辩证法运用的"合法"与"非法"——张颐论黑格尔伦理学说的形而上学基础

作为“国内黑格尔研究第一人”,张颐不仅通过对黑格尔文本的系统解读梳理了黑格尔伦理学说的内部体系,分析了黑格尔伦理学说的基本特征,还特别分析了黑格尔伦理学说的形而上学基础问题。张颐认为,“辩证法”是黑格尔伦理学说最基本的形而上学基础,把“辩证法”的形而上学原则运用于伦理生活领域,黑格尔就把自由意志的发展或客观精神在其各种“法”的形式中的表现看作是一个“辩证法”的过程。     

Teacher stance in creative learning: A study of progression

This paper reports focused findings from a qualitative scoping study undertaken in four sites in England focusing on progression in creative learning (PICL) (February 2005–January 2006), funded by Creative Partnerships, a national development programme. The study sought to explore how progression in creative learning can be described in two curriculum areas. The paper introduces the analytic framework which emerged from the study, and summarises some of the key findings, with a particular focus on teacher stance, taking this slice of analysis further than is done in the original research report and discussing in particular teachers’ attitudes toward creative learning and toward teaching for creative learning.     

For a learnable mathematics in the digital cultures

I begin with some general remarks concerning the co-evolution of representational forms and mathematical meanings. I then discuss the changed roles of mathematics and novel representations that emerge from the ubiquity of computational models, and briefly consider the implications for learning mathematics. I contend that a central component of knowledge required in modern societies involves the development of a meta-epistemological stance – i.e. developing a sense of mechanism for the models that underpin social and professional discourses. I illustrate this point in relation to recent research in which I am investigating the mathematical epistemology of engineering practice. Finally, I map out one implication for the design of future mathematical learning environments with reference to some data from the `Playground Project. This revised version was published online in July 2006 with corrections to the Cover Date.     

西方后现代哲学的反辩证法问题

在西方后现代哲学中,反辩证法问题是一个极为突出的方面。西方后现代哲学的思想先驱尼采、阿多尔诺以及主要代表人物德勒兹、德里达、福科、利奥塔、博德里拉都以不同的形式表现了反辩证法的思想。可以说,后现代主义的思想百般花样,之所以始终未能成为一个统一的学派,其主要根源就在于它们绝大多数都是同反辩证法的立场紧密相联的;而西方后现代哲学的这种激进反辩证法倾向的大量出现,与辩证法科学在历史实践中的错误理解与应用导致严重历史悲剧或震荡有直接关系;不可否认,西方后现代哲学的反辩证法的多种思想中也包含着不少有助于进一步发展辩证法科学的要素或材料。     

论麦积山石窟北朝壁画飞天造型特征及其来源

飞天在印度只是风筝型的形象,多呈现出一种静止感,然而伴随着佛教及佛教艺术的传播,飞天经中亚、沿着丝绸之路传入了中国后,开始借助衣裙和飘带,创造出韵律柔美的飞动气势和美丽姿态。本文以麦积山石窟北朝壁画为切入点,对其独有的飞天造型特征予以分析研究,推导出复杂的演变过程,并纳入其他相关的飞天造型进行比较,以探求其特征来源。     

Centre of pressure sway characteristics during static one-legged stance of athletes from different sports

Abstract

The frequency of one-legged stance and two-legged stance differs considerably among sports. We therefore expect the balance ability of athletes from different sports to vary. This study compared the sway characteristics during a static one-legged stance of soccer players, basketball players, swimmers, and non-athletes. The centre of pressure sway during one-legged stance of ten male participants representing each of the four groups was measured using a stabilometer. Centre of pressure sway was assessed by four sway factors: sway velocity, anterior-posterior sway, horizontal sway, and high-frequency sway. None of the four groups of participants showed significant differences in body sway between standing on the dominant leg and standing on the non-dominant leg. The soccer players had more high-frequency sway and less anterior-posterior sway and horizontal sway than the basketball players, swimmers, and non-athletes. These results suggest that soccer players have superior ability to maintain a stable one-legged stance. Further study is required to determine how much of the superior balance ability in soccer players is innate and how much is developed through training, as well as to determine the relationship between balance ability and playing performance.     

Ground reaction force characteristics of Tai Chi push hand

Abstract

Push Hand is an advanced training technique for the Yang-style old frame 108 forms Tai Chi Chuan. It is performed by two practitioners. To clarify how people use forces during Push Hand training, it is important to review the ground reaction force (GRF). Here, we quantify the characteristics of the GRF during Push Hand training. Kinematic data and GRF data from 10 Tai Chi Chuan practitioners (29.9 ± 7.87 years) were synchronously recorded using a three-dimensional motion analysis system (200 frames · s^?1) and three-dimensional force plates (1000 Hz). The resultant GRF for both feet for the 0%, 50% and 100% phases of attack and defence were compared to body weight using a paired-samples t-test. The differences in the resultant GRF between the 0%, 50% and 100% phases of attack and defence were tested by one-way repeated-measures ANOVA. The significance level was set to 0.05. The total resultant GRF was almost equal to the participant’s body weight in push hand. This result was consistent throughout the entire push hand process. Our results revealed that the GRF was comparable to the body weight, implying that practitioners do not push or resist their opponents during the push hand process.     

Mechanics of Batting: Effect of Stride Technique on Ground Reaction Forces and Bat Velocities

The benefits associated with being physically active are well documented, but a significant proportion of the population is insufficiently active. Physical inactivity is a major health risk factor in our society, and physical education programs are consistently identified as a means to address this concern. The purpose of this article is to use the social-ecological model as a framework to examine ways in which physical education programs can play an important role in promoting physical activity. Policies that require time allocations and resources for physical education and physical activity in schools and community designs that provide infrastructure that makes being physically active accessible and convenient are important factors in making schools and communities healthier spaces. It is clear, however, that policies alone are not sufficient to address concerns about physical inactivity. We must consider individual factors that influence decisions to be physically active in efforts to engage children in physical education programs that promote active lifestyles. The learning climate that teachers create determines what students do and learn in physical education classes. Ensuring that students see value in the content presented and structuring classes so that students believe they can experience success when they exert effort are key elements in an effective motivational climate. Efforts to address public health concerns about physical inactivity require a comprehensive approach including quality physical education. It is critical that kinesiology professionals emerge as leaders in these efforts to place physical education programs at the center of promoting children's physical activity.     

论启发式教学中的适时与适度

孔子的启发名言中的“不愤不启，不悱不发”强调了适时启发，“举一偶不以三隅反，则不复也”强调了适度启发。适时适度启发的主张建立在以学生为主体的思想，唯物认识论和辩证法的基础之上。探讨孔子启发主张中蕴含的哲学思想对于克服注入式等教法具有重大的现实意义。     

Science Teaching and Argumentation: One-sided versus dialectical argumentation in Chilean middle-school science lessons

Since the late 1990s, there has been consensus among educational researchers that argumentation should play a central role in science education. Although there has been extensive relevant research, it is not clear enough how oral argumentation spontaneously occurs in science teaching. This is particularly important with regard to the empirical evidence suggesting the effect of discussion of contradictory views on scientific learning. In order to contribute to the research on argumentation in science teaching, we conducted a study that aims to sketch a panoramic view of the uses of oral argumentation in Chilean middle-school science teaching. A total of 153 videotaped science lessons were observed, involving students aged 10–11 and 12–13. Whole-class argumentative discourse was analysed as a function of thematic episodes and teachers' and students' utterances. Results suggest that argumentative discourse in which contradictory points of view are discussed is scarce but when it occurs it does so predominantly within discourse among students. On the contrary, argumentation aimed at justifying points of view is widely used, even more so when students are older.