交往理性:寻找现代性困境的出路--哈贝马斯重建现代性的思想路径

对工具理性的批判始终是法兰克福学派批判理论的重要内容,哈贝马斯无疑继承了这一传统.所不同的是,哈贝马斯并没有止于悲观性的批判,而是在反思现代性问题时,试图寻找走出现代性困境的出路,以达到重建理性之目的.     

社会需求与英语教学的转轨

当今社会对大学生英语水平的要求,需要我们对英语教学进行转轨,使培养出来的大学生听力敏锐、口语流利、知识面广、交际能力强,成为能进行社交和商务活动的人才。     

浅析多媒体应用在英语教学中的现实意义

本文指出多媒体教学广泛进入英语课堂,是一种新型教学方式,它全方位的体现了交际语言教学的原则。     

伦理视角下的工程失败问题

工程失败以对生命造成显在或潜在危害,投入和收效成反比,失误超过可控范围并造成人财损失以及对环境的可持续发展造成巨大破坏等等为特征;个体利益与职业伦理的矛盾、团体利益与社会公益的矛盾是导致工程失败的价值根源;工程师、施工团队、企业以及政府等不同工程主体的角色伦理冲突是导致工程失败的主体根源。对此,应以富有伦理和法律意义的责任概念为核心,从预防、监督、惩戒、伦理约束等方面着手,以解决问题。     

习俗文化与跨文化交际

语言不仅是信息的载体,而且是文化的载体,语言运用方式集中反映了各民族的文化特征。习俗是一个民族在特定的历史条件和地理环境中发展和承袭下来的,是一种文化形态的象征和体现。习俗文化是文化的重要组成部分。跨文化交际中产生的许多问题,包括误解、不快、关系紧张,甚至产生严重后果,都是由于交际双方不了解对方的习俗文化造成的。习俗文化差异是跨文化交际成功的重要障碍之一。这就要求人们在跨文化交际中具备深厚的文化功底,建立良好的习俗差异意识。     

重置理性的路标:哈贝马斯现代性批判之维

哈贝马斯是站在批判的立场上来看待现代性问题的。他对现代性的批判 ,是从两个方面展开的。一个方面指向社会现实层面 ,另一个方面指向思想层面。就前者而言 ,他批判了“生活世界的殖民化”现象 ,主张以交往理性来改造被扭曲的现实生活世界 ,以此解除现代性困境 ;就后者而言 ,他反思了自黑格尔以来的哲学家关于现代性问题的思考方式 ,主张在破除意识哲学思维方式的基础上引入互主体性的交往理性原则来思考现代性方案。哈贝马斯的现代性批判话语既有值得肯定的地方 ,又有它的不足之处。     

成功运用交际教学法

在中学英语教学中 ,我们要成功运用交际教学法 ,就必须正确的理解认识交际教学法 ,了解交际教学法的产生与发展及其语言学基础 ,充分利用教学活动、师生角色及教材的作用等 ,使交际教学法在教学中得以成功运用     

Statistical analysis of a two-unit dependent repairable system

Maximum likelihood estimators are investigated a for lr-out-of 2:G repairable system when failures and repairs are statistically dependent. Under two censoring schemes Accelerated Life Testing Procedure (ALTP) is used to obtain the estimates. Information matrices are supplied and a special case when the failure and repair phenomenon are independent of each other is considered.     

哈贝马斯思想评析

哈贝马斯在理论活动的初期（２０世纪５０－６０年代），秉承法兰克福学派的传统，致力于从认识论和方法论角度为社会批判理论奠定基础。７０年代后，他逐渐突破了该学派的限制，汲取各派思想精华，并最终于８０年代初完成了从认识论向交往理论的转向。“交往行为理论”是一部几乎涉及人文社会科学所有领域的百科全书。这一理论随着哈贝马斯的研究仍在不断拓展中。     

Pragmatics of Self- and Other-Reference in Young Children

During the first years of life, children come to understand and talk about a self separate from others. This study examined self- and other-reference and communicative intents expressed by children and parents in dyadic interaction at 14, 20 and 32 months. Research questions included whether children's early use of self- and other-reference pronouns occurred for expression of particular communicative intents, how use changed with age, and whether parent and child pragmatic expressions of self and other were similar. Results showed that children's early explicit reference to self tended to take the form of I rather than me/my/mine, and was used primarily in making statements about their intended actions, in making requests or proposals to their parents and in stating propositions about the world around them. Children during this developmental period were only beginning to refer to the present other with the pronoun you and these instances occurred primarily in making requests or proposals. Despite age-related increases in pronominal forms and intents, a small set of intents continued to provide the context for most self- and other-reference pronouns. In the communicative contexts in which they explicitly refer to self and other, children did not appear to exclusively mirror those which were observed in parental speech.