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951.
一种较为流行的看法是,相对主义思想往往导致怀疑论。但这似是而非。相对主义思想很普遍,在古今中外的哲学家甚或一般人那里都可以发现,但强有力的怀疑论传统仅仅属于西方思想史。本文以中国先秦时期最富怀疑精神的庄子为例,通过评析其相对主义思想是如何削弱乃至取消他的怀疑论萌芽的,具体反驳了流行看法,从而表明:相对主义思想不能构成怀疑论,本质上,它同怀疑论无关。  相似文献   
952.
《到灯塔去》的女主人公拉姆齐夫人是一位把自己的毕生精力都奉献给家庭,并以博大的爱无私地关怀着别人的女性,作伍尔夫从女权主义学理论出发,通过拉姆齐夫人的形象了两方面的思想:(1)人生的终极理想应该是获得宁静和谐的心境,无私地帮助他人,使人们彼此理解,互相关怀,友好相处,而不是获得名利,地位。(2)女性可以从自身的特质出发,对人类起到了独特的作用。  相似文献   
953.
I argue for a view of critical thinking and learning as a fallibilistic epistemic process of inquiry and evaluation, which is grounded in human fallibility. I show how this plausible view is different from other views, in that it is predicated not only on individual thinking alone but also on group thinking as it affects the individual in the context of a group discussion. The individualistic rational view of critical thinking only specifies the process or method that one may individually use to evaluate beliefs or the evidence that one brings to bear on one's doxastic attitude or judgment. This view does not specify the nature and scope of evidence that one may need to evaluate. I argue that evaluating a belief in the context of having a substantial amount of available evidence in a social group is important for determining whether one thinks critically. There is epistemic advantage in evaluating a broad scope of available evidence in a group discussion, which does not exist otherwise. I assume that group discussion is a pedagogical tool, which under the right social conditions, is likely to bring about learning and the acquisition of critical thinking abilities. The right social conditions for group discussion can optimize reasonableness by a process which involves cognitive division of labor and epistemic prudence. An individual can evaluate on his or her own only a limited amount of evidence; sometimes we may need to rely on the evidence that others have already evaluated which they may reasonably accept, given their cognitive comparative advantage. I distinguish among three plausible learning outcomes of the process of critical thinking, which indicate cognitive division of labor and comparative epistemic advantage in a group discussion.  相似文献   
954.
In research literature, two study orientations have been identified: meaning orientation and reproducing orientation. Few studies have examined how study orientations and conceptions of knowledge (epistemologies) interrelate. Further, longitudinal studies of the development of orientations and of conceptions of knowledge in relation to academic achievement are scarce. The study set out:(i) to examine the relationship between study orientations and conceptions of knowledge; (ii) to investigate how these kinds of beliefs change during short, career-aimed studies of natural science; (iii) to explore how study orientations and changes in them are related to study success. The sample consisted of 66 undergraduate students of pharmacy studying at a Finnish university. Participants filled in a questionnaire regarding study orientations and conceptions of knowledge at the beginning of their studies and after 3 years of study. Results showed a relationship between reproducing orientation and dualist conceptions of knowledge. Reproducing orientation and dualism diminished during undergraduate natural science studies. Further, students' reproducing orientation after the last study year was negatively related to their study success. In addition, a favourable development was detected in the group of above-average achievers, who maintained their initial level of meaning orientation while diminishing their level of reproducing orientation. Implications for instruction are discussed.  相似文献   
955.
经历了风风雨雨的女性主义并没有给我们带来柳暗花明的世界,相反,却走入了一个阴暗的胡同里弄。在那里我们看到了我们希望看到的独立智慧的女性形象,也看到了我们不愿看到的丑妇恶妇形象,还看到了打着颠覆男权的旗帜,以自己的身体为资本进行生理意义的“身体写作”的女作家形象。透过女性作家笔下的女性形象,反思身体写作的弊端,会让我们对女性主义的合理性提出质疑,对女性主义的泛滥有所警惕,同时,警醒女性,思考女性特质,思考人性,还会让我们在接受外来的文化与理论时保持高度的警醒。  相似文献   
956.
职业教育哲学研究是职业教育研究体系中必不可少的一部分,能够为职业教育研究和实践奠定先行的形而上学基础。回顾以往的研究可以发现,相关研究尽管表面上具备了哲学研究的某些特征,但实际上却未能真正的以哲学的思维方式来研究职业教育问题。未来的研究要切实从本体论、认识论、价值论等哲学的根本问题出发来审视与理解职业教育。基于此,职业教育哲学应该将职业教育本体论研究、认识论研究以及价值论研究作为未来的研究进路。  相似文献   
957.
莱考夫的概念隐喻观点认为自然与女性存在隐喻关系,人们的这种隐喻性思维促使了生态女性主义将女权运动与生态主义结合在一起,强调自然与女性的内在关联。该文试图以《瓦格纳音乐会》中乔治亚娜的形象为例,基于概念隐喻来重新解读生态女性主义里,女性中的母亲角色与自然的关系。  相似文献   
958.
量化研究和质性研究作为两大传统的研究方法,对研究生研究能力的形成产生深远的影响。本文从认识论、理论与方法论层面对两种研究传统进行比较分析,并在此基础上讨论研究生研究能力的重构、全面形成和衡量标准问题,为当前环境下全面培养研究生的研究能力提供更为清晰的概念框架和具有可操作性的实施建议。  相似文献   
959.
To understand the relationship between social background and sex in schooling, we use Bourdieu’s theory of social reproduction and a feminist perspective of gender as practice. We pose two questions: (1) What is the relationship between economic and cultural capital and achievement for 4th-grade females versus males studying in Germany? (2) Is the relationship between school composition and student achievement different for 4th-grade females versus males? We report no differences between females and males in the relationships between social background and achievement (p > 0.05). However, the relationship between class-aggregated social background and achievement is halved in female-majority mathematics classrooms (β = -12.6, p < 0.05).  相似文献   
960.
Intercultural competence among educators has long been recognised as important, especially in contexts characterised by growing and shifting cultural diversity such as Australia. However, the capacity to be interculturally competent has only recently been enshrined in teacher standards in Australia, and research into this field among early childhood educators is fledgling. Through the theoretical lens of self-authorship, this case study integrated a developmental model of intercultural maturity with a compositional model of intercultural competence. Combining these two models allowed for a holistic exploration of the complexities of intercultural experiences in an early childhood educational setting. This new integrated framework is applied to a case study that focuses on Heidi, an early childhood educator in a culturally diverse kindergarten. Data were collected through interviews, classroom observations and analysis of philosophy, policy and observational documents. The findings indicated the importance of critical reflection and internal meaning making, as part of a self-authored identity, in relation to intercultural competence. Implications are discussed with a focus on the potential significance of the integrated framework to explore as well as enhance educators’ critical reflection about their intercultural experiences.  相似文献   
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