Some Notes on the Relevance of Philosophy to Education

This article discusses the relevance of philosophy to education. More specifically, it asks what it means to speak of a relevance relationship here. Two ways of conceiving this relationship are discussed. First, proposed views of the relevance of philosophy to education generally embody a foundational view of the relationship, expressed in terms of education as resting on philosophy such that support runs in one direction only. Second, a non-foundational relationship is discussed, a relationship that entails mutual dependence of philosophy and education, such that philosophy loses its status as basic.     

On the Rational Solution of Dominant Issues in Higher Education

As universities and colleges have changed, so has the role of faculty. Greater accountability is expected for faculty time and effort. This paper considers faculty roles by the institution preparing new faculty, the institution hiring new faculty, and the new faculty member themselves. All institutions are seeking faculty who are triple threats: integrate discovery, learning, and engagement; increase and maintain knowledge and technology; and involve students in their professional lives. Institutions preparing new faculty must develop models that stress not only quality research, but address the balance of faculty roles. Hiring institutions must select new faculty so that interest and balance match institutional goals. New faculty must understand what they want from academic life and seek appropriate institutions.     

Postmodernism and its Challenge to the Discipline of History: Implications for History Education

There is a confusion over and inchoate understanding of how the past is made understandable through postmodernist historical orientation. The purpose of the article is to outline the characteristic features of the postmodernist movement in social sciences, to explain its confrontation with history, to document its critique of the conventional practice of history, and to discuss its implications for history education. The postmodernist challenge to the foundations of the discipline of history is elucidated with an emphasis on its epistemological underpinnings. Implications of postmodernism for the teaching and learning of history are discussed.     

Hypothetico-deduction and educational research

This paper suggests that the classic account of hypothetico-deduction in educational research needs to be replaced by a more adequate model which distinguishes between the logical structure of hypothetico-deduction and its methodological application. A reconceptualization of hypothetico-deduction entails exploration of the logical relationship between three levels of explanation: observation sentences, observation categoricals and theory formulations. Taken together, these provide a framework to accommodate all inquiry. An educational example is considered to demonstrate how this reformulated account of hypothetico-deduction applies to educational research.     

思想品德教学的剧本化探索

以学生发展为中心的教育理念,要求教师更要抓住学生心理,运用剧本化的方法激活课堂气氛,指引学生学习思路,从而使课堂高潮迭起,富有活力,促使有效教学的实现。     

解题过程的哲学规律探究

解题是巩固和运用知识的重要手段,又是发展学生智力、培养学生能力的有效途径。数学教学的主要目的是培养学生分析问题和解决问题的能力,这些能力的培养要有扎实的数学知识、灵活的方法和成功的解题经验,解题是否能顺利进行,还取决于解题过程是否遵循哲学规律。因此,正确的思想方法和能否遵循哲学规律也是影响解题成败的重要因素之一。     

Joe Welling's Philosophy

Anderson Sherwood’s masterpiece Winesburg.Ohio portrays a series of eccentric characters in the small town of Ohio.Anderson reveals the truth of the town through their behaviors and language.This essay analyses Joe Welling’s live-death philosophy through his fantastic ideas.     

从《大众哲学》看艾思奇认识论思想的深化与发展

文章从《大众哲学》前后版本变化的角度入手,分析了艾思奇认识论思想变化的特点和原因,指出他的认识论思想是不断深化和发展的。     

列宁实践观点的发展及其对马克思主义哲学的重要贡献

实践的观点是马克思主义哲学之首要的和基本的观点,在整个马克思主义哲学世界观中具有基础和决定性作用。列宁十分重视实践的观点,列宁的实践观经历了一个逐渐丰富和深化的发展过程。最初列宁重点阐述的是认识和实践的联系,强调实践的客观性及其对认识客观性的证明;继而,通过对辩证法问题的系统研究,论述了实践过程的能动性以及认识和实践相互作用的辩证关系;最后达到对实践活动的现实本质关系的全面而具体的分析。     

反复的美学哲学思考

反复作为一种修辞方法被接受和认可,其实忽略了美学甚至于哲学层面上所具有的内涵。反复不仅具有形式美意义上的美学特质,而且具有优美与崇高、悲剧与喜剧等美学潜因。认真研究反复所具有的美学内涵,并在哲学层面上进行省思,不仅对充分认识反复本身,而且对于美学发展都具有一定的积极意义。