“It's not as if we've been teaching them…” reflective thinking in the outdoor classroom

Abstract

Research undertaken during a six week mountaineering expedition to Iceland in July 2003 set out to investigate approaches to facilitating the reflective process in 20 participants aged between 14 and 18. A number of models were examined to help determine the educational philosophy underpinning the expedition. The research methods involved documentary searches, observations and semistructured interviews. Findings suggest that the approach of expedition leaders accorded with the ‘mountains speak for themselves’ model as the leadersmade little or no attempt to encourage, facilitate or enable reflection on the part of participants. With few exceptions the participants did, however, engage in reflective thought both about the activities they had been involved in and the holistic benefits of the expedition. The findings suggest that whilst the facilitator/interventionist model and the Kolb cycle do little to explain the pedagogy within this expedition, there was evidence of much reflective learning from the participants.     

The Philosopher's Web

Summary

The objective of this article is to examine some of the valuable philosophical resources available on the Internet, especially for librarians who need to determine what resources to provide to faculty, students, and staff. Some main uses of the Internet for philosophical research are: accessing texts, using search strategies to examine the texts, reading and writing electronic journal articles, accessing information from encyclopedias and dictionaries, browsing through paths of interlinked Web sites, searching the Internet for sources, and participating in online discussion forums. This article examines the Internet as a source of primary and secondary texts, journal literature, research databases, reference works, specialized limited area search engines, organizational information, and discussion lists. The article ends with a philosophical reflection on the transformative effect of information technology on the growth of knowledge.     

The Origins of Subjectivism

Abstract:

A pervasive and persistent subjectivist slogan concerning the nature of right action, uttered most commonly by new students of moral philosophy, is stated and its absurdity exposed. The sources of its pervasiveness and persistence are probed, and are found to lie in the confusion of an uncontroversial conceptual feature of morality with a superficially similar over‐estimation of the moral status of the individual conscience. The non‐primacy of the conscience is briefly demonstrated; and it is suggested that exposure of the sources of the slogan frees one from the tendency to be taken in by it.     

感受性质问题:提出及其论证

在当代西方心灵哲学中,感受性质已经成为最富争议的哲学问题。布洛克、内格尔以及丹尼特等哲学家纷纷尝试对其作出说明。坚持二元论的哲学家们还试图从自然科学、思想实验等方面证实感受性质存在的真实性。     

康德和杜威教育思想比较——从哲学到教育或从教育到哲学?

18世纪末,从哲学视角出发,康德以深刻的哲学思辨为"教育学"这门学科赢得了三尺讲坛。高瞻哲学俯瞰教育,康德不仅仅成了一位举世瞩目的哲学家,也成了一位影响深远的教育思想家。20世纪初,扎根教育面朝哲学,杜威成为进步主义教育的奠基人,也成为美国本土哲学——实用主义哲学的创始人。文章试图从教育视角、教育理想、教育起源、教育本质、教育目的、教育阶段以及道德教育等方面来解读康德和杜威的教育思想。深入分析这两种截然不同的理论——从哲学到教育、从教育到哲学,有助于我们全面地理解康德和杜威教育思想,有助于我们透过种种现象看清教育前进的方向,更有助于我们重新审视教育的过去、现在及未来。     

阮籍性格特征及其成因探析

阮籍在人们印象中一直以旷达不羁,不拘礼法,嗜酒傲诞的形象出现。然而,阮籍的性格是复杂的、多方面的,我们不能只注意到其狂放的一面,忽略其性格中奋发向上、谨慎等方面。阮籍的性格对中国封建社会的文人具有较普遍的代表性,理解阮籍性格形成的原因有助于我们加深对中国传统文人的了解。     

浅谈《毛泽东选集》中成语故事所含哲学思想

本文通过对《毛泽东选集》中引用的成语故事的原义、比喻义和特定语言环境的引中义三个方面进行探讨。试图归纳出毛泽东赋予这些成语故事的哲学思想。     

三元人观、三元价值观对价值论研究道路的开拓和启示

由于受一元化的哲学理论思维的影响，自古以来哲学一直陷入在一元论的困境之中，哲学史变成了一元论的批判史、变革史、替代史、转向史，哲学也不可避免地给人呈现的是其言语不真、不实、不定的面貌。哲学研究必须转变理论思维方式才能改善哲学研究的难为处境。在确定服务于人的生活为理论研究目的的前提下，哲学理论思维应该超越一元化思维而采取三元化思维的路径，从而建立“个体、家庭、群体”的三元生命观、三元人观和三元价值观。三元价值观的建立，为价值论的研究开辟了新途径，可以避免人们在一元价值观和二元价值观面前的迷制，为理论联通生活开辟了较为切实可行的道路，这正是我们今天的价值论研究所迫切需要的重大转变。     

高深学问--高等教育哲学研究的核心问题--解读约翰·S·布鲁贝克《高等教育哲学》

《高等教育哲学》以美国当时高等教育大发展为背景,并以高深学问作为其核心问题,对美国高等教育发展过程中出现的许多理论冲突问题从哲学层面进行了阐释。其中许多观点对于解决今天中国正在进行的高等教育大规模发展当中所出现的类似问题有一定的启发意义。     

哲学发展对写作学理论建设的启示

20世纪哲学发展的根本特征是全方位地从形而上学向辩证思维回归。其标志是系统论的产生和发展。写作学理论研究必须适应这种回归的趋势。写作学理论研究不仅要运用系统科学的理论与方法 ,还要建立写作学的辩证范畴体系、演化体系和方法体系