情态在《晃来晃去的人》中人际意义的研究

系统功能语法"情态隐喻"的运用,把情态分为无标记性情态和标记性情态,借助于情态的这种划分和取向,本文对<晃来晃去的人>进行话语分析,通过对其情态所表达的人际意义研究发现:主人公约瑟夫运用独特的非标记性情态表现他的过去与现在的迥异以及完全沉浸在自我反省中.高量值的主观标记性情态表现了约瑟夫的过于主观性,缺少同听话人之间的交流,从而突显他的孤独和异化.     

论《老人与海》的象征意蕴

象征意蕴是指文艺作品中形象或意境的深层意味。文学作品的象征意蕴是由文学话语含义的丰富性、文学作品的符号性以及读者理解作品的差异性等原因而形成的。《老人与海》的象征意蕴从根本上说是对人类的精神风貌,以及人类的生存环境、生存态度、生存心态的深刻揭示。     

论儒家"天人合一"的含义

天人关系是中国传统哲学的核心问题,"天人合一"是儒家的主流思想,如何理解儒家的"天人合一"思想,关系到对儒学的思想内容及其当代价值的评价,也关系到当今的生态建设和环境保护.历史地看,儒家"天人合一"的含义是复杂的,主要不是现代意义上的人与自然的和谐,而是"天人合德".     

《老人与海》人物形象塑造及其象征意义

《老人与海》这部小说通过描写老渔民捕鱼的冒险经历反映了人与自然的斗争,把作者一生所赞美和推荐的硬汉形象及人文精神提到了哲理的高度,文章分析了这部小说中人物形象的现实及象征意义。     

人为什么要学数学——数学意义的哲学思考

人为什么要学数学?从科学的立场来看,数学是时代的特征,数学是美妙的乐章,数学是科学的皇后、科学的仆人、科学的伙伴.从教育的立场来看,数学是具备公民资格的前提,数学是现代人的基本素质,数学培养人的优秀品质,数学教人思维,数学提升审美能力,数学促进人的终身发展等.在数学课程改革的背景下,"人为什么要学数学?"是我们教育工作者必须弄清的数学教育哲学的基本问题.     

解读《老人与海》的悲剧色彩

许多学者在剖析海明威的<老人与海>中的象征因素时,总喜欢将它们与海明威的"硬汉子"形象联系在一起,事实上主人公圣地亚哥的遭遇恰恰反映出作者内心的悲观主义.从主人公的外貌、语言以及生活条件等三方面总结和归纳了小说隐含的悲剧色彩.     

风雨人生七十年--关于"德、识、才、学"的几点体会

主席冯广艺教授要我作一个学术报告.我想,我比在座的绝大多数同行多吃了几十年的干饭,在学术征途中栉风沐雨几十年,感悟到不少问题,就来谈谈这方面的体会,也藉此向各位同行请教.     

Conversing on ethics,morality and education

In philosophical use, ‘ethics’ and ‘moral philosophy’ are more closely synonymous—one deriving from Greek, ethikē and the other from Latin moralis. In typical social science paradigms, there generally prevails a consensual sense of contemporary everyday use of ethics, except where earlier usage sustains discourse in terms of morals—as with moral psychology. This article takes a recent publication in this journal by Patrick Welch to propose a ‘conversation’ between theoretic and empirical approaches to ethics and morals. This is illustrated using works by Joseph Ratzinger to suggest a natural law approach that brings together premises and empirics in ethical and moral discourse and action. This kind of integration helps the discovery and owning of truth that is ‘not of one’s own making’. Such a synthetic approach is especially relevant to raising student identity with ethical/moral issues and in assisting their building of psychological structures and processes that support education in ethical/moral reasoning and action.     

A Traumatic Reading of Twentieth-Century Rhetorical Theory: The Belgian Holocaust,Malines, Perelman,and de Man

In this essay, I seek to read the rhetorical theories set forth by Belgians Chaïm Perelman and Paul de Man as responses to the Holocaust. To accomplish this aspiration, I draw from Dominick LaCapra's framework for the analysis of trauma and its expression in historical and theoretical texts. Reading the rhetorical theories of Perelman and de Man, two of the most prominent of the twentieth century, through a lens of trauma theory allows critics to see them as post-war efforts to deal with the implications of the absence of meaning, the murder and loss of 25,257 Belgian Jews, Fascism, genocide, and de Man's collaboration with the Nazis. I argue that Perelman's rhetoric theory better “works-through” the Belgian Holocaust than the one offered by de Man because it offers a vision of reason that can yield justice and places collaborators in the “grey zone” of totalitarian societies and logical positivism, thereby offering de Man partial absolution for his endorsement of the German occupation and anti-Semitism. De Man's rhetorical theory appears to act out the Belgian Holocaust, for it rehearses the act of deconstruction, does not name its traumatic exigence, lacks the theoretical resources to deal with the material past, fails to offer better choices for the present, or provide a vision of the future. Reading rhetorical theories as responses to the exigences of trauma calls for a reconsideration of the contexts and motives driving the creation of the major rhetorical theories of the twentieth century, including those of Heidegger and Grassi.     

马克思关于人的全面发展理论中的公平正义意蕴

人的全面发展是人类永恒关注的话题,马克思人的全面发展理论蕴含着丰富的公平正义思想。实现人的全面发展,创造一个对自由尊重、对每个人的全面而自由发展尊重的社会,是马克思公平正义思想的终极目的。     

对公德与私德关系的思考

人类社会不能没有道德，道德又分为私德与公德。所谓私德是指道德的内在性与个体性，所谓公德是指道德的规范性与约束性。对于传统中国而言，道德主要表现为重私德而轻公德倾向；而在现代，又表现为公德与私德的一并缺乏。因此应当剖析公德与私德关系，使二在道德建设的过程中实现相互影响、相互转化，从而促进我国公民道德建设的健康发展。     

语域分析象征意义与翻译评估--以《聪明人和傻子和奴才》及译文为例

本文尝试运用系统功能语言学中的语域理论来分析鲁迅先生的一篇散文《聪明人和傻子和奴才》,从语域理论的三个方面-语场（field）、语旨（tenor)和语式（mode)分析文章的象征意义,理解作者深层次创作意图,从而更清楚有效的评估译文翻译是否同原文在概念意义、人际意义和语篇意义上对等。     

正确理解德布罗意波的物理意义

对德布罗意波的物理意义从经典解释到量子解释进行综合评述，插入了作者的一些见解。     

浅谈师德

伟大导师列宁对于教师劳动决定学校办学性质和方向曾十分精辟地指出:“学校的真正性质和方向并不是由地方组织良好愿望决定的,不是由学生委员会决议决定的,也不是教学大纲等决定的,而是由教学人员决定的。”同样,我国改革的总设计师邓小平同志也曾明确指出:“一个学校能不能为社会主义建设培养合格的人才,培养德、智、体全面发展,有社会主义觉悟的有文化的劳动者,关键在教师。”     

Machines,Media and Meaning

Ever since Icarus flew too high with his man-made wings, and suffered terrible consequences, warnings have been sounded to every would-be Daedalus who presumes to amplify human physical or intellectual powers by mechanical invention.