“万里写入胸怀间”:李白诗歌对庄子审美化宇宙观的再接受

庄子宇宙观认为时间和空间都具有无限性,天地万物和宇宙本体构成一个整体并处于动态运动之中。庄子将宇宙之美纳入人生现实之中,形成了审美化、艺术化的宇宙观。李白继承并发展了庄子的宇宙观,在诗歌创作中将个人主观意志与天地万物融为一体,构建了以"我"为主体的审美意境。这是对庄子宇宙意识的再接受。庄子宇宙观的文学审美意义不仅在于文本自身,更在于后世文学对它的接受和创新。     

论中国古代宇宙图式的人文化成

生殖是中国古代思想家们反观人类自身、认识自然、构建宇宙图式的逻辑起点,道家、杂家的生殖宇宙观和儒家的天人合一宇宙观是古代人类实践活动的认识之凝结,也是构成中国文化传统的两条主线,尤其是儒家的天人合一宇宙观使中国传统文化在演变过程中获得了巨大的心理能量。     

论中国古代宇宙图式的人文化成

生殖是中国古代思想家们反观人类自身、认识自然、构建宇宙图式的逻辑起点,道家、杂家的生殖宇宙观和儒家的天人合一宇宙观是古代人类实践活动的认识之凝结,也是构成中国文化传统的两条主线,尤其是儒家的天人合一宇宙观使中国传统文化在演变过程中获得了巨大的心理能量。     

对新编《地理教学大纲》和新教材（第一单元）的认识

新大纲和教材嗫取了现行大纲的优点,继承了以人地关系为主线粗织教学内容的原则。同时由于人们时人口、资源、环境、发展的关系有了更深刻的认识,新大纲在现行教材的基础上,加强了环境和发展的内容,用可持续发展的观念构建高中地理教材的框架。新大纲和教材,在第一单元除保留了地球是宇宙中一个天体,地球运动等与人类关系密切的知识外,还以先进的科学知识克实教学内容,增加了“人类时宇宙的新探索”一课,用发展的观点展望人类对宇宙空间的探索,阐明了保护宇宙环境与未来空间事业发展的关系。     

《自然科学概论A(三)(地球科学卷)》课程教学大纲

一、课程性质与目的《地球科学》是小学教师进修大专的主要专业基础课。内容包括: 地球的宇宙环境知识,大气环境知识,海洋环境知识,陆地环境知识,以及环境和人类活动的关系等。课程主要阐明它们的基本概论,基本特点和基本规律;反映正确的人地关系,树立科学的环境观,资源观,人口观,和可持续发展的观点。以使学员对地球科学的有关知识有不同程度的了解。为     

天人合一：古代文学与道德的契合之基

天人合一观念反映了传统的宇宙观,它架构了人类认识由自然到社会的文化桥梁。远古先民的天人关系带有依附自然的色彩,秦汉以来的天人关系探究添加浓郁的道德因子。历代失意文人借诸天人合一来获取心灵的满足,侧重人与宇宙的关系来展示其诗性智慧。天人关系铺设了传统文人对宇宙大化和人类社会的认知脉络,天人关系的生发、演绎路径构成古代文学与道德的契合之基。     

唐君毅对天人合一的存在论证明——唐君毅早期思想中的天人合一观(之一)

唐君毅以中国人对自然宇宙的根本看法为逻辑基础,由远及近,从中国人的自然宇宙观中论证中国人"天人合一"的核心精神,其中涉及中国人对整体宇宙、时间空间、时空与物质的关系等的根本看法。这一存在论证明大体可以分为对自然宇宙存在的"存在性"(自然存在与结构状态)和"自然性"(自然确证与演化能力)自身的说明,最后的结论则是"人与宇宙合一"。唐君毅关于中国古代"天人合一"的存在性说明与论证,既具有说服力和鲜明的时代意义,又具有很强的穿透力和深刻的历史意义,在当下强调人与自然和谐、建构生态文明的时代呼唤中,值得我们高度重视。     

徽州文化发展与人地关系演进的对应分析

人类社会在不同历史时期有着不同的人地观和人地关系表现,地域文化发展与人地关系演进之间有着极大的耦合。从人地关系角度出发将徽州的历史发展分为四个阶段,探讨人地关系与文化发展之间的对应关系及其变革机制。     

如何搞好高中地理的复习

高中地理学习是一个探寻真理获取知识的研究性学习。使学生的素质不断提高。一方面,每个人的知识基础不同,思维品质不同,生活的感性经验不同,因此几乎不可能找到一种适合所有人的最佳学习操作模式,学习方法的具体操作方式只能因人而异。另一方面,在学习过程中除了要掌握一般性的学习方法外,还要特别注意本学科的学习方法．因为不同的学科特点不同．只有针对学科的特点来讨论学习方法才能收到良好的效果。下面我便谈一谈如何搞好高中地理复习。1．带领学生按顺序回顾各章节具体内容．补充并归纳各章知识体系结构表。应帮助和引导学生搞清楚各章内容之间的关系．列出整个高中地理知识结构简表,这样很容易使学生认识到：高中地理知识结构以宇宙环境为开端,因为地球是宇宙中太阳系的一个成员,地球运动的特点和地理意义都离不开宇宙环境。地球内部和外部圈,即大气圈、水圈、岩石圈、生物圈等要素的特点、性质、分布、运动规律及它们之间的相互联系和相互制约．构成人类生存的地理环境,人类的生产和生活就是在这样的环境中进行的。农业、工业、人口与城市发展等是人类社会生产和生活的主要内容,而人类活动与地理环境构成地理科学的一对矛盾——人地关系,正是人地关系这一对矛盾体．构成了一个有机的整体,即组成了高中地理知识的一个整体系统．它是由地理环境和人类活动活动这两个高级子系统组成的．这两个高级子系统又由组成它们的要素次一级子系统构成等。然后,教师顺着系统层次再进一步讲解说明。这样,学生对高中地理知识就能够有一个比较清晰的理解和认识．在复习过程中也就能很自然地沿着系统层次去思维和记忆．不至于无章可循,无从下手,也培养学生正确的科学思维方法和学习方法,为进一步学好地理找到一条正确的途径。     

项目化学习促进儿童发展实践研究 ——以"我们的图书馆"活动为例

项目化学习强调学习者在新情境中运用所学解决问题,创造新意义与新知识.基于真实问题和真实情境的"我们的图书馆"项目化学习,主要经历了三个主题活动:以"走进图书馆"为主题,拉近学生与图书馆的距离,建立知识和知识之间的关系;以"我与图书馆"为主题,建立个人与图书馆内在关联,建立学生和知识之间的关系;以"我的图书馆"为主题,共商如何维护、合理利用阅读空间,建立学生和学生之间的关系,从而促进学习者知识、能力与态度的整合,促进学习者的发展.     

新闻类学术论文正文与参考文献的互文性研究

新闻类学术论文正文与参考文献的互文形式为：互文标记十互文本.互文类型有：共存关系和派生关系.互文揭示了：互文关系是语篇理论的一个核心概念,从本体上,互文关系是文本与文本之间的关系,形成相互依存、彼此对释、意义共生的条件或环境;从话语理解上,互文关系是主体的对话关系,是交际双方的协商、讨论,从而达到交际的理解、接受;从认识论上,互文关系是人们以关系的方式把握知识、经验的认知方式的存在形式和传播媒介;从方法论上,互文关系作为人们认知经验世界的一种方式方法,是对知识、经验的认识和传播的具体反思后形成的一种思维方法,是一种视角、一种图式、一种模式、一种框架.     

Integrating Western and Indigenous Knowledge Systems: The Basis for Effective Science Education in South Africa?

This article responds to a call for rethinking the science that we teach to school learners in South Africa. Much of the debate on the nature of science and science learning is reflected in a body of literature which analyses the tensions between disparate perspectives on science education. Post-colonialists, feminists, multiculturalists, sociologists of scientific knowledge and those who refer to themselves as indigenous researchers argue that science is not universal but locally and culturally produced. Universalists on the other hand, argue that modern Western science is superior to indigenous perspectives on the natural world because of the former’s advanced predictive and explanatory powers. The fact that indigenous knowledge has been included in South Africa’s recently developed National Curriculum Statements invites a fresh look at the kind of science that is taught to South African school learners. In this article the author argues for a (dis)position that moves the debate beyond the binary of Western science/indigenous knowledge. Ways in which Western science and indigenous knowledge might be integrated are explored.     

民族经济活动的文化环境分析

民族经济作为民族文化整体中不可分割的重要因素 ,并不是游离于民族文化而独立存在的。经济体系总是沉浸在文化环境之中。在这种文化环境里 ,每个人都遵守自己所属群体的规则、习俗和行为模式。经济与文化的其他各要素如亲属关系、宗教信仰、道德法律、传统风俗等种种复杂的关系交织在一起。立足于文化的基点对民族经济行为的价值进行判断分析 ,从而认识民族经济与文化的关系。     

Children''s Awareness of the Biological Implications of Kinship

Preschoolers' thinking about kinship was explored by means of a simple induction task. A target animal was described as possessing a property, and children were asked whether each of 2 other animals shares the property or not. When no information about kinship was given, children in Experiment 1 based their inductions of biological properties on physical similarity. However, when kinship relations were specified, children judged that dissimilar-looking kin share more biological properties than similar-looking but unrelated members of the same species. In Experiment 2, describing the similar animals as socially related did not change the basic pattern of inductions obtained in the first experiment. Moreover, subjects in Experiment 3 did not induce more acquired physical and psychological properties among families than among unrelated animals. The results of Experiments 1 and 2 illustrate one case where young children favor a nonperceptible relation (kinship) over a perceptible one (similarity) as a basis for judgment. The overall pattern of data suggest that young children distinguish to some extent between the biological and social domains.     

Locating the global: culture,language and science education for indigenous students

The international literature suggests the use of indigenous knowledge (IK) and traditional ecological knowledge (TEK) contexts in science education to provide motivation and self‐esteem for indigenous students is widespread. However, the danger of alienating culture (as knowledge) from the language in which the worldview is embedded seems to have been left out of the philosophical and pedagogical debates surrounding research and comment in the field. This paper argues that one of the main ways in which indigenous knowledge systems will survive and thrive is through the establishment of programmes taught through indigenous languages so that a dialectal relationship between language and knowledge is established that continues to act as the wellspring. The article concludes by reviewing the situation in Aotearoa New Zealand with respect to the indigenous population, Maori, and the recent science education initiatives in te reo Maori (Maori language).     

The Legitimation of Commercial Surrogacy in Russia

Commodification is becoming an increasingly common phenomenon in the modern world. A vivid example of the commodification of unique objects is commercial surrogacy services, which transform the status of motherhood from being a “woman’s social vocation” into a service whose end product is a human life that is valued in monetary terms. According to Igor Kopytoff, blurring the boundary between goods and unique objects can undermine the social order (Kopytoff 2006). However, gainful surrogacy has not in fact undermined the social order, which raises the question of how the functioning and legitimate existence of such a service can be assured in society. The authors of the present article have analyzed 14 interviews with employees at Moscow reproductive clinics and agencies that provide legal support services for surrogate mothers.¹ We demonstrate on the basis of this analysis that the way in which the child’s status is determined and the potential parents and surrogate mothers are selected as well as how the relations between the genetic parents and the surrogate mother are regulated confirm the notion of kinship that was pioneered in the Euro-American theory of David Schneider. This concept is based on the idea that kinship relations are determined primarily by the presence of a common genetic substance and only secondly by social relations that are based on specific patterns of behavior in the family (Schneider 1980). This implies that genetic kinship is of primary importance to how ideas about kinship relationships are developed, while at the same time it implies that ideas about gestational kinship are not believed to be as important. Thus, the belief of employees at clinics and agencies that the genetic link between parents and children predominates over the gestational relationship makes it possible to legitimize the practice of gainful surrogacy in general and certain aspects of the procedure by which the service is provided in particular by decommodifying the child so that he or she is no longer the object of a commercial transaction.     

基于分布式本体的语义访问控制方法

随着Web服务技术的不断完善和云计算技术的进一步普及,使得原来彼此割裂或很少交互的各安全域之间需要更多更密切的协调和交互动作以完成原来在单安全域环境下难以完成的复杂任务,传统的访问控制方法已经很难满足这些复杂开放环境下的资源保护任务了。本文将语义Web的相关理念和技术引入到现有的基于策略的和基于属性的访问控制方法中,为需要参与跨域访问的各安全域建立安全域本体及其之间的跨域本体,构成跨域访问控制的分布式本体体系,然后以该本体体系为知识库,在跨域访问时进行知识推理,解决了跨域访问控制时遇到的语法异构问题,为异构环境下的访问控制提供了一种新的思路。     

借景·映照·融合--论雕塑与建筑的关系中包含的易学精神

在肯定环境中建筑关系复杂性的同时，试图用理性的分析眼光，从现代人的视角，来重新认知这带着传统易学哲理思想的空间叙事关系，藉以解释现实空间与理性境界二元对立的两难矛盾。认为雕塑作为一种与空间、环境有密切关系的语言艺术，以其自身的特点构成了特殊的互生互动审美形式，其主要形态关系可以归纳为“借景，映照，融合”三种大关系。     

Acquiring a Naive Theory of Kinship through Inference

The present study focused on how children acquire a naive theory of kinship. Young children appear to have theoretical beliefs about the biological meaning of kinship relations. It was argued here that these beliefs reflect inductive inferences from simple facts about prenatal growth (e.g, where babies grow). An informal model of the inferences linking facts to theory was proposed and tested. In Experiment 1, 4–7-year-olds who knew the basic facts of prenatal growth were most likely to also express the naive theory of kinship. Virtually none of the children who expressed the theory were unaware of the basic facts. In Experiment 2, teaching the facts to a sample of preschoolers led to some increase in their acceptance of the kinship theory. Overall, the results implicate a type of theory building that involves inferences from preexisting knowledge rather than structural change, use of analogy, or acquisition of new knowledge.     

Engaging Students in Science Courses: Lessons of Change from the Arctic

Where you live should have something to do with what you teach. In the Arctic, the idea of place-based education – teaching and sharing knowledge that is needed to live well – is central to the UARCTIC consortium and the 4^th International Polar Year educational reform effort. A place-based issue oriented context can engage students in chemistry concepts when it intersects with their experience and lives. This article examines the rationale and means of integrating local concerns such as world view, culture, traditional knowledge, and policy into both general and specialized chemistry courses. More broadly, capacious placebased issues should be widely adapted by all curriculum reform efforts to demonstrate the connectivity between science and societal understanding of technological options. A case in point is the inclusion of indigenous perspectives in a non-majors general chemistry course when the concepts of scientific method, ice and water resources, genetic engineering, and so forth are discussed. In a specialized course on radioactivity in the north, topics connected nuclear chemistry and radioactivity to people and energy. The local landscape should be central to science courses and involve issues relevant to stewardship, a component of the indigenous world view. The historical issues can be connected to current nuclear energy and uranium mining as they relate to the risks and benefits for the local community. This article will make the case that curriculum reform that focuses on real-world topics will not only engage students so that they perform well in class but also spark their interest so that they continue learning after the course is over.