从土地到空间的思想解放简

长期以来,受科技水平所限,人类不能脱离地表对空间加以利用。所以,立体空间权利一直以地表平面权利的形式表现。但是,随着科技水平的不断发展,对某一地表上下空间利用时不需要以该地表为基础的现象已经出现。我们应该将空间利用的思想和制度,从地表平面调整为立体空间;将本为利用空间而设立之权利,由土地之权利还原为空间之权利;这样命名、登记和管理,才能清晰、准确、全面的处理好各种法律关系、配置好经济资源。     

邓小平解放思想科学论断的哲学要义辩解

改革开放伊始,总设计师邓小平就明确提出了解放思想的科学论断。邓小平关于解放思想的科学论断哲学意蕴深厚,他不仅指明了解放思想的价值原则、具体路向和价值目标,而且昌明了解放思想在理论上和实践上的结合而非移植、扬弃而非颠覆、有序而非无序、理性而非狂热等辩证法内核。解放思想的关键是要在"结合"上下功夫,马克思主义中国化则是这一结合最好的典范。     

《文心雕龙》视域中的《楚辞》

《文心雕龙·通变》篇认为《楚辞》是文章"从质及讹"的转折点,希望通过"宗经诰"与"变乎骚",达到文章"通"与"变"的平衡。在这一大背景下,刘勰将《楚辞》列入"文之枢纽",并在《辨骚》篇中提出了"倚经驭骚,酌奇存真,玩华保实"的写作原则,把"文"之变纳入可以指导的范围内,《辨骚》篇的宗旨就是指导人们如何"驱辞力"和"穷文致"的。这一写作原则与"正言体要,恶乎异端"的思想密切相关。《风骨》篇与《定势》篇还从不同角度对《辨骚》篇的写作原则进行了补充和丰富。实际上,刘勰就是借《楚辞》来述其运辞之道,这是他解《楚辞》的独特之处。     

养心以养生，为道是关键——由《庄子·养生主》所想

《养生主》是道家经典著作——《庄子》的内篇之一,其中的养生主要指精神保养。文中揭示以心“养生”,重在为道。但当今现实中,修道似乎勉为其难,但《庄子·内篇》揭示的为道之方正解决这一难题,对有心修道养生之人可谓莫大安慰。     

论佛学对《文心雕龙》的影响

佛学思想对刘勰《文心雕龙》一书产生了巨大影响,使其具有严密的思维方式、博大的理论体系、卓越的思想内容,且能在文论史上独步千古。本文通过佛学思想对《文心雕龙》一书理论范畴、体系结构、思维方式诸方面影响的论述,力图就佛学对该书的影响作一中肯评价。     

爱情追求中看女性解放意识的发展--德·瑞那夫人、安娜、简·爱形象比较

(女性怎样才能在爱情、婚姻和社会上取得与男子平等的地位?这是众多作家一直苦苦探索的重大社会问题。)在19世纪批判现实主义文学中,三位具有强烈反抗意识和叛逆精神的女性正是在各自不同的爱情追寻中,展现了女性解放意识的发展历程,为妇女解放运动拉开了序幕。     

Use of the concept of Bildung in the international science education literature,its potential,and implications for teaching and learning

Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed.     

On the status of critical theory

Critical theory, while remaining in part a scientific social theory, is not just a scientific theory. The nature and distinctiveness of its criticalness is depicted. The logical status of a rationally reconstructed Habermasian critical theory is displayed, defended from some traditional criticisms (including charges of historical idealism), and contrasted with both historical versions of critical theory and purely scientific theories. Whether the critical theory articulated and defended is Habermasian, or a more historicized critical theory, in either case it is argued that it provides a sound basis forideologiekritik against postmodernist scepticism.     

浅谈低年级学生管理

本文从多个不同侧面论述了低年级学生的管理，提出了切实可行的管理办法。     

Supporting the development of early years students’ professional identities through an action research programme

ABSTRACT

This paper discusses the aims, rationale and aspects of a new Action Research (AR) module developed for level 6, Early Childhood Education and Care (ECEC) students. The aims of the module are three-fold: First, to support learners in developing the research and academic skills needed to investigate their own practices, generate knowledge and engage in critical reflection. Second, to assist students to be active agents in questioning and designing changes to improve their practice. Third, to support them in disseminating their work in the public sphere and thus take an active part in discussions about their field of practice. Drawing on the processes of ongoing reflection and collaborative enquiry, our vision is to emancipate our students; support them in repositioning themselves as powerful agents with significant insights and the power to make a difference to their practice. However, facilitating emancipatory AR can pose several challenges, on individual, institutional and political levels. The aim of this paper is to reaffirm the rationale for AR as an epistemological, methodological and political tool that can support the professional identities of our learners; also, to address some of the anticipated complexities and tensions of employing emancipatory AR in an academic environment.