爱因斯坦的“光子箱”悖论和塔尔斯基型解悖

"光子箱悖论"是爱因斯坦—玻尔论战中的一个关节点。通过分析爱因斯坦的"光子箱"悖论及其解悖过程,揭示这类悖论解悖方法对我们的启示:它们都是通过塔尔斯基所提出的分层方法得到解决的。深入理解这种塔尔斯基分层型解悖,把它发展成为普适性的解悖模式,是很有意义的。     

Extending the Contribution of Albert Camus to Educational Thought: An analysis of The Rebel

The purpose of this article is to make a case for The Rebel as an important educational text. Discussing The Rebel in this way for the first time, the goal is to try and demonstrate that the work could have a unique contribution; in particular there might be a number of similarities between Camus and educational thinkers relating to the goals, pedagogy and the meaning of education. The Rebel has been noted as Camus’s most underexplored text so by investigating these synergies for the first time, this article aims to demonstrate another dimension to The Rebel and potential relevance for educational theory and practice.     

Muscular Christianity and its makers: sporting monks and churchmen in Anglo‐Norman society, 1000–1300

This research focuses on the (scientific) interaction between civil and military institutions of physical education during the interwar period in Belgium. Based on experimental scientific research, Albert Govaerts, the Research Director of the Military Institute of Physical Education (MIPE), concluded that the Danish gymnastics method of Niels Bukh was more efficient and suitable than the traditional Swedish gymnastics method, which had become institutionalised at an academic level in Belgium since 1908. Based on Govaerts' research results, Danish gymnastics was introduced in 1934 into the entire Belgian Army as the official method of practice and, a few years later, the Danish method was also adopted ‘externally’ in a few Belgian civil institutions. A chronological transition of Scandinavian methods as a result of the modernisations that were implemented did not therefore appear to proceed so naturally in Belgium. The MIPE was to carry out a similar role as a professional profile keeper in the field of physical education in Belgium up to 1947. From a sports historiographical perspective, these Belgian results form a starting point for further international comparative research into early interaction between military and civil institutions of physical education and the associated processes of discipline building, scientification and profile keeping.     

论爱因斯坦光量子假说及其革命性意义

本文回顾爱因斯坦光量子假说产生与发展的历程，讨论其革命性意义与作用，同时揭示爱因斯坦的科研品格及其遗留下的珍贵的启迪。     

爱因斯坦对量子力学的贡献

相对论和量子力学是现代物理学的两大基础科学,然而在量子力学的发展史上却极少提到爱因斯坦的工作。本为依据历史资料,分析了爱因斯坦对现行量子力学理论的形成和完善都有着极为重要贡献,并讨论形成人们片面认识的原因。     

从玻尔与爱因斯坦的争论看量子力学中互补性原理的基础地位

从量子力学的基本问题出发 ,围绕爱因斯坦和玻尔争论的要点 ,阐述了互补性原理在量子力学中的核心基础地位 ,并以此核心线索上升到哲学高度 ,来讨论爱因斯坦和玻尔争论的认识论差异     

质能方程与核能

作者从牛顿第二定律出发,利用爱因斯坦相对论动力学基本方程推导出质能方程。质能方程是制造原子弹和核电站的理论基础。     

死亡的表象——《你所爱的都将被带走》

本文通过对史蒂芬·金短篇小说《你所爱的都将被带走》文本与内涵的细读,剖析了其主旨与加缪哲学思想的暗合之处,并进一步分析了其作品广为流行的原因。     

关于真空Einstein方程所容许的群定理

一般情形下探求真空Einstein方程的精确局部不变解问题在数学物理中一直是人们关注的焦点。人们发现可以依据李变换群的延拓群概念,将运用纤维丛方法已经解决的延拓群算子中的系数问题作为引理,着重分析并求出真空Einstein方程所容许的群是解决上述问题的关键。     

Wittgenstein's 'Relativity': Training in language-games and agreement in Forms of Life

Taking Wittgenstein's love of music as my impetus, I approach aporetic problems of epistemic relativity through a round of three overlapping (canonical) inquiries delivered in contrapuntal (higher and lower) registers. I first take up the question of scepticism surrounding 'groundless knowledge' and contending paradigms in On Certainty (physics versus oracular divination, or realism versus idealism) with attention given to the role of 'bedrock' certainties in providing stability amidst the Heraclitean flux. I then look into the formation of sedimented bedrock knowledge, or practices of knowing, by comparing Wittgenstein's remarks on animal habituation and initiate training into human forms of life. In the latter case, mastery of techniques—our common education—secures agreement in judgment. Finally, I entertain Wittgenstein's obscure references to Einstein's Relativity in Zettel , showing initiate training as a way of 'setting the clocks' with variable degrees of certainty, relative to the language-games played. Together, these three approaches help us to stop the 'endless circling' when philosophers try to address knowledge questions through the logic of object and designation, or verification of correspondence between propositions and things. Instead, attention moves to the way we educate our children and how we employ agreements and bedrock certainties in practices.