Family Science Review
Research Articles
Scott D. Wright & Donald A. Herrin
ABSTRACT: In this article we continue our discussion of the precursors to a Family Ecology by articulating the conceptual commonalities and differences that are found in the utilization of an ecological framework within the social and behavioral sciences. We then examine the implications of human ecology for an ecological study of the family. Finally, we identify and discuss four critical tenets for a Family Ecology which is offered as an alterative interdisciplinary approach to the complex study of family phenomena.
Larry L. Constantine
ABSTRACT: The theoretical limits to variation in the organizational interactional premises of family systems are investigated. A formal logic is applied to the elementary requirements of human systems in the abstract, independent of empirical issues. This leads to the conclusion that, with reasonable restrictions on the domain of application, only a finite series of fundamentally distinct family paradigms are possible. Beyond the four variants previously recognized (closed, random, open, and synchronous), an additional regime, representing a synthesis of “open” and “synchronous” systems, is hypothesized as necessary and sufficient to close the series and account for all possible mechanisms of regulation. Some characteristic features of this form of systemic organization and operation have been derived.
William H. Meredith & Douglas A. Abbott
ABSTRACT: The study of family issues has long been a topic of interest in the general disciplines of sociology, psychology, anthropology, home economics, psychiatry, education, and social work. In recent years, family studies, rather than being of tangential interest, has blossomed into an identifiable field of study in its own right (Task Force #5, 1987). Many sociologist identify themselves as family sociologists or family demographers. Even in psychology, where the traditional focus of attention has been intrapsychic, there is a greater recognition of the family context. In fact, in 1985 the APA established the division of “Family Psychology” and in 1987 a new professional journal by the same name was founded (Liddle, 1987). Family development also has been emerging as a force in the family field, and many scholars associated within these departments refer to themselves as as family scientists (Leigh, 1987). A new journal, started by the Family Discipline section of the National Council on Family Relations, called Family Science Review, was also established 1987.
Randal D. Day, Donna S. Quick, Geoffrey K. Leigh, & Patrick C. McKenry
ABSTRACT: A review of undergraduate and graduate programs is presented to identify some of the similarities and differences in family science departments, especially in terms of structure, emphases, and admission criteria. In addition, the information provides a comparison for students, both in terms of departments and available options, as well as some of the issues facing students in making a decision of where to attend school. This analysis is not an attempt to make a comparison in terms of quality, but only in terms of structural and entrance criteria.
Bron B. Ingoldsby
ABSTRACT: Let me say from the outset that I am a loving and loyal member of the National Council on Family Relations (NCFR). I joined while attending graduate school at the University of Georgia in 1977, and I have not missed an annual meeting since that time. NCFR is the professional home for family scientists and such, is worthy of our support and scrutiny. the purpose of this brief commentary is to provide a friendly critique of NCFE in the hopes of generating some discussion and to make a few suggestions toward some positive change.
William H. Meredith, PH.D
ABSTRACT: In recent years, family life education has received increased emphasis in China. In the 1980s, a greater need has been seen for research on family issues as well as educating families about family life and parenting in particular. While the educational content presented in China has many similarities to that presented in America, one notable difference exits. In America, family education often is separated from other aspects of life, while in China family education is very much related to social issues, the welfare of society, general education, and Marxist philosophy. The Chinese believe that one aspect cannot be taught without the others. Therefore, family life education begins with a base of Marxist philosophy and presents the family in terms of its relationship and responsibility to society. Beyond this base, the content of family education in China includes much that is familiar to the West.
This article includes an examination of the extent to which family life is taught in the colleges and universities of Guangdong Province, Peoples of Republic of China In addition, a description is provided of the formal means of disseminating information to the public.
Guangdong Province is in the southeastern part of China, bordering Hong Kong and Macao. It has 62 million people and is considered to be China’s most prosperous and westernized area. The capital of Guangdong Province is Guangzhou (formerly known as Canton) with a metropolitan population of 6.7 million people.
