Thoreau’s philosophy of “simplify”

The essay expounds the philosophy of Thoreau’s "simplify" in aspect of meaning and reason.Closely connected with the relationship between human and nature,it enables us to see the point of a brooding,simple and sensible life of Thoreau.The end clarifies on a question:according to Thoreau,what is to have a simplify life? That’s to care for little,listen to one’s heart and do what one likes.The conclusion comes with an advocation that people keep a simple life with little greed,and take it as an ulti mate cure for the bothering life of today.     

Iran’s implicit philosophy of education*

Abstract

This paper aims to extract Iran’s philosophy of education from two sources of the constitution and the course of practice in educational institutions. Regarding the first source, it is argued that parallel to the two main threads of the constitution, Iran’s main elements of philosophy of education are expected to be derived from; (1) Islam and (2) democracy. The challenge in front of this feature of Iran’s implicit philosophy of education refers to the seemingly contradictory relation between the two components of Islam and democracy. It is argued that the hard contrast being held between religion and liberal democracy is not defensible and that there could be compatibilities between the two. As for the second source, it is shown that there are concerns about the main trends that underpin Iranian educational institutions. One trend is that the religious education in Iran is at the threat of becoming dogmatic and being overwhelmed by indoctrination. The second trend, referring to the minorities’ education, shows a further challenge regarding recognition of minorities’ right to education. Finally, the third trend is related to the embrace of neoliberalism in Iranian educational endeavors. It is argued that this trend provides a tension in the overall corpus of the country’s philosophy of education.     

Magnetic fields and Bohr’s quantization rule

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.     

Analysing theoretical frameworks of moral education through Lakatos’s philosophy of science

The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This article systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of science, this article mainly utilizes the perspectives of Lakatos’s research program. In particular, the article considers the relations and interactions between different fields, including moral philosophy, psychology, and educational research. Finally, the potential impacts of the new trends emerging from natural sciences that seem to be challenging to existing theoretical frameworks of moral education are examined using the vantage points of philosophy of science.     

Hegel’s theory of self-consciousness and the real establishment of the basis of practical philosophy

Hegel’s practical philosophy must not be underestimated. The basis of practical philosophy was established only after Hegel understood consciousness as self-consciousness and expounded and proved the constitution of self-consciousness, i. e. found the intersubjective structure in self-consciousness.     

A system of education,not just a university: Thomas Jefferson’s philosophy of education

Because of the political reforms demanded by his political philosophy, Jefferson was always focused on instantiating a system of education to edify all persons according to their needs and to prevent those governing at every level from lusting after power and fame instead of governing in pursuance of the interests of the general citizenry. That notion of a system of education—offering a basic education for all citizens and high-lever education and access to it for the intellectually and morally elite—at the time would have been unique to Virginia and it showed the extent to which Jefferson recognized both the political ills of his day and that those political ills could only be remedied through educational reform. This paper is a critical analysis of that system of education, from ward schools to the University of Virginia.     

从scientific philosophy到philosophy of science

由孔德所倡导的ｓｃｉｅｎｔｉｆｉｃｐｈｉｌｏｓｏｐｈｙ,在逻辑经验主义的维也纳学派那里得到彻底的实施。但由于其“可证实性”原则对科学命题本身的证实都是成问题的,使问题的中心转向科学命题本身,导致ｐｈｉｌｏｓｏｐｈｙｏｆｓｃｉｅｎｃｅ的真正形成。亨普尔是关键人物,他在与波普证伪主义和库恩的历史主义学派的争论中,共同走进ｐｈｉｌｏｓｏｐｈｙｏｆｓｃｉｅｎｃｅ之中。从ｓｃｉｅｎｔｉｆｉｃｐｈｉｌｏｓｏｐｈｙ到ｐｈｉｌｏｓｏｐｈｙｏｆｓｃｉｅｎｃｅ的转向,展现出现代哲学思想研究的心路：先是借助于实证的科学方法来解决哲学问题;这一努力的失败,导致对科学本身的哲学研究,从而使哲学自身的研究得以深化     

Childhood and education in Jean-François Lyotard’s philosophy

The theme of childhood and education in Lyotard’s philosophy provides an interesting field of reflection combining education studies and continental philosophy. Childhood in Lyotard’s thought is mostly understood as infantia, a concept that appears towards the end of his work. The claim of this article is that childhood in Lyotard’s philosophy cannot be reduced to the late concept of infantia; looking at the recurring nature of this theme in his writings that is present from the beginning, as well as various figures under which it appears, pushes Lyotard’s readers to reconsider his work from a pluralist and interdisciplinary perspective.     

What’s the use of ethical philosophy? The role of ethical theory in special educational needs

This article examines the relevance of modern moral philosophy to education, with particular reference to special educational needs. Where moral philosophers explore the tension between utilitarian and deontological reasoning, they often consider the balance between the rights of the individual and the benefits or costs for the majority. I argue that the debate is predicated on a false dichotomy between minority and majority which is best overcome by a return to virtue ethics. In exploring this ethical debate, I draw on a case study from Australia of a student excluded from mainstream education on the basis that inclusion will not serve the greater good of the majority of students. My intention here is not to offer practical guidance in the complex day-to-day deliberations of educators dealing with issues of inclusion, but to elaborate the structure of the present thinking about inclusion. It is hoped that an appreciation of the deeper basis of ethical reasoning will itself lead to a greater recognition of the need for exploring the ethical grounds of teaching and learning. I will argue that any dichotomy between the utilitarian happiness of the many and the deontological commitment to the rights of the individual is based on a misconception of human identity. The false choice between the many and the one rests upon the assumption that morality is fundamentally about restricting personal preferences in favour of the good of the majority, that there exists a fundamental conflict between what is good for the individual and what is good for society as a whole. This will lead me to argue that we need to reinterpret human identity as constituted by its social relations and that this reorientation is best achieved by reference to virtue ethics.     

Feminist philosophy of science: ‘standpoint’ and knowledge

Feminist philosophy of science has been criticized on several counts. On the one hand, it is claimed that it results in relativism of the worst sort since the political commitment to feminism is prima facie incompatible with scientific objectivity. On the other hand, when critics acknowledge that there may be some value in work that feminists have done, they comment that there is nothing particularly feminist about their accounts. I argue that both criticisms can be addressed through a better understanding of the current work in feminist epistemology. I offer an examination of standpoint theory as an illustration. Harding and Wylie have suggested ways in which the objectivity question can be addressed. These two accounts together with a third approach, ‘model-based objectivity’, indicate there is a clear sense in which we can understand how a standpoint theory both contributes to a better understanding of scientific knowledge and can provide a feminist epistemology.

Deconstructing Arsovski’s proof of Snevily’s conjecture

The combinatorial problem discussed in this article is very simple to state but needs the algebraic machinery of characters of abelian groups.     

Tess’s Losing of Virginity in Kant’s Eyes

Tess is a pure girl in Hardy’s eyes, as it shows in the book’s subtitle. She is sinned in Victorian’s time, however, she is still pure in Kant’s eyes.     

Tess’ s Losing of Virginity in Kant’s Eyes

Tess is a pure girl in Hardy’s eyes, as it shows in the book’s subtitle. She is sinned in Victorian’s time, however, she is still pure in Kant’s eyes.Key words: Tesss purity; Kant     

‘Awakening the mind’: the educational philosophy of William Godwin

I have advocated the cause of technical education for thirty years, for I have seen how, slowly but surely, year by year, and step by step, the Germans more than any other nation, have made advances, solely through the superior instruction of their people. (A.J. Mundella, Hansard CCCXVIII, 9 August 1887, 1849)     

Spinoza’s proposal for a doctrine of children’s education

Abstract

The main objective of this article is to analyze the conceptual connection between the Doctrine of Children’s Education, briefly mentioned in Spinoza’s Tractatus de Intellectus Emendatione (TIE), and the concept of emendation present at the very center of this Treatise’s title. A close textual exegesis of the opening paragraphs of TIE reveals why such a doctrine cannot be the ascetic renunciation of the content of ordinary life. We shall see instead that a new institution of life shall be possible only through a deep plunge into the understanding of ordinary confused life. A Spinozan Doctrine of Children’s Education shall then be conceived as a pedagogy guided by an error mapping principle, i.e., a pedagogy capable of amending the mistaken beliefs of students through their understanding of the way these are produced as real events in the world. This would be an immanent pedagogy, which could be relevant to any form of contemporary thought that seeks a truly liberating education.     

Analysis of Tess’ s Tragedy

Tess of the D’Urbervilles(1891),the masterpiece of Thomas Hardy,tells the tragical life story of a beautiful country girl.Although the heroine,Tess,was intelligent,beautiful,industrious and kind-hearted,she was finally hanged as the only victim of the story.The root of her tragedy was caused by the bourgeoisie society.Firstly her tragedy comes from the society:the inequali ty of the law,the false of the religion and the hypocrisy of the bourgeoisie society.Secondly,Tess’s tragedy is produced by her own characters.In addition,the tragedy of Tess is inevitable.Thus,Tess’s tragedy was produced by both the society and her own character,which is closely related to the bourgeoisie society.     

Confucius’s view of learning

Drawing textual evidences from the Analects (Lunyu論語) and other Confucian classics, this article attempts to clarify the contents, methods, and ultimately the nature of learning in the eyes of Confucius. The paper set out to argue that a better understanding of the concept of learning by Confucius must be angled on: (i) Confucius’s political aspiration and life pursuit (zhi志) rather than his teaching; (ii) The personal preference (hao好) of Confucius along with his zhi that has motivated his study and practice of the finer aspects of the Zhou legacies. And on the above basis, the paper suggests that: (iii) TO BE one’s mandate self (wei ji爲己) is at the core of Confucius’s concept of learning and that naturally determines the methods and characteristics of learning; (iv) the three opening lines of Lunyu in fact made a statement on the way Confucius learns.     

Hubble’s menagerie of galaxies

Soon after the discovery that we live in a separate galaxy and that there are many other galaxies in the universe, Hubble designed a classification scheme of galaxies based on their appearances. It was such a robust scheme that it continues to be one of the basic tools of modern astronomy, and motivates astronomers to look for connections between different types of galaxies.