哲学教育之为说理

哲学教育随着哲学学科在我们现代社会中的失势而逐渐处于教育体系中的边缘位置。我们从哲学概念、日常概念和科学概念的角度分析了哲学在我们这个时代的隐退,进而指出,哲学教育应为公民教育,其实现形式为说理和对话。     

Investigating imagination as a cognitive space for learning mathematics

Our work is inspired by the book Imagining Numbers (particularly the square root of minus fifteen), by Harvard University mathematics professor Barry Mazur (Imagining numbers (particularly the square root of minus fifteen), Farrar, Straus and Giroux, New York, 2003). The work of Mazur led us to question whether the features and steps of Mazur’s re-enactment of the imaginative work of mathematicians could be appropriated pedagogically in a middle-school setting. Our research objectives were to develop the framework of teaching mathematics as a way of imagining and to explore the pedagogical implications of the framework by engaging in an application of it in middle school setting. Findings from our application of the model suggest that the framework presents a novel and important approach to developing mathematical understanding. The model demonstrates in particular the importance of shared visualizations and problem-posing in learning mathematics, as well as imagination as a cognitive space for learning.

浅谈类比推理在物理学中的应用

该文通过类比推理与物理学发展的联系,讨论了类比推理在物理学中的一些应用。     

Scholarship as intervention: critique,collaboration and the research imagination

Following Scott (this issue), this paper examines how environmental education researchers might intervene to greater effect in the policies and practices of our governments and local and international organizations through individual and collective programmes of research. Suggesting that public scholarship or academic activism can engage a wide spectrum of genres and outcomes of research activity, the paper proposes that what stands out are not the methods employed in seeking to have research ‘be of use’, but instead what can be termed modes of engagement. These can be described as including interpretive critique or ‘speaking truth to power’, public space and collaboration, and the role of research imagination in social life. These three modes are discussed with the hope that researchers will consider their possibilities and implications in working towards more powerful public scholarship in environmental education.     

站在世界哲理思维最高峰的船山哲学思想

经过近一百多年来前人对船山思想的发掘与宣传,特别是新中国建立前后几代马克思主义学者对船山思想的发掘与研究,船山哲学思想的宏富内容已越来越为学术界所了解:船山哲学无论在唯物论、认识论、辩证法、历史观方面,都达到了当时中国甚至世界的最高水平.以船山思想为主要标志的湖湘文化,代表了中国传统文化中最先进的文化,为培育湖南几代风云人物、推动中国社会进步发挥了极其重要的作用.     

Reasoning and working memory as predictors of school grades

The present paper contributes to individual difference research in the field of working memory (WM) and reasoning and their contribution to the prediction of real-life criteria. Therefore, a broad WM test battery, a well-established measure of reasoning, and school grades were applied. It is argued that abilities as assessed with the WM component coordination are relevant for good performances at school, especially for science courses. The verbal task of the WM component storage in the context of processing was assumed to be relevant for the prediction of performance in language courses. As expected, reasoning turned out to be the best predictor of school grades. However, it was also confirmed that variance shared by coordination and reasoning can explain school performance, especially as concerns science courses. The verbal storage in the context of processing task significantly accounted for variance in language courses above and beyond reasoning. Thus, the present study provided further insights into the differential validity of different WM components.     

略论法律推理与逻辑推理

逻辑推理和法律推理的关系十分密切,法律推理是逻辑推理的一般方法在法律领域中广泛、综合的运用,逻辑推理是法律推理重要的理性工具之一。法律推理中的逻辑推理形式必须是有效的,有效的逻辑推理可以消解裁判中的任意性,避免谬误,帮助获得正当的裁判结论。     

张艺谋的"中国"想象

张艺谋的“中国“想象(包括“民俗“、“女性“、“功夫“想象)以极端视觉化和唯美化的方式,通过中国/西方、看/被看的二元结构,完成了从中国化-国际化-市场化的进程.同时,张艺谋的“中国“想象也传达出他自身(也是中国电影)的两难处境与困惑.     

将想象力转变为绘画图像

画画首先要从形似开始,由不似到似,再由似到不似,如果仅有形似,则只图其表,因为它没有"印"上艺术家自己的心灵,但如果连基本的造型都没有,似是而非,却鼓吹气韵,那不过是自欺欺人.形似与气韵相互依存,超越"形似" 与没有能力做到"形似"是完全不同的两回事.     

Harem education and heterotopic imagination

Education can cease to be a showcase for political projects and start serving women’s lives only when the agency of women in their own education is acknowledged. In this paper I have addressed issues concerning harem education to emphasise that possible solutions to issues of girls’ education require an awareness concerning the history of girls’ education in different geographies. In this article, this agency is pursued in the homosocial production of knowledge in the harem, which is an exoticised space. Questioning the limitations and benefits of the concept of the harem is especially important in understanding processes such as the accommodation of public practices of education in women’s homes. Using Foucault’s concept of heterotopia, the harem is contextualised to shed light upon its liberating and dominating aspects, as a sphere where public and private practices of education converge.     

Mathematical imagination and embodied cognition

The goal of this paper is to explore qualities of mathematical imagination in light of a classroom episode. It is based on the analysis of a classroom interaction in a high school Algebra class. We examine a sequence of nine utterances enacted by one of the students whom we call Carlene. Through these utterances Carlene illustrates, in our view, two phenomena: (1) juxtaposing displacements, and (2) articulating necessary cases. The discussion elaborates on the significance of these phenomena and draws relationships with the perspectives of embodied cognition and intersubjectivity.     

审美判断过程：表现为直感的逻辑推理

文章对审美判断过程中的心理机制作了详尽论述,进而认为审美判断过程虽然以直感的方式表现出来,但其本质上是一种求真、向善、审形式美的逻辑推理。另外,文章还对审美判断和审美判断过程两个概念进行了区分。     

数学的原创性推理和模仿性推理之差异比较

数学推理有两种截然不同的推理方式:原创性推理和模仿性推理.数学推理的认知成分和结构包括:阅读、分析、探索、计划、实施、验证等6个环节.原创性推理和模仿性推理的差异主要体现在阅读、分析、探索、计划这4个认知成分上,前者更注重深层理解、内在比较、再结构化、适时调整目标,后者更多采用记忆、类比、联结方式作推理动力.换句话说,原创性推理更强调思维的自主性、发散性.教师在教学中应注重学生的原创性自主思维.     

The communicative imagination and its cultivation

The present essay argues that the cultivation of a communicative imagination should be a primary objective in the undergraduate communication curriculum. The essay begins by exploring and defining what is meant by the term communicative imagination. It then examines the role complex and challenging narratives can play in helping our students cultivate their communicative imaginations and, in so doing, prepare themselves for effective and humane participation in their increasingly complex social worlds.     

逻辑推理

小学四年级的教师正在给学生们上一堂逻辑课。她举了这么一个例子:"有这样一种情况,一个男人在河中央的船上钓鱼,突然失去重心掉进了水里。于是他开始挣扎并喊救命。他的妻子听到了他的喊声,知道他并不会游泳,所以她就急忙跑向河岸。谁能告诉我这是为什么?"     

类比推理与比喻推理之比较研究

类比推理与比喻推理在概念、推理模式、特征以及作用等方面既有区别又有联系。类比推理建立在客观事实的基础上,常用于探索自然界的奥秘,它要求两个(类)事物有一系列相同之处,已知属性与推出属性的相关程度越高,前提对结论的支持就会越强;而比喻推理建立在比喻这种修辞手法之上,常用于论述道理,比喻推理中比喻和被比喻的事物只要存在相似关系即可,相似属性的建立越恰当精准,推理越"有说服力"。但类比推理和比喻推理都是对两个(类)不同事物进行比较,要求事物间相似处越多越好,并且力求产生较强推理效果的推理。