelligence and talent, generally used as a neutral term and occasionally as a pejorative;the other signifies an integrated psychological quality that combines virtue and intelligence, used as a commendatory term. (2) The wisdom concept of Chinese sages emphasizes that wisdom must be both benevolent and intelligent, with its essence lying in the integration of virtue and intelligence. (3) The diversity in the interpretation of wisdom by Chinese sages is closely related to the fuzziness of their thinking and the contextual nature of the Chinese language. In summary, “wisdom” in ancient Chinese is a concept with rich connotations, and the traditional Chinese view of wisdom emphasizes that the essence of wisdom lies in the integration of virtue and intelligence.

人慧与物慧:基于智慧事件的智慧认知和智慧分类

基于智慧德才一体理论,以智慧事件为材料,使用问卷法与实验法相结合的方式,探讨被试的智慧认知及智慧分类方式。结果表明:1) 被试认为才能更能体现智慧,更倾向于将才能视为智慧的主要特征;2) 智慧可以分为人慧和物慧两种类型;3) 与人慧相比,被试更倾向于将物慧视为智慧。研究揭示了中国文化背景下被试的智慧认知特点及智慧分类方式,拓展了智慧研究思路,丰富了智慧相关理论。Based on the wisdom theory of integrating virtue and intelligence, using wisdom events as materials, and combining the questionnaire method with the experimental method, this study explores the participants’ cognitive perception of wisdom and their ways of classifying wisdom. The results showed that: 1) Participants believe that intelligence can better reflect wisdom and are more inclined to regard intelligence as the main characteristic of wisdom;2) Wisdom can be divided into two types: human wisdom and natural wisdom;3) Compared to human wisdom, participants are more inclined to regard natural wisdom as wisdom. This study reveals the characteristics of Chinese participants’ cognitive perception of wisdom and their ways of classifying wisdom under the Chinese cultural background, expanding the research ideas of wisdom and enriching the relevant theories of wisdom.

自我同一性与智慧的关系:基于过程与状态的视角

采用自我同一性发展量表、生命意义感量表和整合智慧量表,对803名大学生进行调查,探讨自我同一性、生命意义和智慧的关系。结果发现:自我同一性过程中的做出承诺、认同承诺、广度探索、深度探索与智慧成显著正相关;做出承诺和认同承诺通过拥有意义为中介对智慧具有正向预测作用,广度探索、深度探索和沉浸探索通过追寻意义为中介对智慧具有正向预测作用;自我同一性完成型状态具有最高智慧,默然型状态的智慧水平最低,沉思型、早闭型、忧虑型和未分型的智慧水平处于中间。研究揭示自我同一性对智慧的影响及作用机制,可为智慧教育提供有益启示。

关于智慧教育的三个基本问题

科学开展智慧教育要妥善解决好三个基本问题。第一,什么是智慧?从行为层面看,智慧是智慧行为的简称,智慧行为是指创造性地解决一个难题,并且其行为结果是利他的,而此利他结果被证明是有善良动机的;从心理素质的角度看,智慧是指个体在其智力与知识的基础上,积累经验不断练习而习得的一种德才一体的综合心理素质;从个体或群体角度看,智慧是指具备智慧素质的个体或群体。第二,什么是智慧教育?智慧教育有广义与狭义之分。广义的智慧教育指一切以增进人的智慧为直接目的的社会活动,狭义的智慧教育指在学校中专门开展的旨在帮助受教育者生成或增进智慧的活动。第三,如何开展智慧教育?一要掌握培育智慧的通用策略,不断完善个体的道德品质,多管齐下提高个体的聪明才智;二要熟悉智慧教育课程,完善课程设计与教授方式;三要不断完善智慧教育的保障措施,树立智慧教育理念,为参加智慧教育的教师提供系统培训,建立科学的学校管理制度。

整合智慧量表的编制及信效度检验

基于智慧的德才一体理论,编制包含良好品德和聪明才智二因子的整合智慧量表,以方便取样抽取中国大陆892名青年,检验其信效度。总量表的Cronbach’sα和组合信度分别为0.89和0.94。四周后重测信度为0.85。验证性因素分析发现,量表的结构效度良好,CFI=0.91,IFI=0.91,TLI=0.90,RMSEA=0.07,SRMR=0.08,也具有良好的聚合效度和区分效度。与自我评估智慧量表、三维智慧量表、开放性和心理幸福感的相关分别为0.79、0.36、0.32和0.46,与生活满意度的相关不显著(p>0.05)。这说明整合智慧量表具有良好的信效度,是测量中国青年智慧的有效工具。