簡(jiǎn)介：聲明尸明本人鄭重聲明L、堅(jiān)持以“求實(shí)、創(chuàng)新”的科學(xué)精神從事研究工作。2、本論文是我個(gè)人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。3、本論文中除引文外，所有實(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)的。4、本論文中除引文和致謝的內(nèi)容外，不包含其它人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫過(guò)的研究成果。5、其它同志對(duì)本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。作者簽名日期蒂5音駒THEORIGINATIONOFEXISTENTIALPHILOSOPHYOFEDUCATIONTHEOUTLINEOFEXISTENTIALONTOLOGICALPHILOSOPHYOFEDUCATIONABSTRACTTHEMODEMEDUCATIONHASBEEN1LFORALONGTIMEANDTHEPATHOGENISJUSTITSFORGETTINGTOLOOKFORTHEONTOLOGICALBASEANDUSEDTOACCEPTTHEOUTSIDEDESIGNANDTHEIDEASGIVENOUTSIDEONLYWHENTHEMODEMEDUCATIONACCEPTSTHEOUTSIDEVALUABLEDESIGNFROMTHEEDUCATIONALFUNCTIONCALLTHEMODEMEDUCATIONGRASPITSELFINTHEWHOLEPROCESSOFTHEMOVEMENTOFMODEMEDUCATION，THECOMPREHENSIONOFEDUCATIONISNOTFROMTHEEDUCATIONITSELFBUTFROMTHERELATIONSHIPBETWEENTHEEDUCATORSANDTHEEDUCATEESESP，THEALTERATIONRELATIONANDTHESHAPINGRELATIONWHERETHESUBJECTIVITYOFEDUCATORSANDTHEOBJECTIVITYOFEDUCATEESARESUFFICIENTLYATTENDEDITISFROMTHEOUTSIDEESSENCESBUTNOTTHETHINGINITSELFDOESTHEMODEMEDUCATIONKNOWHIMSELFBECAUSETHEMODEMEDUCATIONLOSETHEFOUNDATIONTHEMODEMEDUCATIONITSELFACCEPTTHEESSENCESGIVENBYOUTSIDETONELESSLYTHELOSEOFMODEMAGE’SROOTCAUSESTHELOSEOFEDUCATION’SROOTBUTTHEMETAPHYSICSINTHEMODEMAGEISTHESCIENCESCIENTIFICMETAPHYSICSILIZATIONMAKESTHERELATIONBETWEENEDUCATIONANDBEINGSHOWITSELFASTHERELATIONBETWEENEDUCATIONANDTHEBEINGSOFENTITIESANDBERESOLVEDBYTHISKINDOFRELATIONSCIENCEMEASURESTHEREALISMTHINGSANDTHEREALISMTHINGSARECONFIRMEDASOBJECTWHICHSHOULDBEPLACED、PURSUEDANDMACHINEDSCIENCEEXPLOITSTHEENTITIESINTHEWORLDANDREGARDSITSELFASBASEANDMEASUREASARESULTOFDEPENDINGOILSCIENCE，THERELATIONSHIPBETWEENEDUCATIONANDENTITIESISTHECOGNITIVERELATIONINFACTTHEDOMINANTOFLINEAR、SERIAL、QUANTIFIABLESYSTEMFOREDUCATIONISTHEMOSTIMPORTANTTOKENOFTHEEPISTEMOLOGICALEFFECTINGONTHEMODEMEDUCATION1FPHILOSOPHYOFEDUCATIONWANTSTOGRASPTHEEDUCATIONITSELFTHATISTOSAYTEGARDTHEEDUCATIONASHUMANBEING’SEDUCATION，HEMUSTRETURNTOTHEORIGINRETURNINGTOTHEORIGINMEANSTHATTHEPHILOSOPHYOFEDUCATIONMUSTINVESTIGATETHEDASEINWHOHASBEENDIGESTINGBEINGANDDOINGACCORDINGTOITTHEPHILOSOPHYOFEDUCATIONTOGETTOBEINGVIADASEINISJUSTTHEPHILOSOPHYOFEDUCATIONITSELFESSENTIALLYSOACOMPLETECALLFORPHILOSOPHYOFEDUCATIONMUSTBETHEONTOLOGICALPHILOSOPHYOFEDUCATIONITISONTOLOGYWHICHPROBESBEINGSDASEINNURSINGTHEBEINGISTHEONEOFTHEOUTSTANDINGENTITIESINTHEWORLDWHOINHABITANTSBYTHEBEINGANDSUCCEEDHIMSELFWITHHISUNDERSTANDINGOFITITISONTOLOGYWHICHPROBETHEDASEIN’SEXISTENCEMODE，SOTHEPHILOSOPHYOFEDUCATIONITSELFISTHEONTOLOGICALPHILOSOPHYOFEDUCATIONPRINCIPALLYTHEONTOLOGICALPHILOSOPHYOFEDUCATIONSOISJUSTDASEIN’SPHILOSOPHYOFEDUCATIONTHEPHILOSOPHYOFEDUCATIONRETURNINGTOTHEEXISTENTIALONTOLOGYISUNITEDBYTHREEBASICPROPOSITIONSEDUCATIONASLIFEPATTEM、EDUCATIONASLIFEADVANCINGPAUEMANDTHENEDUCATIONASDASEIN’SEXISTENCEPATTEMEXISTENCEISMAN’SLIFEFASHIONDASEINISDEFERENTHISLIVINGANDHISUNDERSTANDINGLIFETHENLIVINGFROMTHEBEINGSOFENTITIESTHENHUMANISSPIRITUALHUMANINFACTHUMAN’SEXISTENCEDECIDESTHATHUMANISFORTHESAKEOFHISOWNEXISTENCEEDUCATIONASLIFEPATTERNNATURALLYISNOTAMEANSTOLIVEBUTAUNDERSTANDINGMODEORITISMEANINGITSELFEXISTENCEISNOTASTRUCTUREBUTONTOLOGYMUSTBEASTRUCTUREDASEIN’SEXISTENCEISJUSTSHOWEDBYONTOLOGICALANALYSISDASEIN’SEXISTENTIALONTOLCLGICALSTRUCTUREISUNITEDBYTIMELINESSSTRUCTURE、MEANINGSTRUCTUREANDEXPERIENCESTRUCTURETIMELINESSGIVESMEANINGGETTINGMEANINGSNEEDSEXPERIENCEEXISTENTIALPROCESSISAPROCESSTOEXISTTOEXISTMEANSTOBEHAVEASAMAILSOEXISTENCEMEANSINTERINTOTHEWORLDWITHSPIRILDASEINLIVESINTHEWORLDPOETRYLESSANDEDUCATIONISJUSTALIVINGPATTERNTHEKEYPROBLEMTOTHEMODEMEDUCATIONISBRINGINGFORWARDAPROBLEMOFTHESPIRITSOFEDUCATIONINTHEANTISPIRITAGEANDONLYWECANDOTHISCANWEGETRESCUEKQWORDSEXISTENCE、EXISTENTIALONTOLOGY、ONTOLOGY、EPISTEMOLOGYEXISTENTIALPHILOSOPHYOFEDUCATION4

簡(jiǎn)介：蘇州大學(xué)碩士學(xué)位論文高校后勤社會(huì)化改革的哲學(xué)思考姓名張兵申請(qǐng)學(xué)位級(jí)別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師周宏20071101NEPHILOSOPHICAITHOU出OFTHESOCIALIZEDREFOMONCOILEGELOGISTICSABSTR刁LCTTHEPHILOSOPHICALTHOUGHTOFTHESOCIALIZEDREFORMONCOLLEGELOGISTICSABSTRACTSINCETLLE80SLASTCENTUⅨ麗MACRUSHINGFORCE，THELO西STICREFONILOFUILIVERSITIESBASEDONSOCIALIZATIONT粥AKEADYOBTAINEDAPLENTEOLLSACHIEVEMENTBUTI11DI舵RENTCOLLEGESINDI虢RENTPLACES，恤LEVELOFLOGISTICSISALSODI仃ERE媳ANDSOMENEWPROBLEMSLLAVEPRODUCED、I，ITLLTLLECONTIRMOUSVARIATIONSOFMEIMEMALAILDEXTEMMENVIR0舳ENTSATPRESENT，MAILYRESEARCHES，LACKINGOFDE印PHILOSOPLLICALRESEARCHESAS、№LL嬲如R吐LERRC鶴ONABLETLLIILKINGABOUTTI坨DIMCULTIESA11DTLLEDIRECTIONOFMEREFIONN，ALLSTAYAROUILDMEEXPERIENCEEXCLLA_NGESFROMTHELONGVIEW；TLLISMUSTINNUENCETLLECOMPLETERE向MINT11ISARTICLE，THE孤MLOBDEPALDINGONTHESYSTEMATICTLLIILL【II培，DYNAMICTLLIM【ING，CREATIVEⅡL濺NG鋤DI11TE伊ATED缸LINKINGOFPLLILOSOPKCALVISUALFIELD氨DRMELOGIC覷吼E，MAKESUSEOFTLLCPDNCIPL髓ANDMETLLODSOF吐LEMATERIALISTDIALECTICST0INQUI巧IILTOCOLLEGELO西STICSACCULTURATION，T0MAKECONCRETE趾ALYSISOFTLLEEXISTENTPROBLEMSULLDERTHEILEWSITUATIOLL，觚DT0PUTFON舊RDSOMEPROBLEMSOLVINGMEMODS111ISARTICLEISMA砌YDIVIDED砬OFIVEPANS1KFIRSTPARTISABOUTTHEBACKGR01MD，ⅡLEPLL】粵OSE，THESIG面FIC孤LCE孤DMEMEMODOLOGYOFMERESEARCHTHESECONDPARTIS也ELITER狐鵬REVIEWOFCOLLEGELOGISTICS，IILCLUDINGMEDEFINITIONOFCOLLEGELOGISTICS，ⅡLESIGILIFIC弛CEOFMESOCIALIZATIONOFCOLLEGELOGISTICS，NLEECONOMICMEORETICFOULLDATION觚DTLLEPRESENTRESEARCHSTATCINCMNAANDABROADTHETLLIRDPAITEXPOUILDSTHERELATIONSHJPOFCOLLEGES，COLLEGELOGISTICSANDTHESOCIE鑼BYEXPLICITPHNOSOPMCALNLII墩I119，EMPI擒SIZII塢T11EUSAGEOFSYSTEMATICMIMDNG，DY徹MICⅡLIILLING，CREATIVEMIILL【IR培趾LDINTEGRATEDT11IILL【INGPARTFOURFOCUSESON也EP代SENTPROBLEMSEXISTII馮IILTHESOCIALIZEDPROCESSOFCOLLEGELOGISTICSTHEFI觸PARTANALYZESTLLEME娃LODS鋤D咖TEGIESOFMESOCIALIZATIONOFCOLLEGE109ISTICS1KAUMORBELIEVEST11AT鋤SRESE鋤’H、L，I11MAKEPROFITSFOR舢曲ERRESEARCHES1EYWORDSCOLLEGELO西STICS；SOCIALIZATION；REFO??；PHILOSO出C“THO咄WRI訛NBYZLMGBINGSUPEⅣISEDBYZHOUHONGⅡ

簡(jiǎn)介：分類。一密緩。碩士學(xué)位論文對(duì)小學(xué)生作業(yè)的哲學(xué)解析楊曉英導(dǎo)師姓名職稱到尷盔熬援專業(yè)名稱熬壹堂廈理研究方向耋直萱堂．論文答辯日期2QQZ魚(yú)學(xué)位授予日期2007．6答辯委員會(huì)主席評(píng)閱人二00七年六月ABSTRACT1NHEHOMEWORKISNOTONLYAPARTOFTHETEACHINGPROCESSBUTALSOONEOFTHEFORMSSHOWINGTHERELATIONSHIPOFKNOWLEDGEANDPOWERINTEACHINGPROCESS，ANDADISPLAYWAYOFSTUDENTSLIFEANDCONTACTS．INTHEMODEMSCHOOLSINFLUENCEDANDIMPACTEDRATIONALISMANDINDUSTRIALIZATIONIDEOLOGY,THEHOMEWORKHASBEENAMODEL．ANDITSINTRINSICVALUEISSHADOWEDBYEXTERNALUTILITARIANPURPOSE,SOTHEHOMEWORKHASBECOMEATOOLTOCONTROLTHESTUDENTS．THENWHATISTHEFORMOFTHEHOMEWORKINTEACHINGHOWDOESITFUNCTIONFROMPHILOSOPHICALPERSPECTIVETOANALYSETHEHOMEWORK，THISPAPERSHOWEDTHEHOMEWORKITSELFISNOTSOSIMPLEASWHATWENORMALLYTHINKOF,ITSUFFERSTHECONTROLOFSOMEKNOWLEDGEANDTHEDOMINATIONOFSOMEPOWER,THUSENDOWINGTHEHOMEWORKWITHCERTAINSTRENGTH．WHENITMEETSTHESTUDENTS，THERELATIONBETWEENTHEMISCOMPLICATEDANDDELICATEOROBEDIENCE，ORIGNORANCE；ORSUSPENSION，ORINTERNALIZATION，ORRESISTANCE；OROBEDIENCEWITHRESISTANCEORUNCONSCIOUSINTEMALIZATIONWITHRESISTANCE．THEHOMEWORKITSELFAPPEARSINTHETEACHINGPROCESS,ANDITSHOULDREFLECTTHESTUDENTACTIVITIES，STUDENTDEVELOPMENT，NEITHERASTHEMEANSTOCONTROLSTUDENTS，NORASTHETOOLOFOTHERPURPOSESINTHEPROCESSOFSCHOOLEDUCATION，STUDENTS’GROWTHANDDEVELOPMENTISTHEAIMOFEDUCATION，THERESHOULDNOTBEANYOTHERPURPOSEABOVEIT．THEHOMEWORKITSELFHASUOPROBLEM，BUTITSOWNCONTENT1IFE，CONTACTS，ANDEXPERIENCEVALUEHASBEENIGNORED,REPLACEDBYTHEUTILITARIANVALUEOFTHECONTROLOFTHETEACHING．THEINDUSTRIALIZEDIDEOLOGICALTRENDSARENOTTHEDREADFULMONSTERSTOBEDISCARDEDASLONGASTHEYHAVENOHEGEMONYTOMAKEEVERYTHINGMONOLITHIC．THEREORIGINALLYEXISTMANYKINDSOFKNOWLEDGEINTHESOCIETY，THEHOMEWORKSHOULDALSOBECOLORFUL，ANDTHESCHOOLEDUCATIONSHOULDNOTBECOMEAKNOWLEDGECONTROLMODE，OTHERWISETHEEDUCATIONWILLEXERTTHEOPPOSITEEFFECT．BASEDONTHEABOVE，THEPUPILS’HOMEWORKNEEDTOREFORM．THEHOMEWORKMUSTEMBODYTHECHARACTERISTICSOFTHEIROWNLIVES，REALIZEITSVALUEOFGUIDANCEANDMEETEVERYSTUDENT’SDIFFERENTDEVELOPMENTNEED．EVERYONEREADSTHETEXTDIFFERENTLY,PLURALISTICDISCOURSESAREREASONABLE，HENCEITISTHEPREREQUISITEFORTHESTUDENTS’HOMEWORKFORREFO衄ANDINNOVATION．ANDTHESAMEWITHTHEDEVELOPMENTOFSTUDENTS．KEYWORDSTHEHOMEWORK，VALUE，INDUSTRIALIZATIONIDEOLOGY，KNOWLEDGEANDPOWERM

簡(jiǎn)介：蘇州大學(xué)碩士學(xué)位論文論文化哲學(xué)視界中的“文化”范疇姓名臧公余申請(qǐng)學(xué)位級(jí)別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師潘桂明20020101ON‘‘THECULTURE’’CONCEPTIONINCULTUREPHILOSOPH，ON“THECULTURE’’CONCEPTIONINCULTUREPHILOSOPHYABSTRACTCULTUREPHILOSOPHY，ASAKINDOFTHENEWTHEORIES，HASGAINEDACERTAINACADEMICACHIEVEMENTSWITHTHECOMMONSTUDYOFSCHOLARSHOWEVERTHEREARENOCERTAINCONCLUSIONSABOUTTHEFUNDAMENTALCONCEPTIONSANDTHEORIESASWELL，WHICHWILLPERHAPSHAMPERTOFURTHERTHEFUNDAMENTALRESEARCHINCULTURALPHILOSOPHYTHEARTICLETRIESTOANALYZE“THECULTURE”一THECORECONCEPTIONOFCULTUREPHILOSOPHY，MAKINGALITTLEFUNDAMENTALRESEARCHINITFIRSTOFALL，THEARTICLEDEMONSTRATESTHETHINKINGDIRECTIONOFCULTUREPHILOSOPHYONTHEBASISOFREASONOFTHECULTUREPHILOSOPHYBOOMINGSECOND，THEARTICLEGIVESADEFINITIONOFTHE“CULTURE”FROMTHEANGLEOFCULTUREPHILOSOPHYONTHEBASEOFVARIOUSDEFINITIONSOFCULTUREWITHACRITICALVIEWBYCULTUREITMEANSTHEACTIVITIESOFHUMANBEINGPRACTICEANDTHESTANDARDOF“HUMANIZATION”O(jiān)FHUMANSONNATURE，SOCIETY，ANDHUMANBEINGTHEMSELVESREFLECTEDINTHEMEANSANDACHIEVEMENTSOFTHEACTIVITIESATLAST，THEARTICLEDISCLOSETHEPECULIARRESEARCHANGLEOFTHECULTUREPHILOSOPHYTHEEXPLANATIONOF“CULTURE”WITH“HUMANITIES”ASWELLASEXPLANATIONOF‘‘HUMANITIES”WITH“CULTURE”KEYWORDSCULTUREPHILOSOPHYCULTUREHUMANIZATIONZANGGONGYUMARXISMPHILOSOPHYDIRECTEDBYPROFESSORPANGUIRUING

簡(jiǎn)介：中共上海市委黨校碩士學(xué)位論文文化形而上學(xué)關(guān)于文化哲學(xué)的哲學(xué)本性之研究姓名陳虎騰申請(qǐng)學(xué)位級(jí)別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師黃力之20080611IICULTURALMETAPHYSICSABOUTTHECULTURALPHILOSOPHYRESEARCHOFPHILOSOPHYNATURALDISPOSITIONCONTENTABSTRACTTHISARTICLETHINKSTHATTHEENDOFTRADITIONALMETAPHYSICSCALLSFONEKINDOFMODERNPHILOSOPHYTOSAVEITTHEUYGURBRANCHCASSILLSCULTURALPHILOSOPHYUNDERTAKENTHEPRELIMINARYHISTICTASKHAVEREALIZEDTRANSITIONTRADITIONALPHILOSOPHYTOMODERNCULTUREHOWEVERDURINGTHEPERIODOFTRANSITIONCONSTRUCTIONCULTURALPHILOSOPHYWHICHLACKSTHEPHILOSOPHYMETAPHYSICSFOUNDATIONBECAUSEOFDISPELLEDTHETRADITIONALMETAPHYSICS’NATURALDISPOSITIONHASDIFFICULTYONGAININGAFOOTHOLDONTHEPHILOSOPHYPALACETHEREFEITNEEDSTORELOCATETOBASICDIMENSIONOFTHECULTURALPHILOSOPHYTHATISTOSAYBYTHECULTURALMETAPHYSICSWAYWECANCONSTRUCTCULTUREPHILOSOPHYCULTURALMETAPHYSICSISONEKINDOFCONTEMPARYSCIENCEOFCULTUREPHILOSOPHYOFMETAPHYSICSTHATISINTHECULTURALESSENCEOFHUMANIZATIONOFTHENATUREOFSURVIVALBYHUMANNATURECULTUREDUALDEMSINPERSONSFREEDOMINITIATIVEMOVESCONSTITUTESMETAPHYSICSSIGNIFICANCECULTUREOFMAINBODYCULTURALMETAPHYSICSTHROUGHHUMANITYSNATURALMETAPHYSICSTHROUGHTHECULTURE’SNATURALDUALDEMTHROUGHTHEEXISTINGSCHOOLMECHANISMASWELLASTHEREALITYSURVIVALSITUATIONREALIZESITSPOSSIBILITYCULTURALMETAPHYSICSHASREALIZEDTRADITIONALMETAPHYSICS’TRUEREFMATIONSTRESSESONTHENATURALOFCULTURALPHILOSOPHYALSOCULTURALMETAPHYSICSISMAKINGNEWDIRECTIONFTHEMODERNPHILOSOPHYKEYWDMETAPHYSICSCULTURALPHILOSOPHYCULTURALMETAPHYSICSASKSREALLYSTRIVESFGOODSIGNIFICANCECULTURESUBSTANCE

簡(jiǎn)介：福建師范大學(xué)碩士學(xué)位論文中學(xué)宗教史教學(xué)之探討姓名何立維申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育指導(dǎo)教師林金水20030801THEDISCUSSOFTHERELIGIOUSHISTORYTEACHINGINMIDDLESCHOOL【ABSTRACT】NOWADAYS，ALOTOFTEENAGERSAREAFFECTEDBYRELIGIONTHEIRKNOWLEDGEOFRELIGIONANDITSHISTORYISLIMITEDINAWAYT11EYBELIEVEINTHERELIGIONBLINDLYTRACINGITSREASON，WECANFINDTHATTHEREARESUBJECTIVEAND0BJECTIVEFACTORSFROMDI腩RENTQUARTERSANDTHEEDUCATIONBYPOSITIVEMEASURESOREXAMPLESSEEMSRATHERWEAKINSCHOOL，ESPECIALLYTHESHORTAGEOFTHERELIGIOUSHISTORYEDUCATIONINFACTTHERELIGIOUSHISTORYEDUCATIONBELONGSTOTHEHUMANEEDUCATIONFROMITSESSENCESOTHEGOALOFTHEEDUCATIONMUSTBEPUTINHELPINGSTUDENTSACQUIREMATEDALISMIDEOLOGYCULTIVATETHESCIENTIFICATTITUDE，F(xiàn)OSTERTHEREALISTICSPIRITINVIEWOF也ESPECIALCHARACTERISTICOFTHERELIGIOUSHISTORYTEACHINGANDTHESUPERIORITYOFPROBINGTEACHING，THEPROBINGTEACHINGISOBVIOUSLYTHEBETTERCHOICEOFREALIZINGTHEEDUCATIONGOALINTHETEACHINGCOURSEOFPARTICULARSUBJECTTEACHERSMUSTPAYATTENTIONTOMAKINGTHETEACHINGGOALSANDPROBINGPLANS，THEYMUSTINSTRUCTTHESTUDENTS’PRESENTCONDITIONOFTHECOGNIZANCETHEYHAVETOCREATEAPROBLEMSITUATIONTOGUIDETHESTUDENTSANDHELPTHEMDO血EPROBINGATTHESAMETIMETEACHERSMUSTHELPTHESTUDENTSORGANIZETHEMATEDALSANDMAKETHEEXPLANATIONSINORDERTOACHIEVETHETEACHINGGOALINTHEPRACTICEOFSUBJECT，TEACHERSMUSTPAYATTENTIONTOCOMBINGITWITHOTHERTEACHINGMETHODSINTERFERE血ESTUDENTS’PROBINGCOLLESEINAPROPERWAYTOPLAYTHEPARTOFTHEMAINCHANNELFULLYINTHECLASSTEACHING【KEYWORDS】THECOGNIZANCEOFRELIGIONRELIGIOUSHISTORYEDUCATIONINMIDDLESCHOOLPROBINGTEACHING3

簡(jiǎn)介：內(nèi)蒙古農(nóng)業(yè)大學(xué)碩士學(xué)位論文老子的生命哲學(xué)思想對(duì)現(xiàn)代教育管理的啟示姓名蓋海青申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育經(jīng)濟(jì)與管理指導(dǎo)教師蘇雙平20090501THEENLIGHTENMENTOFLAOTZU’SLIFEPHILOSOPHICALTHOUGHTONMODEMEDUCATIONMANAGEMENTABSTRACTINEVERYPHASESOFTHEDEVELOPMENTOFLAOTZU’STHOUGHTOFEVERYSECTS，THECARINGFORLIFEISALWAYSASUBJECTTHATCANNOTBENEGLECTEDTAOISMINVOLVESALLTHEPROBLEMSTHATTHELIFESHOULDFACETHECONTRADICTIONOFTHELIFEAGAINSTTHENATURE，AGAINSTTHESOCIETYANDAGAINSTTHEFREEDOMOFHUMANBEINGSBUTEVENTUALLY’TAOISMATTEMPTSTODEALALLTHESECONTRADICTIONSWITHHARMONYTHEEXISTENCEOFHUMANLIFEISTHENATURALEXISTENCE，THESPIRITUALEXISTENCE，ANDTHESOCIALEXISTENCEASTHETHEREDIMENSIONSOFLIFE，THENATURALLIFE，THESPIRITUALLIFEANDTHESOCIALLIFECONNECTEACHOTHERAFFECTEACHOTHERANDCONTAINEACHOTHERWHICHFORMTHEINTEGRATEDLIFEOFHUMANBEINGSBASICALLY，EDUCATIONISFOR“PEOPLE”，SOEDUCATIONSHOULDBEBASEDONTHEINTEGRATEDLIFEHOWEVER，F(xiàn)ORTHEMOSTPART，EDUCATIONDAMAGEDTHEINTEGRATIONOFLIFE，TOOKAWAYTHEFREEDOMOFLIFE，ANDCAUSEDTHEALIENATIONOFTHEEXISTENCEOFLIFEINTHEFACEOFTHEALIENATIONOFLIFECAUSEDBYTHEMODEMEDUCATION，也ECARINGFORLIFEOFLAOTZU’STHOUGHTBROUGHTUSMUCHINSPIRATION，THATEDUCATIONSHOULDFOLLOWTHEWAYOFITSELFSHOULDRETUILLTOINNOCENCE，SHOULDREGRESSTOTHENATURALLIFE，ANDSHOULDSELFEXAMTHESOULINSUCHREGRESSION；THATEDUCATIONSHOULDGETRIDOFTHEPRIVATEANDADVOCATETHEPUBLIC，SHOULDNOTBETOOHARSHTOOTHERS，ANDSHOULDFOSTERTHESOCIALLIRETHATEDUCATIONSHOULDTURNONPEOPLE’SSPIRITUALLIFE，SHOULDSETTHEETHICSOFUNSELFISHNESSANDFREEDOM，ANDSHOULDPURSUEFORTHESPIRITUALFREEDOMINTHEPRACTICEOFLAOTZU’STHOUGHT，THETHEORYOFINACTIONCOULDBRINGUSMUCHINSPIRATIONTOOTOFOLLOWTHESELFSOOFTHECREATURES，TOMAINTAINNATURE，TOTEACHACCORDINGTOSTUDENTS’CHARACTER，TOACCOMPLISHWITHOUTABIDINGINTHEACCOMPLISHMENTS，ERETHATIS，WESHOULDTEACHSTUDENTSACCORDINGTOTHEIRCHARACTERANDSHOULDMAKESTUDENTSSHOWTHEIRSELFSOANDTHENIMPROVETHEIRSELFSONATURALLYKEYWORDLAOTZUSTHOUGHT；THECARINGFOTUFE；EDUCATIONMANAGEMENT

簡(jiǎn)介：內(nèi)蒙古師范大學(xué)碩士學(xué)位論文教育哲學(xué)實(shí)踐性的涵義、現(xiàn)狀及其實(shí)現(xiàn)姓名楊日飛申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師王覺(jué)非劉文霞20080412內(nèi)蒙古師范大學(xué)碩士學(xué)位論文究方向以及“樹(shù)立教育理性、堅(jiān)守科學(xué)精神”的研究方法等理念要求。文章認(rèn)為，教育哲學(xué)作為思維的產(chǎn)物，反映了研究者的精神訴求，任何實(shí)踐策略都不能改變教育哲學(xué)的實(shí)踐性現(xiàn)狀，而只能通過(guò)不斷地提高理論水平并在理論上提供某種幫助來(lái)實(shí)現(xiàn)。最后在總結(jié)全文基本思想的基礎(chǔ)上進(jìn)行研究的展望。希望作為人之一種重要“存在方式“的理論能夠成為更多人的精神財(cái)富，教育哲學(xué)理論在教育生活世界、在人生與社會(huì)問(wèn)題領(lǐng)域，發(fā)揮重要的作用。這就是本文追求的宗旨。關(guān)鍵字教育哲學(xué)，實(shí)踐性，涵義，現(xiàn)狀，實(shí)現(xiàn)

簡(jiǎn)介：大連理工大學(xué)碩士學(xué)位論文錢穆文化哲學(xué)思想探析姓名朱丹丹申請(qǐng)學(xué)位級(jí)別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師孫建平20091220錢穆文化哲學(xué)思想探析ONQIANMU’SPHILOSOPHICALTHEORYOFCULTUREABSTRACTQIANMUWASONEOFTHEMOSTFAMOUSMASTERSOFCHINESETRADITIONALCULTUREHEUNHESITATINGLYADVOCATEDCHINESETRADITIONALCULTUREALLHISLIFEHEPAIDATTENTIONTOTHEMETHODOFCOMBININGHISTORICALANDPHILOSOPHICALTHOUGHTTOSTUDYCULTUREANDCONSTRUCTEDHISDISTINCTIDEOLOGICALSYSTEMOFCHINESETRADITIONALCULTUREASQIANMUSAIDTHECULTUREISTHELARGEGROUP’SLIVESFORMEDDURINGALONGHISTORYPROCESSOFGRADUALPROGRESSHEDIVIDEDTHESTRUCTUREOFCULTUREINTOTHREERANKSANDSEVENCONSTITUENTSANDPOINTEDOUTTHATCHINESECULTUREORIGINATEDFROMTHETRIANGLEZONEOFTHEHUANGHEVALLEYANDEXPERIENCEDFOURGRADUALPROGRESSESITWASINDICATEDTHATHISTORICALSPIRITANDHUMANISTICSPIRITANDFUSIONSPIRITARETHEMOSTSIGNIFICANTFEATURESOFCHINESECULTURECHINESECULTUREISOFINTROVERSIONANDFUSIONWHILEWESTERNCULTUREISOFEXTROVERSIONANDVARIATIONTHEDIFFERENTNATURALENVIRONMENTANDECONOMICFEATURESBETWEENCHINAANDWESTARETHEIMPORTANTCAUSESTHATRESULTINDIFFERENTCULTURECHARACTERISTICSBETWEENTHEMTHETWOWORLDWARSARESUFFICIENTTOEXPLAINTHATCOMPAREDWITHTHEDECLININGMODEMWESTERNCULTURE，CHINESECULTUREADVOCATINGPEACEANDATTACHINGIMPORTANCETOMORALITYACCOMPLISHMENT，POSSESSESTHEPERMANENTVALUEANDTHEPOTENTIALOFLEADINGTHEWORLDCULTUREASMODEMCHINESECULTMEISINAWESTERNCULTURESHORK，THEWAYTOSAVEITINCLUDESPRESERVINGANDDISSEMINATINGCHINESETRADITIONALCULTUREOFCONFUCIANISM，ATTACHINGIMPORTANCETOINTELLIGENTSIAS，TAKINGCHINESETRADITIONALCULTUREASMAINBODYANDMIXINGTOGETHERWITHWESTEMCULTUREQIANMU’SPHILOSOPHICALVIEWOFCULTUREENRICHEDTHEINTENSIONOFTHECULTURALPHILOSOPHYGREATLY，PROVIDEDNEWGROWINGPOINTFORTHESTUDYOFCULTURALPHILOSOPHYONTHEONEHAND；DUETOHISAGE，HE’SCULTURALPHILOSOPHYALSOPOSSESSESOBVIOUSHISTORICALLIMITATIONTHEREFORE，CORRECTUNDERSTANDINGANDEVALUATIONOFQIANMU’SPHILOSOPHICALVIEWOFCHINESECULTUREISOFCERTAINREFERENCEANDENLIGHTENMENTEFFECTONBUILDINGSOCIALISTICHARMONIOUSSOCIETYANDSTRENGTHENINGTHECONSTRUCTIONOFSOCIALISTMORALITY，ANDCONSTRUCTINGSCIENTIFICANDREASONABLEVIEWPOINTOFCULTUREKEYWORDSQIANMU；CULTURE；CHINESECULTURE；WESTERNCULTURE；CULTURALPHILOSOPHYII

簡(jiǎn)介：上海師范大學(xué)碩士學(xué)位論文學(xué)校教育哲學(xué)初探姓名文玲玲申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師陳建華20070401THERESEARCHONSCHOOIPHIIOSOPHYABSTRACTSINCE1970S，EDUCATORSINCREASINGLYPAYATTENTIONTOSCHOOLPHILOSOPHY．FROMTHEPOINTOFIDEALVIEW,ITISSCHOOLCOMMUNITYMEMBERS’COMPREHENSIVEANDINTEGRATIVEUNDERSTANDINGSONSCHOOLEDUCATIONINTHELONGRUNNINGPRACTICE．ITPLAYSAKEYPARTINTHEDEVELOPMENTOFSCHOOL，WHICHCOULDHELPIMPROVETHEQUALITIESANDSOCIALEFFECTSOFSCH001．THEPAPERDOESRESEARCHONSCHOOLPHILOSOPHYWHICHADOPTEDSUMMARIZINGTHELITERATUREANDANALYZINGTHECASES．ITISDIVIDEDINTOFIVEPARTSASFOLLOWSPARTONESHOWSANINTRODUCTIONOFSCHOOLPHILOSOPHY，INCLUDINGTHEORIGINOFSCHOOLPHILOSOPHYANDRESEARCHIMPROVEMENTSINCHINAANDABROAD．PARTTWOREDEFINESSCHOOLPHILOSOPHYONTHEBASISOFSUM岫XIZINGLITERATUREINFORMATIONANDCASEANALYZING．PARTTHREEDEALSWITHTHECONTENTSOFSCHOOLPHILOSOPHY，INCLUDINGCOREVALUE，MISSION，VISIONANDAINPARTFOURDISCUSSESTHEVALUESANDMEANINGSOFSCHOOLPHILOSOPHYONTHEDEVELOPMENTOFSCHOOL，WHICHCONTAINSDIRECTINGTHEDEVELOPMENTOFSCHOOLFORMINGTHESCHOOLCHARACTERISTICSPROMOTINGTHEIMAGEOFSCHOOL；ADVANCINGTHEHEALTHYANDHARMONIOUSDEVELOPMENTOFSCH001．PARTFIVEISABOUTTHECONSTRUCTINGOFSCHOOLPHILOSOPHY．ITCONTAINSTHEFACTORSINFLUENCINGCONSTRUCTINGSCHOOLPHILOSOPHY；THEPRINCIPLESANDPROCESSOFCONSTRUCTINGSCHOOLPHILOSOPHY．THEINNOVATIONOFTHISPAPERLIESINATTEMPTTOREDEFINESCHOOLPHILOSOPHYONTHEBASISOFSUMNRIZINGIITERATUREINFORMATIONANDCASEANALYZING，ANDPUTFORWARDSOMESUGGESTIONSOFCONSTRUCTINGSCHOOLPHILOSOPHY．KEYWORDSSCHOOL，SCHOOLPHILOSOPHY，SCHOOLCHARACTERISTICS，SCHOOLIMAGE

簡(jiǎn)介：華中師范大學(xué)博士學(xué)位論文受教育權(quán)主體范式論關(guān)于教育法理的哲學(xué)和歷史發(fā)展的研究姓名孫霄兵申請(qǐng)學(xué)位級(jí)別博士專業(yè)教育學(xué)原理指導(dǎo)教師孫綿濤20030301的學(xué)科角度土對(duì)受教育投聞篷予鼓分析輯究，愛(ài)映了教彎翹題獨(dú)鴦的特點(diǎn)。邋過(guò)受教喜投主體范式理論豹密踐研究，謊弱教育投主體范式對(duì)于實(shí)踐的撂導(dǎo)槔耀，井提出了一系列申困教育嬲政策建議和立法建議。莛體內(nèi)容覓第丸章。綜上所述，率文借勁予范式靜方法，把受教育極秘題與哲學(xué)、法舉和歷史學(xué)等學(xué)辯鹱域聯(lián)系起來(lái)，努力體瑗了受教育較主體范式邏輯與掰變酌統(tǒng)一，理論冬實(shí)筏靜統(tǒng)一，努力傻受教育較理論擒為貫逶哲學(xué)、法學(xué)，歷變學(xué)冪L教育學(xué)豹理論，力菠穩(wěn)建起關(guān)予受教育投的瓔論體系。關(guān)鍵謫受教育投受教育校主體受教育較投輜主體受教育較校力主體受教育較主體范式受教育權(quán)特較仇范式受教育權(quán)索教純藏式受教育較國(guó)家純范式受教育校社會(huì)化范式受教育校個(gè)譴億范式II

簡(jiǎn)介：江西師范大學(xué)碩士學(xué)位論文回歸本真的教育哲學(xué)解釋學(xué)視野下的教育探析姓名王金本申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師譚虎20090501認(rèn)為課程的意義是既定的，強(qiáng)調(diào)知識(shí)的邏輯性、客觀性和現(xiàn)在性。哲學(xué)解釋學(xué)的課程觀認(rèn)為，課程是“文本”。課程的意義不是原有的、本質(zhì)的、普遍的、固定不變的，而是不斷生成的。教育文本的存在是一種“自律”性存在，教育文本是一個(gè)“半成品”。此外，哲學(xué)解釋學(xué)的課程觀重視課程文本的意向性建構(gòu)。關(guān)鍵詞理解；存在；哲學(xué)解釋學(xué)；教育Ⅱ

簡(jiǎn)介：廣西師范大學(xué)碩士學(xué)位論文試論我國(guó)體育從“自為”走向“自覺(jué)”的發(fā)展趨勢(shì)把握體育本質(zhì)推動(dòng)我國(guó)體育走向自覺(jué)發(fā)展之路的哲學(xué)思考姓名時(shí)海芳申請(qǐng)學(xué)位級(jí)別碩士專業(yè)體育人文社會(huì)學(xué)指導(dǎo)教師謝翔20080401II覺(jué)”打下堅(jiān)實(shí)的基礎(chǔ)。我國(guó)生產(chǎn)生活方式的改變給人們帶來(lái)豐富的物質(zhì)享受的同時(shí)，也帶來(lái)許多負(fù)面影響，而體育在預(yù)防現(xiàn)代社會(huì)生活方式病中起著積極的作用，具有顯著的社會(huì)價(jià)值，同時(shí)又有利于形成健康文明科學(xué)的新的生活方式，是我國(guó)全面建設(shè)小康社會(huì)的必然選擇，必將為體育“自覺(jué)”提供動(dòng)力；而新時(shí)期對(duì)人才的要求和人全面發(fā)展的需求是實(shí)現(xiàn)體育“自覺(jué)”的直接拉動(dòng)力；我國(guó)體育的發(fā)展歷史表明政府的重視與支持是體育“自覺(jué)”的保障；這決定了我國(guó)體育的發(fā)展必然走向“自覺(jué)”。第七部分結(jié)語(yǔ)。我們應(yīng)該順應(yīng)時(shí)代潮流，把握體育的本質(zhì)，推動(dòng)我國(guó)體育走向“自覺(jué)”。關(guān)鍵詞關(guān)鍵詞自為；自覺(jué)；發(fā)展趨勢(shì)；體育本質(zhì)

簡(jiǎn)介：魯東大學(xué)碩士學(xué)位論文中小學(xué)音樂(lè)教育的哲學(xué)美學(xué)方法之比較以心理學(xué)為視角姓名張寧寧申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論音樂(lè)指導(dǎo)教師邵桂蘭20080401ENGLISHABSTRACTASOUNDEDUCATIONALPHILOSOPHYISTHEBASISFORGOODTEACHINGPRACTICEINMUSIC。PROFESSIONALTHEORETICALGUIDANCEINCLASSROOMDESIGNANDWELLPLANNEDTEACHINGOBJECTIVESINSPIRESTUDENTSTOLEARNENTHUSIASTICALLY。ASUCCESSFUL，PROGRESSIVETEACHINGPHILOSOPHYALSOSUSTAINSCURRICULUMDEVELOPMENT。THISARTICLEPROPOSESTHEIMPLEMENTATIONOFTWOPHILOSOPHICALTHEORIESFORPRIMARYANDSECONDARYSCHOOLMUSICEDUCATIONWHICHANALYSETHEPHYSIOLOGICAL，PSYCHOLOGICALLEARNINGPROCESSESINMUSICALDEVELOPMENT。FORPRIMARYMUSICEDUCATIONTHEHETERONOMIEAESTHETIKTHEORYTHETHEORYOFAUTONOMICAESTHETIKINSECONDARYMUSICEDUCATION。ANALYSISOFBOTHTHEORIESWILLPROVIDEACONCLUSIONASTOWHYONESUIT’SAPARTICULAREDUCATIONALLEVEL。THISPAPERISDIVIDEDINTOFIVEPARTSPARTLANALYSISOFPRIMARYSCHOOLMUSICEDUCATIONBASEDONAESTHETICPHILOSOPHY。INTHISPARTHETERONOMIEAESTHETIKTHEORYWILLBEAPPLIEDOBSERVINGTHEDEVELOPMENTALCHARACTERISTIESOFMUSICLEARNINGANDATTAINMENTTHROUGHPSYCHOLOGICALANDPHYSIOLOGICALPROCESSESANDITSAPPLICATIONINPRIMARYSCHOOLMUSICEDUCATION。PART2ANALYSISOFSECONDARYSCHOOLMUSICEDUCATIONBASEDONAESTHETICPHILOSOPHY。INTHISPARTAUTONOMIEAESTHETIKTHEORYWILLBEAPPLIEDOBSERVINGTHEDEVELOPMENTALCHARACTERISTICSOFMUSICLEARNINGANDATTAINMENTTHROUGHPSYCHOLOGICALANDPHYSIOLOGICALPROCESSESANDITSAPPLICATIONINSECONDARYSCHOOLMUSICEDUCATION。PART3ACOMPARISIONOFMUSICEDUCATIONINPRIMARYANDSECONDARYSCHOOLSBASEDONTHEDIFFERENTPHILOSOPHYOFAESTHETICSIDENTIFYINGTHEFOLLOWINGPSYCHOLOGICALANDPHYSIOLOGICALDEVELOPMENT，AESTHETICRESPONSES，STUDENTAWARENESSOFAESTHETICQUALITIESINMUSICANDITSDEVELOPMENT，MONITORINGOFATTAINMENT，PHYSICALACHIEVEMENTANDCOMMANDOFTHESUBJECT，LESSONCONTENTANDSTRUCTURE，SUSTAINABLEPRACTICEOFTHEORIESLEADINGTOEXCELLENTTEACHINGMETHODOLOGY。PART4CONSTRUCTAPRIMARYSCHOOLMUSICCURRICULUMBASEDONTHEHETERONOMIEAESTHETIKPHILOSOPHY。DEVELOPMENTOFSUCHACURRICULUMRESTALSOONTHEEXPERIENCEANDTEACHINGMETHODSOFTEACHERSTOCONSTRUCTCOURSECONTENTPART5CONSTRUCTAPRIMARYSCHOOLMUSICCURRICULUMBASEDONTHEAUTONOMIEAESTHETIKPHILOSOPHY。DEVELOPMENTOFSUCHACURRICULUMRESTALSOONTHEEXPERIENCEANDTEACHINGMETHODSOFTEACHERSTOCONSTRUCTCOURSECONTENTKEYWORDSPHILOSOPHICALBASISHETERONOMIEAESTHETIKAUTONOMICAESTHETIC；MUSICEDUCATIONⅡ

簡(jiǎn)介：東南大學(xué)碩士學(xué)位論文技術(shù)風(fēng)險(xiǎn)量化理論的哲學(xué)分析姓名朱敏申請(qǐng)學(xué)位級(jí)別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師夏保華20100104東南人學(xué)碩L學(xué)位論文ABSTRACTINATRADITIONALTECHNICALRISKANALYSISTOPHILOSOPHICALPOSITIVISMANDPHIECTIVEORIENTEDENTITIESWEREINCLINEDTOQUANTIFYTHETECHNICALRISKANDUSEDTOGUIDETHEUSEOFTECHNOLOGIESANDDECISIONMAKINGHOWEVERSUCHTRADITIONALTECHNICALRISKQUANTIFICATIONTHEORYHASCAUSEDAGROWINGNUMBEROFSOCIALSCIENTISTSWIDELYCRITICIZEDTHEYBELIEVETHATPOSTPOSITIVISTPHILOSOPHYOFTHINKINGBASEDONTHESUBJECTIVECONSTRUCTIONOFTHETHEORYTHANTHETRADITIONALTECHNICALRISKQUANTIFICATIONTHEORYMORECONDUCIVETOTECHNOLOGYRISKMANAGEMENTHOWEVERFROMTHETHEORETICALANDPRACTICALPERSPECTIVE，THETECHNICALRISKQUANTIFICATIONTHEOR5AFTERYEARSOFDEVELOPMENTANDAPPLICATIONSTILLHASASTRONGVITALITYATPRESENT，THEDOMESTICTECHNICALRISKQUANTIFICATIONTHEORYRESEARCHMOREFROMTHEPROJECTIMPLEMENTATION，PRODUCTIONMANAGEMENT，BUSINESSANDOTHERAREASTOEXPLOREWITHLITTLESTANDINGINDEPTHANALYSISOFITSPHILOSOPHICALLEVELFACETOTHEACCUSATIONSANDCRITICISMFROMTHEHUMANITIESSCHOLARS，WESHOULDLOOKATTHENATUREOFTECHNICALRISKQUANTIFICATIONTHEORYFROMTHEPHILOSOPHICALPERSPECTIVEANDITSEXISTENCEISREASONABLETOCONDUCTTHEDEFENSETHEORYOFVALUETOEXPLORETHERELEVANCEANDFUTUREDIRECTIONOFTHETECHNICALRISKQUANTIFICATIONTHEORYATTHEBASEOFTHEABOVEVIEWONTOLOGYOFTECHNICALRISKANALYSISISMAINLYFOCUSEDONTOEXPLAINTHEBASICCONCEPTSOFTHETECHNICALRISKMAINLYEXPLAIN“WHATISTECHNOLOGYRISK”DEFENSETHETECHNICALRISKQUANTIFICATIONTHEORYMAINLYFROMTHETHEORETICALVALUEPRACTICALVALUEANDCULTURALVALUELASTPARTSTAKETHEREASONABLEMETHODSONTHEBASICOFTECHNICALRISKQUANTIFICATIONTHEORYTHETECHNOLOGICALRISKSQUANTIFICATIONTHEORY’SEPISTEMOLOGYANALYSISHASGRASPEDTHETECHNOLOGICALRISKSQUANTIFICATIONTHEORYVARIOUSESSENTIALFACTORSRELATIONSOVERALL，HASEXPLAINEDTHEQUANTIFICATIONTHEORYMAINBODYESSENTIALFACTORANDTHEOBJECTESSENTIALFACTORASWELLASHOWISTOCARRYONTHESCIENCEBETWEENTHEHOSTSANDVISITORSBODYESSENTIALFACTORTHROUGHTHEINTERMEDIARYESSENTIALFACTORTOTHETECHNOLOGICALRISKSTHEAPPRAISALANDTHEMANAGEMENTTHEINNOVATIONOFTHISPAPERISMAINLYREFLECTEDINTHEFOLLOWINGAREASFIRST，F(xiàn)ROMTHEPHILOSOPHYOFTECHNOLOGYONTHEMACROLEVELTOQUANTIFYTHERISKOFAMORECOMPREHENSIVETHEORYOFTHESORT，F(xiàn)ROMTHEONTOLOGYEPISTEMOLOGYANDVALUETHEORYFOCUSONTHREEASPECTSOFITSNATUREANDCHARACTERISTICSSECONDTHECONCEPTOFTECHNICALRISKHASDEFINEDTHERIGHTTECHNICALRISKANDMAKESTHENEWCLASSIFICATION，REVEALINGTHEBASICCHARACTERISTICSOFTECHNICALRISKEXPLAINEDTHECAUSEOFTHETECHNICALRISKANDDISCUSSESTHETECHNICALRISKOFTHEFORMATIONMECHANISMTHIRD，ATTEMPTTOEXPLAINTHENATUREANDEXTENDOFTHETECHNICALRISKFOURTH，F(xiàn)ACETOTHEACCUSATIONSANDCRITICISMFROMTHEHUMANITIESSCHOLARSFROMANAXIOLOGICALPOINTTODEFENSEITSEXISTENCEANDREASONABLEAPPLICATIONFIFTHATTEMPTTOTAKENEWASSESSMENTMETHODSONTHEBASISOFTECHNICALRISKQUANTIFICATIONTHEORYKEYWORDSQUANTIFYTHETECHNICALRISK；ONTOLOGY；EPISTEMOLOGY；AXIOLOGYII