簡介：廣西師范大學(xué)碩士學(xué)位論文從本體研究到價(jià)值研究語文教育價(jià)值的哲學(xué)思考姓名喬秋穎申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師陳玉秋20060401IIFROMTHERESEARCHOFONTOLOGYTOTHERESEARCHOFAXIOLOGYTHEPHILOSOPHICALTHINKINGABOUTTHEVALUEOFCHINESEEDUCATIONABSTRACTWHENPEOPLEMAKEADETAILEDINQUIRYOF“WHATISCHINESE”“WHATISCHINESEEDUCATION”THEYWANTTOGAINTHEKNOWLEDGEOFTHEIGINESSENCEOF“CHINESE”“CHINESEEDUCATION”THENEXPLAINONTOLOGICALLY“CHINESE”“CHINESEEDUCATION”BUTWEMUSTRESEARCHONTOLOGICALLYCHINESEEDUCATIONBASEDONHISTICALACTUALINSPECTIONEVIDENCEBUTWHICHISINADEQUATEINOURTRADITIONOFEDUCATIONALTHEYSOREAEARCHERSGAINEDMANYKINDSOFVIEWPOINTSPROPOSITIONSABOUT“CHINESE”“CHINESEEDUCATION”FROMTHEIROWNARGUMENTSBUTTHESEDISPUTESPUZZLEDCHINESEEDUACATIONALPRACTICERSASANIMPTANTSCHOOLCURRICULUMCHINESEEDUCATIONFALLSDOWNTOA“TESTDISCIPLINE”STUDENTSLEARNITONLYFEXAMINATIONTEACHERSTEACHITONLYFEXAMINATIONTHENTHEIGINALVALUEOFCHINESEEDUCATIONISCOVEREDBYUTILITARIANEXAMINATIONBECAUSEOURCHINESEEDUCATIONISSHTOFCLOSELYACTUALRESEARCHCONTEMPARY“SCHOLARACCUMULATIONTHEITICALPREPARATION”CANNOTANSWER“WHATISCHINESE”“WHATISCHINESEEDUCATION”WESHOULDCHANGETHEROUTEOFTHINKINGCHINESEEDUCATIONTHINK“WHATCHINESEEDUCATIONOUGHTTOBE”TORESEARCH“CHINESE”“CHINESEEDUCATION”O(jiān)NAXIOLOGYISNAMELYTOTHINKTHEVALUEOFCHINESEEDUCATIONTOEXPLAINCHINESEEDUCATIONAXIOLOGICALLYWITHINTHESCOPEOFPHILOSOPHICALVALUEEDUCATIONALVALUEEDUCATIONALVALUEDIVIDESINTOTHEINNERVALUETHEOUTERVALUENMALLYTHEOUTERVALUEISTHEMEANINGTOSATISFYTHEDEVELOPMENTOFSOCIETYSTUDENTS’INDIVIDUALIT’SINNERVALUEISTHEMEANINGTOSATISFYTHEDEVELOPMENTOFEDUCATIONITSELFBASICALLYTHEREWERETWOKINDSOFCRITICALPHENOMINAOFALIENATIONINTHEHISTYOFOURCHINESEEDUCATIONALRESAERCHTHEPOLITICALTENDENCYOFCHINESEEDUCATIONITWASTHEALIENATIONWHICHSHOWEDINTHEPROCESSOFSATISFYINGTHEDEVELOPMENTOFSOCIALPOLITICSTHETESTTENDENCYOFCHINESEEDUCATIONITWASTHEALIENATIONWHICHSHOWEDINTHEPROCESSOFSATISFYINGTHEDEVELOPMENTOFSTUDENTS’INDIVIDUALEXISTENCETOBEAIMEDTOTHESETWOKINDSOFALIENATIONRELATINGTOOURCONTEMPARYSOCIALCONDITIONAGEBACKGROUNDWEANALYZECHOOSETHEOUTERVALUEOFCHINESEEDUCATIONONCEAGAINCONCLUDECHINESEEDUCATION’SOUTERVALUETOSATISFYSOCIALDEVELOPMENTTHEVALUEWHICHISSHOWEDASCULTURALVALUETOSATISFYTHEDEVELOPMENTOFSTUDENTS’INDIVIDUALLIFETHEVALUEWHICHISSHOWEDASLIFEVALUEINDERTOFINDTHETRUEEXISTENCEOFCHINESEEDUCATIONTHECULTURALPATTERNLIFEPATTERNOFCHINESEEDUCATIONIHAVETOSTUDYTHECHINESEEDUCATIONALVALUETODEVELOPITSELFNAMELYTHEINNERVALUEOFCHINESEEDUCATIONLATERBECAUSEOFTHELIMITATIONOFTHISESSAY’SSHAPETHEESSAYADOPTTHEDEDUCTIVEMETHODFROMTHEUPPERCONCEPTIONABOUTPHILOSOPHICALVALUEEDUCATIONALVALUETOTHEVALUEOFCHINESEEDUCATIONWHICHBELONGSTOTHEITICALTHOUGHTEXPLAINSITINTHEPROCESSOFDEDUCTINGRELATINGTOCHINESEEDUCATIONALPRACTICEINADDITIONCHINESEEDUCATIONINVOLVESFAMILYSOCIETYSCHOOLTHISESSAYLIMITSWITHINTHESCOPEOFCHINESEEDUCATIONINSCHOOLBUTADOPTS“CHINESEEDUCATION”INTHEPROCESSOFGNIZATIONKEYWDSVALUEEDUCATIONALVALUECHINESEEDUCATIONCULTURALVALUELIFEVALUE

簡介：蘇州大學(xué)碩士學(xué)位論文中學(xué)德育人本思想的哲學(xué)思考姓名陳美蘭申請學(xué)位級別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師李蘭芬20061101PHILOSOPHYREFLECTIONONTHEHUMANISMINTHEMIDDLE．SCHOOLMORALEDUCTIONABSTRACTGUIDEDBYMARXISTHUMANISM，THISDISSERTATION,FROMTHEORYANDPRACTICE，REFLECTSTHEANTI．HUMANISMTENDENCYINCURRENTMIDDLESEHOOLMORALEDUEATION，CONSTRUCTSTHETHEORYSYSTEMANDPRACTICEMODELOFMODEMMORALEDUCATION,WHICHREGARDSSTUDENTSASPEOPLEINREALLIFE，ANDCONSIDERSSTUDENTS’FULLANDFREEDEVELOPMENTTOBETHETINALGOALOFEDUCATION．THEDISSERTATIONFIRSTREVIEWSTHECURRENTSTUDYRESULTANDFUTUREDEVELOPMENTABOUTHUMANISMINMORALEDUCATIONINTHELITERATURE，POINTSOUTANTIHUMANISMPROBLEMINTHECURRENTMIDDLESCHOOLMORALEDUCATION．ANDTHENTHEWRITEREXPLAINSTHEHUMANISMINMODERNMORALEDUCATION，PUTSFORWARDTHEPRINCIPLESANDSTRATEGIESOFMORALEDUCATION,THATIS，THESUBJECTPOSITIONANDFULLDEVELOPMENTOFSTUDENTS．INTHEEND，THEWRITERSPECIFIESANDDIFFERENTIATESTHEGOALOFMORALEDUCATION,WHICHCANHELPTRANSFORMTHEHUMANISMINMORALEDUCATIONFROMTHEORYINTOPRACTICE,NLAKETHEHUMANISMMOREPRACTICALINMIDDLESCHOOLMORALEDUCATION，ANDALSOBEGOODFORCULTIVATINGSTUDENTS’MORALQUALITYANDHEALTHYPERSO蹦TY．KEYWORDSMORALEDUCATIONINMIDDLESCHOOL；HUMANISM；PHILOSOPHYREFLECTIONⅡWRITTENBYCHENMEILANSUPERVISEDBYLILANFEN

簡介：同濟(jì)大學(xué)人文學(xué)院碩士學(xué)位論文關(guān)于技術(shù)標(biāo)準(zhǔn)范式轉(zhuǎn)換的哲學(xué)思考技術(shù)范式論的一種新擴(kuò)展姓名孟群申請學(xué)位級別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師王濱20070301ABSTRACTABSTRACTATTHELATERPERIODOFTHE21THCENTURYTECHNOLOGICALPHILOSOPHYFACEDCHANGEOFEXPERIENCEDIRECTIONATHOMEANDABROAD，THATMEANSNOTONLYTECHNOLOGYWASREGARDEDASAWHOLETESEARCHTHERELATIONSHIPBETWEENTECHNOLOGYANDSOCIETYORTHESOCIALCRITICISMOFTECHNOLOGYBUTALSOATTEMPTEDTOBREAKOPENTHEBLACKBOXSOITATTRACTEDMOREATTENTIONONTHEDETAILSOFTECHNOLOGICALBEHAVIORSUCHASTECHNICALINVENTION，TECHNICALDESIGN，TECHNICALSTANDARD，TECHNICALINNOVATIONANDSOONATTHESAMETIME，INTHEERAOFECONOMICGLOBALIZATION，THECOMPETITIONOFECONOMICSHOWEDASTHECOMPETITIONOFTECHNOLOGYTHECOMPETITIONOFTECHNOLOGYSHOWEDASTHECOMPETITIONOFINTELLECTUALPROPERTYTHECOREOFINTELLECTUALPROPERTYHASCHANGEDFROMTECHNICALMONOPOLYTOTECHNICALSTANDARDTHETRENDOFMONOPOLISTICINVENTION，STANDARDIZEDPATENTANDAUTHORIZEDSTANDARDHASEMERGEDSO，THESTUDYOFTECHNOLOGYSTANDARDANDITSLAWOFDEVELOPMENTINTHEVIEWOFPHILOSOPHYHASBOTHIMPORTANTTHEORETICANDREALSIGNIFICANCETHISARTICLEISFOCUSINGONPROBINGINTOTHEREGULARITYOFTHECONNOTATION，F(xiàn)EATURES，PHILOSOPHYSIGNIFICANCEANDEVOLUTIONOFTECHNICALSTANDARDCITINGKUHN’SPARADIGMANDDOSI’STECHNOLOGICALPARADIGMCONCEPTIONANDRELEVANTTHEORIES，ITRAISEDAPOINTTHATTECHNICALSTANDARDHASPARADIGMS，THATIS，TECHNICALSTANDARDPARADIGMBASEDONTHISPOINT，ITWASRAISEDTHATTECHNICALSTANDARDDEVELOPMENTISAPARADIGMINTERCHAN百NGPROCESS，THATIS，THENEWTECHNICALSTANDARDWILLREPLACETHEOLDONESACCORDINGTOTHESTUDYONTHELAWOFTECHNICALSTANDARDDEVELOPMENT，THEARTICLEDEEPENEDTHEKNOWLEDGEOFTHECONNOTATIONOFTECHNICALSTANDARD，AND，INALLUSIONTOTHEHISTORICALLYCORRESPONDINGRELATIONSHIPBETWEENTECHNOLOGYANDTECHNICALSTANDARD，ITDIVIDEDTECHNICALSTANDARDDEVELOPMENTINTOTHREESTAGES，ORIGINALSTAGEOFTECHNICALSTANDARDTECHNICALSTANDARDOFHANDICRAFTINDUSTRY，TRADITIONALSTAGEOFTECHNICALSTANDARDTECHNICALSTANDARDOFMACHINERY，NEWSTAGEOFTECHNICALSTANDARDTECHNICALSTANDARDOFINFORMATIONTHEPURPOSEOFTHEDIVISIONISTOREVEALTHEREGULARITYOFTECHNICALSTANDARDDEVELOPMENTTHROUGHINVESTIGATINGTHERELATIONSHIPSBETWEENDEVELOPINGPROCESSOFTECHNICALSTANDARD，TECHNICALSTANDARDITSELFANDOTHERELEMENTSTECHNICALSTANDARDPARADIGMISATHEORYANDMODETHATHOWPEOPLELOOKONANDDEALWITHTECHNICALSTANDARD，WHICHBEHAVESWITHANUNCEASINGLYGROWING，STRUCTURALII

簡介：東北大學(xué)碩士學(xué)位論文關(guān)于網(wǎng)上教育的哲學(xué)思考姓名沈鵬申請學(xué)位級別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師王太金2001111查查蘭堡主堂垡堡苧壘墨堅(jiān)PHILOSOPHICALREFLECTIONONONLINEEDUCATIONABSTRACT0NLINEEDUCATIONISDISTANCEEDUCATIONRELYINGONTHEMAINTECHNICALSTPPOR￡OFCOMPUTERNETWORKTECHNOLOGY．ITISANEWFORMOFEDUCATIONALDEVELOPMENTONTHECONDITIONOFMODERNINFORMATIONTECHNOLOGY,ANDITISANIMPORTANTMEANSOFCONSTRUCTINGPERMANENTEDUCATIONALSYSTEM．THETHESISCONSISTSOFTHEFOLLOWINGFOURASPECTS1．ITINTERPRETSTHECONNOTATIONANDBASICFEATURESOFONLINEEDUCATION．2．ITANALYZESTHEINTENSIFIEDVIEWTEACHINGSTUDENTSINACCORDANCEWITHTHEIRAPTITUDEINPRESENTNETWORKEDUCATION，ANDTHETELATIONSHIPBETWEEN0NLINEEDUCATIONANDTHATVIEW．ANDITALSOPUTFORWARDTHATINCONTRASTTOTRADITIONALFACETOFACEEDUCATION．ONFINEEDUCATIONWEAKENSINFACTTHEMETHODOFTEACHINGSTUDENTSACCORDINGT0THEIRAPTITUDC．3．ITDEFINES‘VIRTUAL’IN‘VIRTUALREALITYTECHNOLOGY’ANDPOINTSOUTTHAT‘VIRTUALREALITYTECHNOLOGY’BRINGSCONYENIENCETOONLINEEDUCATION，BUTMEANWHILEBRINGSABOUTASERIESOFPROBLEMSTOO，ANDTHEREFOREONLINE．EDUCATIONCANNOTCOMPLETELYRELYINGON‘VIRTUALREALITY’．OTHERWISEONLINE．EDUCATIONWILIMISLEADSTUDENTSTOSEPARATEFROMREALISTICSOCIETY．4．ACCORDINGTOTHEBASICFE咖RESOFONLINEEDUCATIONANDCONTRADICTIONSTILATONLINEEDUCATIONISFACING．IMAKESOMESUGGESTIONSFORTHEDEVELOPMENTOFONLINEEDUCATIONSOASTOMAKEBESTUSEOFTHEADVANTAGESANDBYPASSTHEDISADVANTAGESANDREALIZETHELONGTERMDEVELOPMENTOFONLINEEDUCATION．KEYWORDSNETWORK，EDUCATION，ONLINEEDUCATION，TEACHSTUDENTSACCORDINGTOTHEIRAPTITUDE，VIRTUALREALITYIII

簡介：摘要課程知識的學(xué)習(xí)不能以犧牲個(gè)體精神自由為代價(jià)，但課程知識與個(gè)體精神自酉兩芮茬矛盾以及人們對待課程知識的不當(dāng)態(tài)度與方式往往導(dǎo)致學(xué)習(xí)者個(gè)體精神自由的陷落。因而，追尋學(xué)習(xí)者的個(gè)體精神自由，便成為課程哲學(xué)以及課程實(shí)踐的時(shí)代課題。課程學(xué)習(xí)者的個(gè)體精神自由之所以有可能，乃因知識具有“意義性”，即知識并非如人們以往所認(rèn)為的那樣是絕對確定、絕對客觀和與價(jià)值無涉的，而是可理解的、價(jià)值性的和類型多樣的，具有與人們的個(gè)體精神世界建立起“意義關(guān)系”的可能性。F而要使學(xué)習(xí)者的個(gè)體精神自由真正得以實(shí)現(xiàn)，則必須重新理解課程及教材，、并充分重視學(xué)習(xí)者的個(gè)體精神趨向性、課程知識類型的完整性以及課程知識供應(yīng)制度的調(diào)整課程知識的學(xué)習(xí)必須遵循“意義標(biāo)準(zhǔn)”，即在“教化”的視野中使課程知識成為個(gè)體精神成長的養(yǎng)分，必須在“進(jìn)化”的視野中看到課程知識在教育場域的內(nèi)在演化。由此。課程應(yīng)被理解為“學(xué)習(xí)者與知識‘對話’的可能情境”。教材的功能應(yīng)定位為一個(gè)“對話者”，而不是學(xué)習(xí)的“支配者”，為此，教材的設(shè)計(jì)應(yīng)把知識的存在方式作為核心閾題，尤其應(yīng)促進(jìn)知識的“動(dòng)姿化”，并以“生態(tài)式設(shè)計(jì)”為基本設(shè)計(jì)理念。Y個(gè)體精神自由的完整性以課程知識類型的完整性及學(xué)習(xí)者與知識的整體交往為前提，因此，課程設(shè)計(jì)應(yīng)確保課程知識在結(jié)構(gòu)上的平衡，并研究不同知識類型對個(gè)體精神自由的貢獻(xiàn)在側(cè)重點(diǎn)與方式上的不同，尤其要反思近代以來文化結(jié)構(gòu)的失衡對個(gè)體精神自由所造成的后果。專制式課程知識供應(yīng)制度是損害課程學(xué)習(xí)者個(gè)體精神自由的強(qiáng)有力因素，中國的課程知識供制度在社會激劇轉(zhuǎn)型的背景下亟待作如下調(diào)整；從“國家主導(dǎo)”到“多元權(quán)力主體共契”；從一元化意識形態(tài)的強(qiáng)行干預(yù)到“公共領(lǐng)域”的平等協(xié)商。學(xué)習(xí)者的“個(gè)體精神趨向性”決定著學(xué)習(xí)者是否內(nèi)在地要求或珍視自己的精神自由，由此，培植有助于個(gè)體精神自由的個(gè)體精神趨向性，在個(gè)體精神自由的追尋中具有至關(guān)重要的地位。關(guān)鍵詞課程知識學(xué)習(xí)者個(gè)體精神自由課程哲學(xué)O★?！?。O。，導(dǎo)論遍尋課程掌習(xí)者的個(gè)體精神自由什么地方計(jì)劃和知識獨(dú)行武斷，精神價(jià)值大張撻伐，那么這些計(jì)劃和知識就必然會變成自身目的，教育就將變成訓(xùn)練機(jī)器人，而人也變成單功能的計(jì)算之人，在僅僅堆持生命力的狀況中人可能會萎縮而無法看見超越之境一一【德】卡爾雅斯貝爾斯T什么是教育一、問題的提出知識本始于人的自由，知識和自由本是二而一的東西。但在近代以來、特別是20世紀(jì)以來的教育與課程里，知識卻成為壓制人的強(qiáng)制力量這使我們不得不提出一個(gè)問題在課程知識的學(xué)習(xí)中，學(xué)習(xí)者的個(gè)體精神自由是否還有可能從根本上說，這個(gè)問題的形成似乎是由近代以來知識的持續(xù)膨脹以及知識與課程的本性決定的，但從教育自身的角度看，也與課程知識觀的狹隘性有關(guān)。提出課程知識與個(gè)體精神自由的關(guān)系問題并不意味著我們要消解課程知識，恰恰相反，我們要從重視知識及課程知識觀在課程中的核心地位入手一知識問題及課程知識現(xiàn)在課程研究中的棱心地位不論如何理解知識，也不管怎樣看待課程，課程都永遠(yuǎn)不可能擺脫知識的糾纏。舍勒SEHELER，M在‘知識形式與教育一文中曾非常正確地指出，無論是“自我教育”還是要“教育別人”，都必須回答三個(gè)基本問題一是究竟什么是教育的本質(zhì)；二是怎樣進(jìn)行教育三是什么樣的知識和認(rèn)識形式限制和規(guī)定著使人變得。有教養(yǎng)”的過程。。可見，知識問題是教育中的核心問題如果說教育在知識教育以外還有眾多教育形式的話，那么課程就主要是以知識為核心內(nèi)容的教育及其課程之所以離不開知識，從根本上說，是由教育的使命和人和本性決定的。人是文化的動(dòng)物。而且是一種精神性的存在。人被“拋入”到這個(gè)世界，離開了文化，他就不可能成其為人?！盁o知和無能注定使人們對于外界影響無論這種影響是來自自然界的。來自其他人的或來自一般杜會的作出的反應(yīng)，不是逆來顧受，便是神經(jīng)過敏”?！尽?舍勒‘知識形式與教育’參見劉小楓墑‘舍動(dòng)選集下，上海，三聯(lián)書店，1999年版第13681368頁

簡介：Y90230單位代媽IQ鯉§學(xué)號』曼嫂§囂殳西南蟲學(xué)碩士學(xué)位論文論理解性教學(xué)一種哲學(xué)橙釋學(xué)的視角論文作者黃繼玲指導(dǎo)教師李森教授學(xué)科專、憶滌張與數(shù)學(xué)瞼研究方L匐教學(xué)論提交淪文悶朝2006笮5月論文答辯珂期2}6年5月學(xué)位授予雌使西崴人學(xué)巾圍囂慶2006年5月乖L，在向生活世界的開奇F中動(dòng)態(tài)生成的教學(xué)文本教學(xué)過程既是一種對話、交流和分享的交往過程，又是一種不斷創(chuàng)造生成意義的教學(xué)流動(dòng)過程。理解性教學(xué)主張以理解為基礎(chǔ)進(jìn)行評價(jià)，關(guān)注評價(jià)的多元性與發(fā)展。第六部分，走向?qū)嵺`的理解性教學(xué)。本部分主要討論了在理解性教學(xué)實(shí)踐中必須處理好的幾對關(guān)系，并嘗試性地提出了一些具體的課堂實(shí)踐策略。關(guān)鍵詞哲學(xué)詮釋學(xué)理解理解性教學(xué)

簡介：曲阜師范大學(xué)碩士學(xué)位論文實(shí)踐哲學(xué)教育迷惘中的選擇姓名李長偉申請學(xué)位級別碩士專業(yè)教育學(xué)原理指導(dǎo)教師韓鐘文2002310皆堅(jiān)守海德格爾開創(chuàng)的實(shí)踐哲學(xué)傳統(tǒng)，并影響了一個(gè)時(shí)代，哈貝馬斯對實(shí)踐興趣的關(guān)注等等。這一切使我堅(jiān)信曾與實(shí)踐哲學(xué)結(jié)緣的教育學(xué)也應(yīng)在實(shí)踐哲學(xué)的復(fù)興中走向新生。而這必須以對教育學(xué)與實(shí)踐哲學(xué)的關(guān)聯(lián)作歷史的梳理與檢索為前提。就筆者目力所及，從實(shí)踐哲學(xué)的角度透視教育學(xué)，最早可追溯至亞里士多德，他的政治學(xué)活脫脫就是一本教育學(xué)。后經(jīng)康德的承續(xù)，到了赫爾巴特，此種傳統(tǒng)得到進(jìn)～步的發(fā)揚(yáng)，他明確提出把實(shí)踐哲學(xué)作為教育學(xué)的基礎(chǔ)之～。而反赫爾巴特的、以現(xiàn)代教育的開創(chuàng)者自居的杜威則從實(shí)用主義的角度繼承了實(shí)踐哲學(xué)的傳統(tǒng)并依之建構(gòu)了獨(dú)特的無體系的實(shí)踐教育學(xué)。不過，時(shí)至今同，在教育學(xué)的研究中，實(shí)踐哲學(xué)已湮沒在“科學(xué)萬歲”的呼聲中，R漸被人遺忘。國外的卡爾，國內(nèi)的金生鉉教授雖對實(shí)踐哲學(xué)和教育學(xué)的關(guān)系進(jìn)行過較為細(xì)致的研究。但遺憾的是，他們的呼吁及研究未引起人們的普遍注意。并且，鮮有人真正的從實(shí)踐哲學(xué)的角度真正專門系統(tǒng)地關(guān)注教育學(xué)，透視教育學(xué)的病因。隨便翻一翻我們的教育學(xué)論著，可以發(fā)現(xiàn)這樣一個(gè)非常奇怪的現(xiàn)象盡管我們每一個(gè)關(guān)心教育學(xué)命運(yùn)的人都在對教育學(xué)自身進(jìn)}亍‘‘自覺”的反思，以試圖為處于迷惘之中的教育學(xué)開出一條新的“上學(xué)之路”，但遺憾的是，獪們的教育學(xué)之思卻是有蔽的“無教育”的思，亦即是忘掉了自身即是目的的教育實(shí)踐，忘掉了教育學(xué)之源實(shí)踐哲學(xué)的思。而沒有了教育，我們實(shí)在想不出思教育如何成“學(xué)”還會蒴什么意義。假如有的話，那或許只能是“概念的游戲”。結(jié)果，越是尋思，越是投入，本真的教育學(xué)就越不在，就越晦蔽。面對此番窘、萼TI裕著在歷史中闡釋，在闡釋中創(chuàng)新的原則，我們對教育學(xué)之本～買踐哲學(xué)與教育學(xué)的內(nèi)在關(guān)聯(lián)及其日后的異化進(jìn)行了追本溯源式的研究從亞罩士多德的本真的實(shí)踐哲學(xué)到康德的先驗(yàn)的實(shí)踐哲學(xué)再到赫爾巴特的經(jīng)驗(yàn)的實(shí)踐哲學(xué)的異化。教育學(xué)在走向獨(dú)立的同時(shí)，也在不可避免的走向分裂。因此在我們看來，赫爾巴特因選擇了實(shí)踐哲學(xué)而成為一個(gè)單程碑式的人物，但同時(shí)又因其實(shí)踐哲學(xué)的異化而引領(lǐng)教

簡介：四川師范大學(xué)碩士學(xué)位論文過程哲學(xué)視野中的閱讀教學(xué)姓名楊文申請學(xué)位級別碩士專業(yè)課程與教學(xué)論（語文）指導(dǎo)教師唐代興20050601學(xué)閱讀“過程”區(qū)分于其他“過程”的特質(zhì)在于它是一個(gè)意義生成的過程。文學(xué)作品意義是本文視界和讀者視界兩種視界交融的第三生成物，這一觀點(diǎn)把意義的生成置于本文歷史時(shí)間和讀者歷史時(shí)間兩種動(dòng)態(tài)的歷史時(shí)間流程中，使意義隨著歷史時(shí)間的流動(dòng)而向著理論上的無限可能性生成，從而突顯了意義的過程性。文學(xué)作品的意義在文本中通過召喚性結(jié)構(gòu)得以運(yùn)行，不確定性和空白是召喚性的本真內(nèi)涵。文學(xué)作品從語音語調(diào)層到思想感情層的各個(gè)層次都具有不確定性和空白，它們之間的疊加和聯(lián)系是文學(xué)作品的意義不確定性和意義空白的根本運(yùn)行機(jī)制。本文視界和讀者視界交融生成意義的過程本質(zhì)上就是一個(gè)“對話”的過程，因而，“對話”在走向過程本體的閱讀教學(xué)中便具有十分重要的地位。對話是入的本體存在方式，也是閱讀意義的生成因子。對話式閱讀教學(xué)的過程就是實(shí)現(xiàn)從“權(quán)威”到“平等”的倫理追求過程，從“公共”到“個(gè)體”盼價(jià)值追求過程，從“工具”到“人文”的本體追求過程。它在課堂教學(xué)中的展開形態(tài)為在與文本對話中體驗(yàn)，在師生對話、生生對話中交流，在與自我對話中反思，最終促進(jìn)師生特別是學(xué)生的自我生成。關(guān)鍵詞過程哲學(xué)過程回歸閱讀教學(xué)意義生成對話2

簡介：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)表或撰寫過的研究成果。5、其它同志對本研究所做的貢獻(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

簡介：蘇州大學(xué)碩士學(xué)位論文高校后勤社會化改革的哲學(xué)思考姓名張兵申請學(xué)位級別碩士專業(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

簡介：河南大學(xué)碩士學(xué)位論文第十三屆亞洲杯中國隊(duì)前場任意球、角球進(jìn)攻戰(zhàn)術(shù)分析姓名張曉磊申請學(xué)位級別碩士專業(yè)體育教育訓(xùn)練學(xué)指導(dǎo)教師王崇喜趙宗躍20050501河南土學(xué)體育學(xué)院碩士學(xué)位畢業(yè)論文ABSTRACTMODERNSOCCERISDEVELOPINGINTHEDIRECTIONOFCAPTURINGTIMEANDSPACEMOREANDMOREVIOLENTLYSIMULTANEOUSLYMODERNFOOTBALLATTACHESGREATIMPORTANCETODEFENSEONTHECONDITIONOFCLOSEDEFENSE，THETIMEANDSPACETHATATTACKINGCANCREATEANDMAKEUSEOFBECOMELESSANDLESS，ANDTHISCAUSESMOREDIFFICULTIESINUSINGATTACKINGTACTICSINTHEDEEPBACKGROUNDOFFOOTBALLDEVELOPING，F(xiàn)REEKICK，ESPECIALLYINTHEOPPOSINGHALFPLAYSAMOREANDMOREIMPORTANTROLETHEMAINATTACKINGCHARACTEROFPLACEKICKISPARTICULARLYCAPTURINGTHESPACE，ESPECIALLYINTHEOPPOSINGHALFFREEKICKINTHEOPPOSINGHALFANDCOMERKICKGIVEGREATPRESSURETODEFENSE，SOTHEDEFENSEPLAYERSTRYTHEIRBESTTOMAKETHESPACEBECOMELESSANDLESS，ANDITISTHESAMETOTHESPACEOFATTACKING，WHILETHEATTACKINGOFFREEKICKINTHEOPPOSINGHALFANDCOMERKICKNEEDSTOCREATEANDMAKEUSEOFSPACEACTIVELYTHESPACEFACTORISTHEKEYTOCAPTURINGTIMEANDSPACECONTROLLINGTIMEANDSPACEISTHECENTEROFCAPTURINGTHEMOBVIOUSLYFORTHEATTACKINGOFFREEKICKINTHEOPPOSINGHALFANDCOMERKICK，PLAYERSNEEDTOMAKEUSEOFTHEIRATTACKINGTACTICSTOCREATETEMPORARYSPACEANDMAKEUSEOFITEFFICIENTLYSOASTOATTACKACTIVELYTHEREFORE，THEATTACKINGTACTICSOFFREEKICKINTHEOPPOSINGHALFANDCORNERKICKAPPEARVERYIMPORTANTINTHISTHESISTHEMETHODOFDOCUMENTARYVISITATIONANDINVESTIGATION，VIDEOOBSERVATION，MATHEMATICALSTATISTICSAREUSEDTOANALYZETHEATTACKINGTACTICSOFFREEKICKINTHEOPPOSINGHALFANDCOMERKICKWHICHAREUSEDBYTHECHINESETEAMINTHE13‘“ASIANCUPIN2004SIMULTANEOUSLYTHISTHESISANALYZESTHESETACTICSCOMPARINGTHEEUROPEANSTRONGTEAMSIN2004EUROPEANCUPANDITANALYZESTHECHARACTERSOFFREEKICKINTHEOPPOSINGHALFANDCOMERKICKTHATAREUSEDBYTHECHINESETEAMCOMPARINGTHEEUROPEANSTRONGTEAMS，SOTHATWECANSEETHEDIFFERENCEBETWEENTHEMANDDOOURBESTTODISCLOSETHECHARACTERSANDTRENDSOFTHEATTACKINGTACTICSOFFREEKICKINTHEOPPOSINGHALFANDCORNERKICKINMODEMSOCCER，WHICHOFFERSREFERENCEIDEASTOTHECHINESETEAMABOUTFREEKICKINTHEOPPOSINGHALFANDCOMERKICK，INORDERTOIMPROVE

簡介：分類。一密緩。碩士學(xué)位論文對小學(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魚學(xué)位授予日期2007．6答辯委員會主席評閱人二00七年六月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學(xué)位級別碩士專業(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學(xué)位級別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師黃力之20080611IICULTURALMETAPHYSICSABOUTTHECULTURALPHILOSOPHYRESEARCHOFPHILOSOPHYNATURALDISPOSITIONCONTENTABSTRACTTHISARTICLETHINKSTHATTHEENDOFTRADITIONALMETAPHYSICSCALLSFONEKINDOFMODERNPHILOSOPHYTOSAVEITTHEUYGURBRANCHCASSILLSCULTURALPHILOSOPHYUNDERTAKENTHEPRELIMINARYHISTICTASKHAVEREALIZEDTRANSITIONTRADITIONALPHILOSOPHYTOMODERNCULTUREHOWEVERDURINGTHEPERIODOFTRANSITIONCONSTRUCTIONCULTURALPHILOSOPHYWHICHLACKSTHEPHILOSOPHYMETAPHYSICSFOUNDATIONBECAUSEOFDISPELLEDTHETRADITIONALMETAPHYSICS’NATURALDISPOSITIONHASDIFFICULTYONGAININGAFOOTHOLDONTHEPHILOSOPHYPALACETHEREFEITNEEDSTORELOCATETOBASICDIMENSIONOFTHECULTURALPHILOSOPHYTHATISTOSAYBYTHECULTURALMETAPHYSICSWAYWECANCONSTRUCTCULTUREPHILOSOPHYCULTURALMETAPHYSICSISONEKINDOFCONTEMPARYSCIENCEOFCULTUREPHILOSOPHYOFMETAPHYSICSTHATISINTHECULTURALESSENCEOFHUMANIZATIONOFTHENATUREOFSURVIVALBYHUMANNATURECULTUREDUALDEMSINPERSONSFREEDOMINITIATIVEMOVESCONSTITUTESMETAPHYSICSSIGNIFICANCECULTUREOFMAINBODYCULTURALMETAPHYSICSTHROUGHHUMANITYSNATURALMETAPHYSICSTHROUGHTHECULTURE’SNATURALDUALDEMTHROUGHTHEEXISTINGSCHOOLMECHANISMASWELLASTHEREALITYSURVIVALSITUATIONREALIZESITSPOSSIBILITYCULTURALMETAPHYSICSHASREALIZEDTRADITIONALMETAPHYSICS’TRUEREFMATIONSTRESSESONTHENATURALOFCULTURALPHILOSOPHYALSOCULTURALMETAPHYSICSISMAKINGNEWDIRECTIONFTHEMODERNPHILOSOPHYKEYWDMETAPHYSICSCULTURALPHILOSOPHYCULTURALMETAPHYSICSASKSREALLYSTRIVESFGOODSIGNIFICANCECULTURESUBSTANCE

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