“心性情”与“易道神”:朱熹对程颢思想的创造性诠释

程颢说"上天之载,无声无臭,其体则谓之易,其理则谓之道,其用则谓之神",朱熹大概43岁开始一直到晚年,反复以心、性、情来对解这里的易、道、神。朱熹认为易道神是从天的角度来论,相应地从人的角度来看,就是心性情。借用程子的易道神话语来阐发其心统性情思想,这是朱子对程子思想的一个创造性转化和诠释。在朱子的诠释下,"易体"非"形体",而是变易流行的总体、道体,"神用"非近于理的妙万物之神,而是近于气的阴阳鬼神之功用。朱子的诠释有其合理性,但未必就是程子的原意。牟宗三认为在朱子的诠释中,易体、心皆为形下偏于气的存在;这对朱子文献缺乏全面把握,有偏颇之处。牟先生认为朱子的解释非程子意,在程子,易体、道体、神体是贯通浑融为一的;这种观点也有其深刻性。

虚灵、实理与气禀:朱子论心、性、情

朱子针对孟子只讲本原之性而忽略气禀之性,认为这种心性论无法解决恶的来源问题,从而无法认识人的整全性和差异性。朱子梳理了从孔孟到荀扬再到韩愈的人性理论的历史脉络,指出他们各有所偏;以张载“心统性情”以及张载二程“天地之性”与“气质之性”的区分为基础,朱子重新解释了心、性、情三个范畴的含义、特点和效用,认为心是虚灵明觉,具有统摄义和主宰义;性是实理,其内涵是“合当”或当然之理,即规范性和正当性的道德指向;而情则是心之已动和性体的发用,因此属于气禀的范畴,气禀精粗和正偏导致情有善恶之分。并且朱子坚持认为气禀也属于性,其中的恶也是性之构成因素,这就打破了孟子性善论的判定,倾向于性善恶相混的观点。

程颐人性论研究

程颐言“性”有着“本体”与“工夫”上的双重维度:在“本体”层面言“性”,其主要关注的是人之善恶本原的认识问题;在“工夫”层面言“性”,其关注的则是人之如何成圣的实践问题。从“本体”高度言“性”,将“理性命”与“心性情”问题并重,主张“尽心”是“尽性”的前提,强调“穷理”与“尽性”的统一,在“工夫”上重视“存养”,是程颐人性论的最大特色。而其人性论之所以能够成为北宋中晚期诸儒言“性”之巅峰,离不开其对先秦儒家人性论的系统化总结,更离不开其对汉唐北宋诸儒言“性”成果之消化与吸收。从实质上来说,程颐的人性论既是对孟子、韩愈、李翱、程颢等人言性观点之继承与超越,又是对荀、扬之批判,更是对《中庸》与《易传》言“性”思想之综合发展。

朱子学视域下之“明德”新解

“明德”一词始见于先秦文献中,但因强调其伦理内涵而未突出哲学的特质。以朱子为代表的理学家从《大学》中重新发掘“明德”,除接续经学家从道德伦理的维度解读“明德”内涵的模式外,在理学的范式下既精致地阐述“明德”须先“为己”,又分别从心、性两个方面论述如何“明”“明德”的问题。而对“明德”这一问题的关注,不仅是理学家深化其在理学论域内的哲学内涵,还是他们重构“天下一家”王道理念的政治需要。

Chinese College Students Seeking Psychological Help From Professionals^Rationally Should but Emotionally not？

The purpose of the present research was to investigate the predictors to Chinese college students seeking psychological help from professionals. By surveying 1,408 Chinese college students at five universities in China's Mainland, the results showed that among the factors examined, problem severity and help-seeking attitudes directly predicted help-seeking intention, while gender and subjective norms had a significant effect on college students＇ professional psychological help-seeking intention through help-seeking attitudes. Overall, the model explained 25% and 38.0% （for half-1 and half-2 data sets, respectively） of the variances of help-seeking intention. The results indicated that mainland Chinese college students rationally knew that they should choose to seek such professional help when the problem got severer enough, although they were emotionally reluctant to seek professional psychological help due to negative subjective norms around them. The implications and limitations were discussed.

Relationship between negative emotions and perceived support among parents of hospitalized,critically ill children

Objectives:The purpose of this study was to describe relationships between negative emotions and perceived emotional support in parents of children admitted to the pediatric intensive care unit(PICU).Methods:This cross-sectional descriptive study conducted face-to-face interviews between January 2019 and January 2020.Study variables included depression(PHQ-9 Scale),anxiety(Emotional Distress-Anxiety-Short Form 8a),anger(Emotional Distress-Anger-Short Form 5a),fear(Fear-Affect Computerized Adaptive Test),somatic fear(Fear-Somatic Arousal-Fixed Form),loneliness(Revised 20-item UCLA Loneliness Scale),and perceived emotional support(Emotional Support-Fixed Form).Results:Eighty parents reported symptoms of depression 8.00(4.00,13.75),anxiety(23.43±7.80),anger(13.40±5.46),fear(72.81±27.26),somatic fear 9.00(6.00,12.75),loneliness(39.35±12.00),and low perceived emotional support(32.14±8.06).Parents who were young,single,low-income,and with limited-post secondary education reported greater loneliness and lower perceived emotional support.Fear correlated with depression(r=0.737,P<0.01)and anxiety(r=0.900,P<0.01).Inverse relationships were discovered between perceived emotional support and loneliness(r=-0.767,P<0.01),anger(r=-0.401,P<0.01),and depression(r=-0.334,P<0.01).Conclusions:The cluster of negative emotions identified will serve as potential targets for future interventions designed to enhance support for parents of critically ill children.

Engagement and Commitment Among Teachers Working in Subsidized Secondary Education in Catalonia

This paper discusses the notion of commitment--a construct used in the psychology of work--and engagement, as hypothetically opposed to the concept of burnout used in the paradigm of positive psychology. The aim of this study is to analyze engagement in a group of 132 high school teachers from various schools in the private sector and identify its relationship with the commitment variable. The results of the work of this group in three dimensions are presented in this study： vigor, dedication, and absorption; the correlation data are also presented with organizational commitment in three dimensions： affective, normative and temporal （or continuity）. With these results the aim is to find predictive evidence among teachers who score significantly in the three dimensions of engagement and the three dimensions of commitment.