模态逻辑中的三值逻辑

每一个真值函数三值命题逻辑都可以翻译为模态逻辑系统S5。定义一般的三值命题逻辑的真值函数,并给出将任意的三值逻辑命题公式翻译成为模态公式的翻译方法。证明了每一S5模型,都存在有一个等值翻译的三值赋值。给出了一个将LP和K3翻译为S5的线性翻译方法。     

集体土地征收中矛盾分析及改进设想

随着城市化进程速度不断加快,建设用地需求不断增加,土地征收制度的不完善等因素造成征收过程中与农民矛盾日益加剧,甚至引起社会不稳定。本文着重分析土地征收中矛盾,提出解决方法、建议。     

Teachers' talk of experiencing: Conflict,resistance and agency

This article draws on the concept of experiencing to highlight a positive connection between resistance and agency, and its potential for teachers' professional development and educational change. The article examines teachers' discourse during a Change Laboratory intervention aimed at developing teaching practices. The intervention was initiated to deal with problems in the evaluation of students' learning. The article analyzes in particular the case of a teacher whose discourse shifted from critical and disruptive to constructive and agentive. The analysis explains this transition as a process of experiencing through which this teacher faced and worked out critical conflicts related to her teaching.     

Science curriculum and teacher education: The role of presuppositions,contradictions, controversies and speculations vs Kuhn's ‘normal science’

Kuhn (1970) considered textbooks to be good 'pedagogical vehicles' for the perpetuation of ‘normal science’. Collins (2000) has pointed out a fundamental contradiction with respect to what science could achieve (create new knowledge) and how we teach science (authoritarian). Despite the reform efforts, students still have naïve views about the nature of science. Textbook analyses show almost a complete lack of understanding of the role played by presuppositions, contradictions, controversies and speculations in scientific progress. A possible solution to the contradiction pointed out by Collins is provided by the comparison of teaching approaches based on Kuhnian and Lakatosian perspectives of history and philosophy of science. It appears that the Kuhnian approach leaves out what really happens, that is the 'how' and 'why' of scientific progress. On the other hand, the Lakatosian perspective would enable students to understand that scientific progress is subsumed by a process that involves conflicting frameworks (dispute in science, according to Collins, 2000), based on processes that require the elaboration of rival hypotheses and their evaluation in the light of new evidence. It is plausible to suggest that the teacher by 'unfolding' the different episodes (based on historical reconstructions) can emphasize and illustrate how science actually works (tentative, controversial, rivalries, alternative interpretations of the same data), and this will show to the students that they need to go beyond ‘normal science’ as presented in their textbooks.     

Review Adorno's “Negative Dialectic” —A Textological Reading on Jameson's Late Marxism

资本的扩张和商品经济的发展,将整个世界变成了一个由同一性原则所支配的单调的世界,阿多诺的“否定的辩证法”试图通过建立一种非同一性的哲学来打破这个单调的世界.在《晚期马克思主义》中,詹姆逊充分肯定了阿多诺的这种哲学尝试,指出阿多诺是20世纪伟大的马克思主义哲学家之一,认为重温阿多诺的“否定的辩证法”,对于我们理解和把握当今世界具有重要现实意义.     

中国文化的精神

本文从主客关系的角度提出“天人合一”是中国文化的基本精神 ,并力图宏观描述中国文化精神在不同时代的发展演变     

“食品微生物学”课程教学内容蕴含的辩证法思想探析

本论文分析了食品微生物学教学内容中蕴含的辩证法思想。食品微生物与人类的关系体现了对立统一规律,单细胞微生物生长曲线体现了量变质变规律,菌种选育的技术发展体现了否定之否定规律,食品保藏体现了外因和内因的关系,微生物的共同特点和种类多样性体现了共性和个性的关系,而细菌的一般结构和特殊结构体现了结构与功能的关系。因此,食品微生物教学内容中蕴含着丰富的证法思想。恰当运用辩证法思想,有助于提高课堂教学效果。     

关于《大学英语》参考译文的十组矛盾

本文从一个新颖的角度进行翻译批评：指出了《大学英语》参考译文与课本注释或教参解释的十组矛盾。认为编者应辩正对待分工，及时采纳师生们的合理建议，重视参考译文的修订。     

如何用自然辩证法原理指导数学研究

自然辩证法原理对数学的研究具有指导和启发意义 ,它指出了数学研究的源泉 ,数学研究的一般方法 ,数学选题应注意的社会条件 ,我们要使数学为自然、人、社会的协调发展服务 .     

孔子欢乐意识的多维审视

孔子把欢乐意识视为人生最高的心理体验，并以人生状态的忧乐来区分君子和小人。孔子的欢乐意识具有辩证性：紧张和闲暇互补、物质享受和精神愉快相统一、自强不息与乐天知命相协调。孔子的欢乐意识体现理性精神：超越物欲对象，向崇高的精神境界自我提升；强调自我调节，以礼乐精神加以节制；重视善恶之辨、君子小人之分，崇善扬德。