中介阻隔功能的实践域确证

将中介功能仅仅归结为联系，是对中介功能全面性的消解。联系功能仅仅是在阻隔功能前提下的一种功能样态，中介功能的全面性表征于联系功能与阻隔功能的统一。实践的矛盾规定性、实践的直接现实规定性、实践过程的物质、信息、方法中介的现实规定性，无不确证着中介的阻隔功能与联系功能同在。在实践领域，确证中介的阻隔功能，有益于对中介功能全面性的把握，有益于正确处理人与世界的关系问题     

英语写作中的中式中介英语研究

"中式中介英语"是笔者根据"中介语"和中式英语"临时命名的,它虽然符合英语语法,但并不能为讲英语的国家所理解。要想把英语学好,就得转换脑海中的中式思维模式,培植英语语言思维模式。     

浅析信仰中的中介

从信仰产生的原因、信仰主客体之间关系的维系、信仰的作用三方面来看信仰中的中介物质，可以看到信仰主客体和中介形成三维一体关系，信仰中的替代物质实际就是一种中介。信仰通过中介达到人与人、人与自然的互动关系。     

论中介的关系实在

依存在论的取向、中介的存在是中介自身的“展示”的关系实在，作为关系实在的中介，在人与世界的关系中，展示为属人、属世界和自属即属中介关系的统一。保介在属人关系的结构层面，展示为内在形态、合一形态、它在形态和逆向在形态；在属世界关系的功能层面，展示为表象形态和过渡形态，在自属即属中介关系的性质层面，展示为协调形态与冲突形态等，对中介的关系实在的阐释、益于祛除除“惟实体实在”对中介本质的遮蔽，益于使中介的存在得到本真的展示。     

中介--第三者--一分为三--与朱宝信同志共商

中介是普遍存在的，并具有多重含义。承认中介的存在，并确认它是第三者，这是一个突破，但对第三者的理解还应该拓展开来。既然承认中介、第三者，那就顺理成章地要确立“一分为三”例题，当然，“一分为三”并不完全等于“中介论”，因为它的表现形式是多样的。     

从中介语理论谈我国英语教学中语言形式与意义的统一

以Selinker对中介语的产生原因为切入点,深入探究影响中介语形成的根本因素,尝试为课堂教学中语言形式和语言意义的统一探询理论上的支撑,进而为教师在课堂中的把握提供一个可行的操作模式。     

论中介的僭越

中介是指事物自身中矛盾双方相互联系的一切居间因素和事物自身变化、发展的一切过渡环节.它具有普遍性和客观性,在事物发展中具有重要作用.但是中介不是事物矛盾体中的基本要素,它从属于矛盾双方,可以归结于矛盾双方,是事物发展的中间环节,而非目的和理想状态.人们对于中介的把握一旦超出这个界限,就会陷入中介僭越的思维误区.与中介相关,中介的僭越分为两种类型:矛盾双方联系中的中介僭越和矛盾转化中的中介僭越.中介的僭越会给人们的理论和实践活动带来各种危害.     

黑格尔法哲学中的两种承认模式

黑格尔法哲学中有两种承认模式——斗争模式和中介模式.斗争模式指以斗争取得承认的模式,它主要作为意识领域的隐喻集中体现在《精神现象学》中;中介模式指以法律制度作为“中介”来体现承认的模式,集中体现在《法哲学原理》中,中介模式长期以来并没有受到重视.两种模式并不对立,都反映了黑格尔法哲学中“相互主体性”的思想.斗争是争取承认,法制是固定化的承认,各有意义,也需要我们进一步发挥其当代意义.     

中介语理论研究及其对外语教学的启示

中介语是二语习得过程中形成的介于母语和目的语之间的过渡性语言系统,是二语习得必经之路。本研究通过分析中介语的系统性、可变性和石化性等特点及中介语产生的根源,指出在外语教学中应正确处理学习者的语言错误、正确把握可理解性的和高质量的输入、尽量多为学习者创造实践的机会等途径,以促进中介语尽快地、顺利地向目的语靠拢。     

认知中介系统在英语阅读中的作用

影响阅读的因素有许多,其中阅读模式、阅读技巧只是外在的条件,真正影响阅读理解能力的是主体的认知中介系统。本文探讨了知识结构、能力结构这些中介系统的内涵及对阅读理解的作用。     

The Weird World,and Equally Weird Measurement Models: Reactive Indicators and the Validity Revolution

Researchers using structural equation modeling (SEM) aspire to learn about the world by seeking models with causal specifications that match the causal forces extant in the world. This quest for a model matching existing worldly causal forces constitutes an ontology that orients, or perhaps reorients, thinking about measurement validity. This article illustrates several ways the seemingly innocuous quest for structural equation models that mirror “the world beyond” confronts entrenched notions of measurement validity. The article begins by considering simple measurement models and ends by “discovering” a new class of indicators called reactive indicators. Reactive indicators act as both the cause and effect of an underlying latent variable. The identifiability of a simple model containing a reactive indicator is proven and a research example illustrating the use of a reactive indicator is provided. However, the real challenge is to understand how an indicator can be both a cause and effect of the latent it measures. The understanding does not come from complying with the traditional rules for reliability and validity, but from focusing on the quest to make the structural equation model match the structuring of the worldly forces we seek to understand. Valid measurement in the context of a weirdly structured world requires an equally weird structural equation model.     

Reconciling ourselves to reality: Arendt,education and the challenge of being at home in the world

ABSTRACT

In this paper, I explore the educational significance of the work of Hannah Arendt through reflections on four papers that constitute this special issue. I focus on the challenge of reconciling ourselves to reality, that is, of being at home in the world. Although Arendt's idea of being at home in the world is connected to her explorations of understanding, such understanding should not be approached as a matter of sense making, but in terms of ‘eccentric judgement’. For judgement to be eccentric, we must expose ourselves to otherness, which has to do with friendship if we understand friendship as a public rather than an entirely private matter. While political judgement requires a ‘being in the presence of others’ Arendt's views on thinking and its role in moral judgement indicate the necessity of solitude, of being alone with oneself. Rather than seeing this a process through which one calls oneself into question, I highlight the importance of the experience of being called into question, which I understand as the experience of ‘being taught’. I conclude that the educational significance of Arendt's work particularly lies in this link with teaching, and less so in notions of learning, reflection and sense making.     

浅谈违反居间合同的法律救济

居间人的中介服务,能够使民事主体获得更多的交易信息,减少人力投入和费用支出,因此在当今社会中居间合同的应用越来越广,相应问题也日益突现出来,核心是当事人违反居间合同义务的法律救济。文章围绕着这一核心问题展开论述,旨在平等保护双方当事人的权益,合理解决居间合同纠纷。     

试析汉语人体词语隐喻投射现象

认知语言学认为,隐喻是人类认知世界的基本方式之一。人类由近及远、由具体到抽象的认知规律,决定了人的认知往往是从认识人自身开始的,由此引申到外界事物以及抽象域。因此人体及其部位、器官便成了人类认知世界的基础。纵观人体词语在汉语历史发展中的变化,可以窥见,人体词语通过形状、部位和功能的对应,能够投射表示人体其他部位或器官、动植物等有生物的相关部位或器官,以及自然物、建筑物、容器等无生物的相关部位,有些人体词语可进一步投射到抽象域。     

全球化的社会主义走向

全球化已经把这个世界紧密地联系在一起,如何认识全球化,理解全球化,如何认识全球化和资本主义、社会主义的关系,怎样看待全球化对社会主义的影响,不仅是一个重大理论问题,而且是一个重大现实问题。我们认为,全球化的未来必然是社会主义,我们应当在全球化进程中把握机遇,积极进取,利用各种有利条件建设中国特色社会主义,推动世界社会主义的历史进程。     

TOLERANCE,EMPATHY, OR INCLUSION? INSIGHTS FROM MARTIN BUBER

Given the reality of diversity, particularly religious diversity, in the contemporary world, Marion Larson and Sara Shady explore how educators can help students (and ourselves) consider the following question: How do I balance my own belief commitments with my responsibility to be genuinely open to and challenged by the other's perspective? Larson and Shady describe and evaluate three possible models: (1) tolerance, a neutral openness to the other's position; (2) empathy, a complete absorption of the other's position; and (3) inclusion, genuine dialogue about one's own position and the other's. Using the writings of Martin Buber as a basis, Larson and Shady advocate inclusion and apply this model to classroom teaching, arguing that this model of education promotes a shared reality where all partners in the dialogue come to understand each other's position, even if they do not entirely agree with it.     

教师的文化-认知是如何影响课程政策实施的:以“研究性学习”政策为例

本研究借用新制度主义的分析概念和框架,分析影响学校教师课程政策实施行为的文化-认知因素。本研究发现并提取出了三个与研究性学习政策实施密切相关,而又经常被学校教师用来理解教育行为与现象的认知图式或思维模式:"应试图式"、"学科教学图式"、"身份图式"。这些共享的认知图式使得不同的学校教师会以某种相似的方式去理解各种研究性学习及其实施,并得出许多相似的认识和结论,这些共同的理解又直接地影响到了他们的政策实施行为决策。     

Towards the Idea of a World University

Could anyone reasonably oppose the idea that quality and excellence are essential to the university? However unlikely it seems, that is exactly what we would like to do in this article: we would like to reject the demand for quality and excellence in the university. We would like to arrive at a point at where the need for quality is no longer necessary. In this article, such a refusal will direct us to a proposal for using the spaces offered by the university and its teaching and research in a different way; in a way that transforms the university into a world university. This paper will argue that a world university is concentrated around attentive pools of worldly study. It is a university that has to invent new languages in order to answer the question “How can we live together?” In order to answer this question, and to be “present in the present,” we will clarify our argument that both acceptance and attention are needed in the world university. This position implies a kind of curiosity that is not driven by the “will to know” but by a caring attitude to what is happening now.     

麦克卢汉悖论

在现代传播学发展的历史上，麦克卢汉无疑是最富特色的理论家，这不仅是因为他的理论引起了广泛的争，更主要的在于他的理论完全打破了我们对于大众传播媒介原有的观念，为我们开拓出新的思维空间，也说这正是他引起公众关注的原因。当然，于他观念表述上的抽象，在理解上产生出极大的难度。本试图在这方面做出尝试，追寻他抽象背后的体系。     

意识对客观世界的反映和创造关系——学习列宁反映论思想的思考

在列宁的反映论思想中,“人的意识不仅反映客观世界,并且创造客观世界”是一个核心命题。从发展的观点看,反映是创造的基础,反映就是一种创造,创造是意识能动性的集中体现。