Event/Others

英孚教育最新事件；九月雅思考试日历；沪江6岁生日到，沪友纷纷献贺礼；柏林——越来越多的中国游客向往的城市；IN THE MOOD FORLOVE——斯贝瑞[享受]2周年庆典.     

Learning From Others: The Effects of Agency on Event Memory in Young Children

Little is known about the influence of social context on children's event memory. Across four studies, we examined whether learning that could occur in the absence of a person was more robust when a person was present. Three-year-old children (N = 125) viewed sequential events that either included or excluded an acting agent. In Experiment 1, children who viewed an agent recalled more than children who did not. Experiments 2a and 2b utilized an eye tracker to demonstrate this effect was not due to differences in attention. Experiment 3 used a combined behavioral and event-related potential paradigm to show that condition effects were present in memory-related components. These converging results indicate a particular role for social knowledge in supporting memory for events.     

Helping Others

<正>All of us know that everyone needs help and everyone can help others.For example,it’s our duty to clean up the classroom.We can help our classmates keep the classroom clean and tidy.Our English teacher often tells us,Helping others is helping ourselves!You help others to-     

好行为——帮别人做点事

树袋熊卡哇问蓝河马:扑嘟.你在干什么呢?扑嘟正坐在一个树墩上,手托下巴.一动不动,好像一座雕像似的。卡哇见他在发呆,本来不想打搅他,可又觉得出于礼貌.应该对发呆的人问候一下。扑嘟说:我在做好人。卡哇问:就这样,坐着什么也不干?扑嘟说:对啊!我听说,只要我不干坏事,那么便是好人了,所以如果我这样一直坐着,什么也不干的话,那就是我没有干坏事!卡哇想了一阵,问道:那么说当     

Treating Others Well

<正>在人生旅程中,每个人的生活都离不开别人的帮助,也都在有意无意地帮助别人。在接受帮助时,可以感受到温暖;在提供帮助时,可以感受到力量。What will you do if you see a person asking for help on the street?As I walked to my car at a local shopping mall, I saw a man who was sitting on the ground with a sign that said,“Please help”.     

Deciding for Others

In this paper, I offer Brighouse et al some friendly suggestions for expanding the notion of ‘educational goods’, pose some challenges for their book's decision-making framework and offer an opportunity for them to fill some small, but interesting lacunas. I start by comparing their typology of desirable educational outcomes with alternative classificatory schemes. I then suggest that certain processes and relationships might constitute ‘educational goods’. Building on the discussion of outcome-typologies, I ask Brighouse et al to indicate how knowledge contributes to flourishing and to comment on whether false belief might sometimes constitute an educational good. I then ask for a response to the view that their decision-making framework may seem objectionable to some by endorsing a particular conception of the good life. I pose four questions regarding for whom educational goods are good, the objectivity of the decision-making procedure, and possible lacunas regarding the issues of decision maker legitimacy and resolving disagreement. The paper concludes with an account of my own pedagogical uses of the book's most helpful framework.     

心灵境界如何安置他人——论唐君毅先生的“他人”观

对“他人”问题的讨论是唐君毅哲学的重要组成部分.唐君毅试图从形而上学和伦理学两个角度确立他人的存在和意义,但与其构建境界理论的独特方式有关,他既没能确立他人存在的必然性,也没有肯定他人存在的独立价值,这在一定程度上反映出他没有充分尊重他人的他性.事实上,他人的存在不需要自我之肯定,相反还是自我得以成立的基础,他人对自我而言也不只具有工具意义,而是具有其独立的价值.     

苹果大甩卖——诚实对待别人

狐狸在小路上一面走,一面叫:苹果大甩卖喽!卖苹果喽!蓝河马扑嘟问:卖什么东西呀?狐狸说:新鲜多汁的大红苹果!为了强调苹果多汁,他说话     

反义词的不平衡现象及其他

反义词的不平衡现象是指一对反义词在使用时其范围大小、频率高低并不相等 ,它不同于男与女的使用情况 ,二者存在 3个方面的差异     

帮助别人就是帮助自己

<正>俗话说:赠人玫瑰,手留余香。在我们的日常生活中,我们会遇到很多麻烦。所以对我们来说很有必要帮助那些有困难的人。我一直记得我们八年级上学期时候,我帮助一位同学学英语。李华的英语成绩不好,我的英语学得比他好。有一天,他请我帮他学英语。从那以后,无论何时他有难题都会来问我。我耐心地给他解释难题。在我的帮助下,他的英语进步得很快。与此同时,我     

试论朱熹的哲学思想及其他

朱熹哲学思想的核心“存天理，灭人欲”，本意并不否定人对于物质生活的正当要求和欲望，可惜的是后来的统治者片面强调天理、人欲对立的一面，才造成“以理杀人”的恶果。作为一个政治家，朱熹生前从政时间极短，却也颇有政绩，身后被历代统治者吹捧；作为一个思想家，其思想（经改造后）最终成为历代的统治思想；作为一个教育家，他做了巨大的成就；同时，朱熹还是一位学贯古今的学者、才华横溢的诗人。     

重大事件

老师:1809年发生了什么重大事件?小威利:亚伯拉罕·林肯诞生。老师:正确。那么1812年发生了什么重要事件呢?小威利:亚伯拉罕·林肯三岁了。