在痛苦中寻求超越──谈陶渊明的思想矛盾及解脱方式

陶渊明生活在纷繁变化的时代，身处逆境，思想矛盾极多，有仕与隐、躬耕理想与生计艰难、守道与入俗等诸种矛盾。他寻求超越和解脱：归隐躬耕，在自然中寻求和保持心理平衡；借酒排忧，思索、总结宇宙人生之道；寄情琴书，赋诗娱情言志。最终，他实现了精神的自我超越，进入达观忘我的境界。     

解读李白:纵酒狂醉与人生悲剧

通过饮酒，李白宣泄、消解了现实之悲，并在醉的幻觉中超越异化的现实苦境，进入物我相融、个性舒展的自然真我世界，享受到人生的快乐。但是，李白毫无节制的纵酒狂醉也激化了他与现实社会的矛盾，加剧了他与现实世界的冲突，损害了个体存在与群体存在之间的和谐关系，对其婚姻家庭悲剧和政治悲剧的形成产生了不可忽视的影响。     

青岛时期的顾随及其教学艺术摭谈——纪念顾随逝世50周年

集学者、词人、理论批评家、美学鉴赏家、禅学家、书法家、文化学术研著专家于一身的顾随,终身尽瘁于教学工作。顾随是从山东开始教师生涯的,并在青岛奠定了终身从教的信念,孕育了独具特色的教学艺术。顾随的教学艺术源于他丰博的文化根基、悲天悯人的性格和甘于寂寞的情怀。顾门弟子将顾随正直诗人、深邃学者、出色的哲人巨匠形象烘托于世,展示出中国教育界为师者的最高境界。     

蒲风研究综述及其他

蒲风是20世纪30年代重要的左翼诗人,是中国诗歌会的骨干人物,但当下的学术界一直缺少对他的关注。通过对蒲风的创作情况、蒲风的研究现状以及蒲风研究的意义三个方面进行介绍分析,以方便更多的研究者去探究蒲风的艺术世界。     

论《庄子》的艺术虚构与生命意识

庄子其人，最是深情。庄子的深情包涵着对人的生存困境的深刻觉悟，为了从他意识到的困境中超拔出来，庄子驰骋想象，构造了一个绝对自由的生命时空。     

茨威格精神世界的曲折表达——《一个陌生女人的来信》再读

茨威格·斯蒂芬创作的《一个陌生女人的来信》并不是如一般论者所指出的观照表现激情的力量 ,并给这些富有牺牲精神的女性以关怀和悲悯。作家所真正关怀和悲悯的客体恰恰是作家自我 ,即作家在文本中虚构一个女性形象作为自我的代言人 ,通过女性话语的潜在转换以实现对自己的现实处境及内在精神世界的曲折表达     

教书育人潜心学术--皮名举教授在教育事业和学科建设上的贡献

皮名举先生学识渊博，不仅潜心学术，精通史学，还热衷教育，熟悉教育学。先生一生为中国教育事业、世界史学科建设作出了重大的贡献，永远值得我们缅怀。     

生活世界:职业教育德育创新的源泉

当前,职业院校德育工作效果不佳的一个重要原因是德育与生活脱节。因此,让德育回归生活世界,是创新职业教育德育重要源泉.从生活世界概念出发,对职业教育领域的职业生活世界进行了阐释.反观德育现实,对职业教育中德育问题进行了分析,并以生活世界的视野,提出职业教育德育新模式。     

美国高校职业生涯规划教育对我国高校就业指导的启示

大学生就业是一个被全社会广泛关注的焦点问题,关系国计民生。职业生涯规划理论最早起源于美国,至今已形成了较为完整的指导理论和辅导方法,对推动美国大学生就业起到了重要的作用。本文首先剖析我国高校就业指导工作的不足之处,然后阐述了美国高校职业生涯教育值得我国高校借鉴和学习的地方,并结合我国实际,提出改进我国高校就业指导工作的...     

Career guidance needs assessment of black secondary school students in the transvaal province of the republic of South Africa

This study investigates the career guidance needs of 600 Black secondary school students. It also examines how Black secondary school principals perceive the guidance programs in their schools. The results indicate sixteen categories of career guidance needs which should receive priority in planning guidance services for this population. The students consistently felt their needs were not being met. Not less than 60% expressed a need for additional help with finding jobs and careers, understanding the guidance program, developing self-understanding, career awareness, exploration and planning, interpersonal relationships, value clarification, selection of courses and acquisition of decision-making skills in sharp contrast to the help they feel they have received. Career guidance in Black South African schools has not received proper attention for a long time. It has only been in recent years that this phenomenon has attracted the attention of educationists (Cloete and le Roux 1978). Students have always experienced difficulties when making decisions about their careers. Tenuous choices seemed to be a result of the students' lack of sufficient knowledge regarding themselves (i.e. their abilities, attitudes, interests and values) as well as vocational careers, school preparatory subjects and courses leading to those careers, educational and vocational opportunities available to them and financial assistance (Prediger et al., 1973). Self-understanding is the single basic goal of school guidance programs. Through self-understanding, students can begin to know, appreciate and utilize their aptitudes, interests, values and limitations. It improves analytical and critical thinking, growth and development. Students who understand themselves are characterized by their ability to make more rational educational and vocational plans. McDaniel and Shaftel (1956) maintained that every individual should be helped to study and understand himself as a unique person and to respond to the pressures and stimuli of the time and place in which he lives; Holland (1973) suggested that one needs appropriate and accurate information about oneself as well as the occupational field in order to make a realistic choice of vocation. Self-understanding and acceptance is a pre-requisite for the process of choosing an occupation. Super (1957) observed that along this road to self-knowledge every young person needs assistance and that success in understanding oneself is a sine qua non for the development of independence and decisionmaking skills. Interests are important in that they can help students begin thinking seriously about educational planning, vocational exploration and eventually about career development. Ginzberg (1966) believed that many young people do not know enough about the world of work to be able to translate their interests and capacities readily into occupational choices. Hoppock (1967) holds the view that one develops interest in an occupation because one has been exposed to it before. The same is still true today. Many young people are unaware that the choices of subjects they make and the activities they participate in at school can influence vocational choices which will affect their future lives. Super (1957) further contends that probably no other decision a young person makes is as crucial for happiness in life as his or her choice of work, including the educational preparation for it. Carlyle says that ‘it is the first of all problems for man to find out what kind of work he is to do in this universe’. Illuminating the importance of work in one's existence, Karl Marx said ‘man becomes man through his work’. Boy and Pine (1971) speak of work as ‘a therapeutic and personally integrating experience’. A careful look at the secondary educational system of South Africa reveals emphasis on an academic curriculum that is designed for college-bound students though not all Black students go to college. For most, secondary school is the terminal point in their formal education. This being so, the secondary school curriculum ought to provide them with sufficient self-knowledge concerning their aptitudes, interests, aspirations and skills to become successful and productive members of society. Napier (1972) contends that a society which fails to nurture the capabilities and talents of its youth fails in its obligation to them and to itself. As Tyler (1970) has observed, high school students are generally concerned about becoming independent adults, getting jobs, marrying, gaining status with their peers and helping to solve the ills of the world. Generally speaking, this is also true for South African youth. To assist them with these concerns, career guidance is essential for Black South African secondary school students today. With the help of adequate career guidance, every student should leave the school system equipped with the ability to think critically and make realistic personal decisions and plans for their future. However, this need students have for career guidance in their schools is sometimes overlooked. It is also conceivable that the degree to which individual students need guidance should vary. Differences in need seem to depend largely on differences in physical maturity, socioeconomic and cultural forces, and personality characteristics. Available evidence suggests that although there may be a common set of students' needs their priority for certain students varies and shifts in accordance with age, sex, experience and geographic location (Prediger et al., 1973; Crites, 1974, Carney and Barak 1976). According to Herr and Cramer (1979) guidance has been defined ‘as that part of pupil personnel services — and therefore of elementary and secondary education — aimed at maximal development of individual potentialities through devoting school-wide assistance to youth in the personal problems, choices and decisions each must face as he moves towards maturity’. There seems to be a consensus among guidance authorities that the following major services constitute the guidance program: the inventory service, the information service, the counselling service, the placement service and the follow-up and evaluation services. These services are an intergral part of the total school curriculum and they facilitate the instructional program as it attempts to help each student attain the maximum level of his or her potential. Research studies (Super, 1949 and 1968; Holland, 1973; Boy and Pine, 1971; Hoppock, 1967, Napier, 1972) indicate that out of an effective guidance program grows the capacity and freedom of the participants to contend more assertively for their beliefs and plan and execute strategies for making vocational decisions more efficiently and effectively. It is, therefore, imperative that each student be helped to reach the highest level of his or her potential as a human being. The present study sought to investigate the career guidance needs of Black South African secondary school students and the degree to which these needs are being met by the present guidance services in the schools. In addition, the views of the principals of the selected schools regarding the present status of guidance services were sought.     

从尤耐斯库的三部作品看荒诞派戏剧的真实

"现实"和"真实"是两个不同的概念,前者强调客观"存在性",后者注重"内在性质"。作为20世纪现代派文学重要组成部分的荒诞派戏剧突破了传统戏剧的艺术表现手法,以平庸的故事情节、分解的语言和破碎的人物取代传统戏剧中跌宕起伏的故事情节、突出尖锐的戏剧冲突和完整的人物形象。总而言之,是以一种荒诞的手法表现荒诞的世界。对于荒诞派戏剧是否能体现现实世界,以及它所体现的现实是否具有真实性,一直存在着争议。尤奈斯库是荒诞派戏剧的代表人物,其三部作品《秃头歌女》、《椅子》、《犀牛》在表现生活、表现人物方面的确能以一种反传统的方式折射出当时社会环境和人的内心世界,较好地诠释了荒诞派戏剧真实观及具体表达手法,强调通过人物的言语动作表达作者自身对世界的看法,并让读者慢慢体会,力图进而将作者心中的真实转化为读者的真实理解。     

从《中国新文学大系》看赵家璧的主编特色

《中国新文学大系(1917-1927）》是其主编赵家璧编辑生涯的代表作。赵氏不仅是《大系》的创意者、总设计师与总工程师，而且在《大系》编辑出版过程中，他最善于放大自己，甘于且擅长当好优秀的服务员和联络员，又兼具事业心与商业头脑。     

Using Super's Career Development Assessment and Counselling (C-DAC) Model to Link Theory to Practice

Super's Career Development Assessment and Counselling Model (C-DAC)represents an excellent translation of career development theory intopractice. After decades of developing the various segments of his theory(i.e., developmental stages and tasks, life span, self-concept) toexplain career development, Super focused on using these theory segmentsto help individuals resolve their career concerns. This uniqueassessment-based intervention model is the result of a multinationalresearch effort directed toward understanding the individual'ssubjective and objective career development experience. This paperprovides a brief overview of the C-DAC model and then discusses how theC-DAC model is useful for addressing career concerns in the post-modernera.     

关于继续教育的价值思考

随着经济的发展和社会的进步，继续教育已成为进入21世纪的关键所在。因为每个人都需要在自己的一生中抓住和利用各种机会，进一步充实自己，以适应不断变化的世界。由此，继续教育从一种理念逐渐过渡为一种客观事实。在社会多元化的今天，如何对继续教育予以价值确认并进行正确的价值导向就成为一个不容回避的问题。     

浪漫与现实的交织 感性与理性的碰撞——浅谈刘革雨散文的思想内涵

报人职业的刘革雨富有责任和理性,但他心中还有一个文人的自我。作者在创作过程中现实与理想、工作与写作、文人与报人的矛盾始终存在,从而他的作品中,浪漫与现实交织,感性和理性碰撞,最终是现实和理性略占上风。     

俞秀松与上海工人运动

俞秀松是中国共产党和社会主义青年团的创始人和领导人之一,他早年的工人运动生涯是接受马克思主义的知识分子与工人运动的最初结合的一个缩影.他投身工人运动是他自己追求真理的具体表现.俞秀松在上海领导党团工作时参加了一些工会组织,进行指导,又内部指挥了包括五卅运动在内的多次工人罢工斗争.他对帮会流氓应对有方;对帮会的见解一分为二,富有策略性.他提出的组建工人俱乐部的主张是符合中国国情的行之有效的工运路径.在他的言行中体现了无产阶级艰苦奋斗的可贵精神和改造世界的宏伟抱负.这种精神与抱负在一定程度上又具体体现了中国共产党对工人运动的领导,在上海工人运动中产生了巨大和深远的影响.     

毛泽东的理想主义与大跃进的发生

理想主义的毛泽东以拯救天下为己任，怀着一个伟大的梦想，一个建造空前未有的新社会、新生活和新人格的梦想投身社会主义革命和社会主义建设。在社会主义建设过程中，毛泽东提出了一些理想化的观点，做出了一些脱离实际的决策。本试从理想主义这一角度来分析大跃进发生的思想动机和社会历史根源。     

论第欧根尼

第欧根尼以癫狂的言行警世,是欧洲哲学史上第一位哲学狂人。他像乞丐一样生活,将犬儒的"简朴"生活观念发展到极端,成为犬儒哲人生活的标志,犬儒学派因他才声名大震。他是西方哲学史上第一个以"废墟"看待人们生活于其间的现实世界的。重精神、非物质,反对现代物质文明,向"自然"回归,是第欧根尼造就"人"所遵循的哲学路线。他的批评表现为一种肆无忌惮的形式:苏格拉底代表理性主义,第欧根尼代表非理性,都对欧洲哲学、文学发生了深刻的影响。     

萨特的美学方法论

萨特的美学研究采用了胡塞尔的现象学方法,也具有独特的视角与方法。其美学理论的出发点是人人皆要面对的自我,从反思前的意识出发,主要运用了想象理论的超越性,力图塑造一个意象的审美的世界。而文学介入理论则是他的美学方法在文学理论的运用,其小说、戏剧的创作体现了萨特美学对于现实的关注和改变世界的行动性。其美学方法论有着主观性、现实性、行动性的特点,也因其理想性而具有缺陷。     

大学生就业心理的困惑与高校德育对策

高等教育逐渐从“精英教育”走向“大众教育”,残酷的就业形势给大学生心理带来重重困惑：理想择业与现实择业的矛盾、理想自我与现实自我的矛盾、理想社会与现实社会的矛盾、理想教育与现实教育的矛盾。高校德育应从渗透大学生择业观念矫正、就业常识教育、职业道德教育、择业心理教育等方面入手,消除大学生心理困惑,使之以积极姿态面对就业。