Modern science developed in the interflow of culture between west and east. Combing of pratice technology with philosophic thoughts formed experimental method. Holistic views contacting atomism produced system theory. System thoughts are applicated in the science and engineering of biosystems, and the cencepts of system biomedicine (Kamada T.1992), systems biology (Zieglgansberger W, Tolle TR.1993), system bioengineering and system genetics (Zeng BJ. 1994) were established. From positive to synthetic thoughts, philosophy have been developed ontology, cosmology, organism theories. Structurity is structure logic (...) system founded on entity, develop, exist axioms, tolerance, adaptation, fluctuate, interweave, transform theorems and integrate, adaptation, construct laws. Structurity be discussed on the cosmos, life, culture system, creation, hologram theories of structure ontology, construct mutation, simi-structure organism and entity emergence, symbol implication. From the relation of structure, function and development, the structurity put forward the cycle, spiral, triangle structure stability patterns of self-organization in structure complement each other and stratification, functional couple and interflow bounds growth, coordinativetransformation and holographic symmetry. (shrink)

For German townsmen, life during the sixteenth and seventeenth centuries was characterized by a culture of arms, with urban citizenry representing the armed power of the state. This book investigates how men were socialized to the martial ethic from all sides, and how masculine identity was confirmed with blades and guns.

The interplay between emotion and learning is a continuing source of debate and inquiry in organization studies, attracting an increasing number of important contributions. However, a detailed understanding of the interaction between emotion and learning remains elusive. In an effort to extend the existing debate, this article offers an alternative approach that draws on the tradition of pragmatist philosophy, where emotion and learning can both be defined as dynamic processes that emerge in the relational context of social transactions. The mutually (...) constructing interplay between these two processes is then illustrated with an example of a collaborative project in which anxiety, love, guilt, and hostility are all entangled in the learning process. (shrink)

Purpose: My first purpose is to present an epistemological and ideological analysis of various conceptions of the mind--culture relationship and to state why it is fruitless to set them against each other. My second purpose is to answer the following two questions within the framework of cultural cognitive development: (1) How do I understand and explain the interaction between two cultural actors, one of whom is myself? (2) How do I model cultural intersubjectivity? Addressing these two aims, I want to (...) make the nature of observer participation explicit to myself, then to the reader. Design: I describe the personal schemes I use in my cross-cultural research. After defining and comparing different conceptual and methodological instruments, I go on to argue in favor of an experimental methodological approach based on a naturalistic constructivist epistemological framework. Findings: Among the potential ontological and epistemological conceptions related to the human mind, I consciously argue for a naturalistic ontology and a constructivist epistemology. In line with this philosophical view, the knowledge on the cognitive development of children pertaining to different cultures appears as my personal scheme's production. Such production is a permanent object of debate in the scientific community and in the wider community of studied subjects. Original value -- The ideas and concepts developed in the present paper are neither new nor innovative. I relate the conceptual shift from a positivist to a radical constructivist epistemology that was necessary in order for me to be able to study the relationship between culture and children's cognitive development. Implications: While the present discussion may not be innovative from a radical constructivist point of view, it is so from the point of view of mainstream developmental psychology. (shrink)