Mystery and Miracle： National Treasures Unearthed from Sanxingdui

Bronze Standing Figure The bronze standing gure, 2.62 meters high with a 0.8-meter foundation, is the largest bronze masterpiece of ancient China ever discovered. The bronze gure wears a lotus-shaped crown carved with cloud and thunder patterns. It has a skinny face, two big eyes, a high nose bridge and a wide mouth. A small hole is pierced on each of its ears for hanging ear rings. The gure wears a serious but peaceful expression, its eyes shining with profound wisdom and its thin mouth lip…     

Harmony Highlights Liang Zi＇s Fashion Collections

The T-shape stage extended from a pure white background,models presented chic creations in brisk steps,and elegance and harmony were manifested in black and white ,That was a scene at the Chinese Fashion Week in Beijing during which designer Liang Zi showed her Spring -Autumn Collections 2006 with the brand of ＂Tangy＂ and the themen of ＂harmony＂.     

基于层次与过程的产业融合形式探讨

在现有产业融合分类基础上,从静态的产业层次和动态的融合过程的视角,对产业融合形式进行分类探讨,以期为产业融合的实践探索、理论研究与相关产业政策制定进行基础性的理论铺垫。     

Hydrological Responscs to Climatc Changc in the Watcr Rccciving Arca of thc Middle Route Project for South-to-North Watcr Transfer

Climate change will lead to a significant alteration in the temporal and spatial pattern variation in the regional hydrological cycle, and the subsequent lack of water, environmental deterioration, flo...     

我国三网融合管制政策演进路径探析

三网融合是实现新一代信息技术产业战略的重要一步,而政府的有效管制对其发展影响甚大,所以针对我国目前已经开始试点的三网融合,如何从理论上和实践上探索经验,制定符合我国国情的管制政策,有效地推进和促进三网融合,就值得研究。为此,本文结合相关产业融合理论,并借鉴国外三网融合成功的管制经验,结合我国实际,提出分业监管、分段监管和融合监管三阶段演进的管制政策建议。     

道德教育与公共理性的发展

在多元的价值取向和多样的生活方式的相互并存的社会中,为了有助于实现价值共契和合作共享的公共生活,教育怎样培养人?怎样培养人的理性?怎样发挥教育建构公共理性的作用?在道德价值追求多样化的时代中,道德教育是否可能?     

写给教育学界“潜在的哲人”

为什么学？学是无知的意识对真理的热爱!为什么思？思是理性对可思事物的执着!为什么执着？执着是我们行生命之路的命运。     

人是道德教化的终极目的--康德道德教育思想的当代价值

现代性教育以强有力的规训和塑造方式把人制造成社会秩序和经济制度的工具，并且向接受规训的人承诺“成为”工具之后的幸福。教育因此背离了人及道德。康德的“人是目的”的绝对命令，不仅为道德实践提出了绝对目的，而且为教育等所有关涉人的精神成长的条件提出了绝对要求。道德教化必须先验地以人为目的，尊重人格尊严，使人自己展开理性的翅膀，形成自己的道德人格。道德教化就是通过理性存在者本身的道德生活而实现人之为人的目的——成就道德人格。