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虚拟实践及其哲学意义 总被引:3,自引:0,他引:3
虚拟实践是人类基本实践方式之一。虚拟实践本质上是各种可能性的实践,事物的可能性在虚拟实践中能同时平行地获得实现。深刻认识这一点具有重要的哲学意义。 相似文献
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《兰州教育学院学报》2017,(10)
网络空间(Cyberspace)中的虚拟财产是一种新兴事物,因具备经济社会中交易的可能性成为人们的一种新型财产。当前,针对虚拟财产的违法行为日益增多,司法实践中尚没有可供法院判决的统一依据。因此,本研究认为,将网络虚拟财产纳入物权法保护的范围具有一定的现实意义。 相似文献
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刘守旗 《思想理论教育(上半月综合版)》2005,(6):12-14
一、现代社会:一个高度虚拟的网络社会 现代社会是一个高度虚拟的网络社会,虚拟性是网络社会最为显著的特征. 所谓"虚拟",原本是与"现实"相对立的一个概念.一般来说,虚拟是对现实性的超越,而且这种超越是有等级和层次的.按照由低级到高级的序列,可以将虚拟分成三种不同的形式:(1)对实存事物的虚拟,即对象性虚拟或现实性虚拟;(2)对现实超越性的虚拟,即对可能性或可能性空间的虚拟;(3)对现实背离的虚拟,一种对现实而言是悖论的或荒诞的虚拟,即对现实的不可能的虚拟.[1] 相似文献
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数字化方式可以给人类提供一个虚拟空间,使不可能的成为一种真实。“虚拟开拓了人的思维空间”。“在虚拟看来。所谓现实性,无非是从以前的一种可能性发展而来的。因而从逻辑上说,现实性只是对一种可能性的选择。虚拟展开了其他未被选择的可能性。并在虚拟中使其成为虚拟空间的真实,这便大大开拓了人的选择空间。”(陈志良《虚拟:哲学必须面对的课题》) 相似文献
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开放式虚拟实验平台的设计与开发研究——以教育技术学专业为例 总被引:1,自引:0,他引:1
开放式虚拟实验平台的设计与开发是为了更好地满足教育技术学专业学生动手实践能力培养的要求。在分析平台设计与开发的必要性和可能性的基础上,给出了平台开发的理论基础和关键技术、模块组成、功能结构框图以及特点等。 相似文献
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开展虚拟实践教学,是高校思想政治理论课教学应对人的实践形式变化的必然要求。虚拟实践具有独立性和超现实性、开放性和交互性、资源的无限性和方式的多样性等诸多优点。开展虚拟实践教学,可以有效弥补高校思想政治理论课传统实践教学的不足。高校应当开发建设思想政治理论课虚拟实践教学系统,合理搭建虚拟实践教学模块,不断开发虚拟实践教学资源,为学生提供内容丰富、形式多样的虚拟实践活动,从而有效提高思想政治理论课实践教学的效果。 相似文献
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虚拟实践的本质探析 总被引:3,自引:0,他引:3
张明仓 《华中科技大学学报(社会科学版)》2006,20(1):34-38
随着当代技术革命的发展,虚拟实践正崛起为一种新型的人类实践形态。虚拟实践是主体和客体之间利用数字化中介系统进行的双向对象化的感性活动。实践中介的“数字化”,是虚拟实践突破以往实践的局限并崛起为一种新型实践形态的基石和标志。究其本质而言,虚拟实践是人的一种数字化的感性超越活动。 相似文献
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郑又贤 《福建师范大学学报(哲学社会科学版)》2012,(1):1-8
社会民意包括现实社会民意和虚拟社会民意。虚拟社会民意是指虚拟化的主体在网络上所表达出的意志、愿望和要求。其构成的基本要素,是虚拟社会民意的主体、客体和手段。虚拟社会民意具有广义和狭义之分。要深刻把握其代表民众意愿的可能性与现实性,并辩证认识其真实性与进步性。 相似文献
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廖申白 《北京师范大学学报(社会科学版)》2012,(3):77-82
德性伦理学是思考与实践一种朝向人真实地需要的完善与充实的生活的伦理学。实践原理是一种内在观点的德性伦理学的最基本的原理。它的第一个含义是,生活可以是实践的,表明生活的实践的可能性。实践原理的第二个含义是,生活实践可以是德性的,表明德性地生活的可能性。一个人如果没有在他的生活中发展第一种可能性,就会受到人们指责。但是,当他通过生活充分展示出第二种可能性,他才受到称赞。伦理学可以或明确或隐含地以生活的实践的可能性和德性地生活的可能性作为它的基础。德性伦理学比其他实质性的伦理学更明确地诉诸这个可能性前提。 相似文献
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缪爱明 《唐山师范学院学报》2003,25(1):72-74
从可能性、必要性、原则性三个方面论述了快速思维训练应是重点高中快速作文教学的首要因素,快速思维训练不仅是快速作文教学的重要手段,也是快速作文教学的目的。 相似文献
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ABSTRACTPractitioners and theorists in higher education have explored authentic assessment as a mechanism to better connect student work to real-world practice. This article considers the possibilities for authentic assessment in teaching history as a discipline and professional field at university, considering how ‘real-world practice’ might be expanded to include the understanding and practice of inclusive or participatory history. This article explores student survey responses related to three authentic assessment tasks, designed and delivered over a three-year history curriculum. This survey was designed to understand the efficacy of authentic assessment for scaffolding historical practice at university, and to also evaluate its possibilities for helping to transform the practice of history, which in recent decades has sought, with limited success, more inclusive epistemologies and pedagogies. In this article we suggest that authentic assessment is likely to successfully connect history students to real-world activities, but that it is necessary to consider whose authenticity is at stake if the discipline of history is to succeed in its wider aims. Drawing on student comments, we conclude that authentic assessment can contribute to student becoming, but that it also helps build a similar kind of ‘becoming’ for the discipline and practice of history itself. 相似文献
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Laura Nissen Kimberly Pendell Pauline Jivanjee Charlotte Goodluck 《Journal of Teaching in Social Work》2013,33(4):384-400
Social workers practice in rapidly changing and complex environments where they encounter challenges that include increasing evidence-based practice requirements, a shifting information landscape, and diminishing workplace resources. To address these challenges, social workers need to engage in lifelong learning. The purpose of this article is to explore conceptual elements and assumptions underlying lifelong learning; propose social work specific approaches to lifelong learning; present a conceptual model to orient social work educators to the possibilities inherent in lifelong learning for practice, with inclusion of suggested practice behavior; and offer a research agenda for practice. 相似文献
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This article explicates the theoretical framework of an ethic of care and outlines recommendations for applying the framework to practice in adventure education, offering possibilities for re-imagining organizations as centrally concerned with compassion and care. Focusing on the work of Gilligan and Noddings, we suggest an understanding of an ethic of care that is contextual, ungendered, and inclusive of both the private and public spheres of life, and draw parallels between this ethic and the philosophies underlying Outward Bound specifically, and adventure education more generally. Finally, we outline possibilities for organizing educational curricula around centres of care for self, others, and the natural world, using Noddings' suggested curricular components of modeling, dialogue, practice, and confirmation. 相似文献
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Marcia McKenzie Sean Blenkinsop 《Journal of Adventure Education & Outdoor Learning》2013,13(2):91-105
Abstract This article explicates the theoretical framework of an ethic of care and outlines recommendations for applying the framework to practice in adventure education, offering possibilities for re-imagining organizations as centrally concerned with compassion and care. Focusing on the work of Gilligan and Noddings, we suggest an understanding of an ethic of care that is contextual, ungendered, and inclusive of both the private and public spheres of life, and draw parallels between this ethic and the philosophies underlying Outward Bound specifically, and adventure education more generally. Finally, we outline possibilities for organizing educational curricula around centres of care for self, others, and the natural world, using Noddings' suggested curricular components of modeling, dialogue, practice, and confirmation. 相似文献
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Putting Spivakian Theorizing to Work: Decolonizing Neoliberal Scientism in Education 总被引:1,自引:0,他引:1
Stephanie L. Daza 《Educational theory》2013,63(6):601-620
In this article, Stephanie Daza draws on Gayatri Spivak's theorizing to help make visible how education is shaped by an elusive conceptual apparatus of neoliberal scientism. She begins with an example of high‐stakes learning and global competition as commonsensical policy practice at an elementary school. Then Daza develops an analysis that shows the possibilities of a Spivakian theoretical approach as an interpretive practice for education, and teacher education specifically. 相似文献
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Reconceptualizing Validity for Classroom Assessment 总被引:2,自引:0,他引:2
Pamela A. Moss 《Educational Measurement》2003,22(4):13-25
This article explores the shortcomings of conventional validity theory for guiding classroom assessment practice and suggests additional theoretical resources from sociocultural theory and hermeneutics to complement and challenge conventional theory. To illuminate these concerns and possibilities in a concrete context, the author uses her own classroom experience in teaching a qualitative research methods course. The importance of examining cases of assessment practice in context for developing, teaching, and evaluating validity theory is discussed. 相似文献
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梁荣根 《广东广播电视大学学报》2006,15(4):55-58,63
受教育权作为一项社会基本权利,已得到我国法律的充分肯定。但在理论研究及司法实践中,对于受教育权能否以行政诉讼途径加以救济的问题,存在较大的争议。本文从分析案例入手,探讨了受教育权行政诉讼救济的可能性及可行性。 相似文献
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阐述我国银行保险合作具有广阔前景,对中外银行保险发展的几种模式进行比较,结合我国实际,探讨我国银行保险发展模式选择及依据,并提出相应的实现路径。 相似文献