《黄鸡白酒》的拉康式解读

《黄鸡白酒》为我们呈现出后现代社会中那些受欲求驱使而被扭曲、异化的灵魂,小说中的主人公春婆婆是异化世界里唯一能保持纯真之心,活在自己想象界中的逆行精灵。对于春婆婆的形象,迟子建倾注了自己心灵的过往、感悟和憧憬,或者可以说,春婆婆就是迟子建为自己构建在未来的一种影像。     

宗教旅游可持续发展的法律对策研究

宗教旅游是旅游产业的重要组成部分,相对于其他旅游种类,它具有自身的鲜明特点。实现＂宗教旅游可持续发展＂除了维护宗教旅游资源的可持续,还必须维护宗教旅游心理基础的可持续。宗教旅游异化对游客宗教旅游心理基础构成了严重的破坏,危及宗教旅游可持续发展的实现。长期以来,在宗教旅游的可持续发展问题中,对宗教旅游异化现象重视不够,缺乏有效治理措施。实际上,以法律治理宗教旅游异化问题并实现宗教旅游可持续发展值得尝试,可以从立法、司法、执法、守法四个方面进行治理。     

基于“虚假需求”理论的“仇富心理”矫正

在法兰克福学派、西方马克思主义者马尔库塞的“虚假需求”理论视角下,一部分人的精神腐化是社会仇富现象产生的思想根源。矫正社会当前存在的“仇富心理”,可以构建先富阶层与后富阶层共同努力的“五项修炼”路径,从进行系统思考、塑造科学心智模式、达成互相谅解、实现自我超越以及培养共同愿景五个方面来努力。政府在这一路径构建中应积极介入、参与,发挥其不可或缺的调节作用。     

论马克思拜物教批判的理论基础

马克思拜物教批判在其政治经济学批判中占有重要的地位和作用。在私有制社会特别是资本主义社会中,人和人之间的关系被物与物的关系所掩盖,个人受抽象统治。马克思的异化劳动理论、人本思想以及对物化社会的批判为展开对拜物教的系统批判奠定了重要的理论基础。     

土家文化与孙健忠的小说创作

现代性与多元文化一直是当代思潮的中心问题,也是许多当代少数民族作家构思的焦点。土家族作家孙健忠较早地以小说的形式表达了自己对文化冲突、价值错位的焦虑,土家文化的当代命运是他思考的主要问题。凭借对土家文化精髓的深刻领会,以民俗为切入点,孙健忠将批判陋习、担忧异化、文化自豪感等多重主题巧妙地融合为一体,从而使得其小说蕴藉无穷,具有不可低估的价值。     

神性的失落与人性的异化——欧洲三部《变形记》比较

欧洲文学史上的三部著名《变形记》,描述主人公凭附物形,经历人世悲欢离合.本文从主人公变形原因和变形后的经历两个角度,对奥维德、阿普列尤斯与卡夫卡三部《变形记》进行综合比较,分析西方社会神性的逐渐失落导致的人性异化.     

面向科技强国的科技评价制度需要科技体制的结构性变革

习近平总书记在2016年"科技三会"上发出建设世界科技强国的号召。建设世界科技强国不仅需要资源要素的支撑,更需要有将这些要素进行合理配置的制度安排,需要新的模式来激发新的创造力。其中,对评价制度的改革在寻找科技体制新模式的改革关键举措中具有基础性作用。为此,回顾过去,文章从科技体制与科技评价的关系视角重新审视这一问题,从回归科技评价的本源出发,探究科技评价异化的体制问题。相应地,面向未来,文章从改革主线、改革结构、评价体系3个方面提出推动以科技创新为核心的科技体制改革建议,为建成百年科技强国提供政策依据。     

Value for learning during this time of transformation: the first-year students’ perspective

ABSTRACT

Formal education was used by the apartheid government to prepare black South Africans for manual labour, thus there was little curricular focus on the development of higher-order cognitive skills. With the abolition of apartheid in 1994, the education system was re-valued and re-evaluated to provide wider access to quality education; the focus of education policies moved towards the development of self-regulation and higher-order cognitive skills for all learners. There is now a generation of learners who have experienced their schooling in the transformed education system, and it would be useful to understand, from their perspective, what they value in their development of learning within the higher education space. This study answers the question ‘Post-apartheid, what learning methods and resources do first-years perceive to be valuable to their learning when they enter university?’ Participants included 344 students taking a Biology course provided to medical science students at a South African university in 2018. Two questionnaires were administered towards the end of a six-week lecture period, responses were evaluated quantitatively and qualitatively. The first survey, comprised of Likert-style questions, was conducted to determine the students’ views on the mechanisms which they used to support their learning. The second questionnaire comprised open-ended questions and focused on the students’ perception of their learning experience in the course. The findings show that there was a significant (p?<?.001) percentage of first-years who thought that rote-learning would suffice for examination preparation at university, and preferred to engage with their peers and the textbook before they engaged with their lecturers when navigating challenging concepts. Schwartz's model of social values is used to show that more needs to be done for the development of higher-order thinking and self-regulation when students enter university, and to mitigate alienation between students and staff.     

词汇翻译中的西化表达法

从事翻译实践的人通常会将归化译法作为自己翻译的准则，而去排斥西化译法，事实上，过度的归化译法会推动很多有价值的，源文化的东西，适度的西化译法会丰富本族文化的内涵，并对促进不同文化间的交流，加快语言的融合有一定的作用。     

“教育产业化”的人文思考

“教育产业化”源起教育解救经济困境之设想，试图将教育全面纳入市场经济运行的轨道。这是对教育本质属性的悖反，将导致教育异化，淡化教育的人价值和意义，加剧教育不公平。“教育产业化”不利于个体与社会的发展，我们必须慎重对待。