新民主主义社会论二元性分析

新民主主义社会论是新民主主义革命论的逻辑结果,其内涵包括政治、经济、文化和发展前途等方面;新民主主义社会论具有二元特性的内在实质,注定其在实践中有不定性,直接决定了新民主主义社会的历史命运。     

双重主义视野下我国军事刑法的独立必要性研究

军事刑法属于特别刑法,其与普通刑法的界限长期以来有军事犯主义、军人犯主义、并重主义和双重主义之争。立足于我国的军事法传统、宪法体制和刑法机能发挥的需要,我国宜采取双重主义的立场,将军事犯罪限制在军人实施的违背军事职责、侵犯军事利益的犯罪范围内。目前,我国军事刑法是与普通刑法合编在一部统一刑法典之中。然而,这种合编模式既不利于厘清军事刑法与普通刑法的关系,也不利于军事法益的保障和军人权益的保护,忽视了军事活动的极端特殊性对军事犯罪及其刑事责任的影响。未来我国如欲构建具有中国特色的军事法治体系,应当以独立化的模式构建双重主义限制下的军事刑法典。     

Beyond the nature/society divide: Learning to think about a mountain

Sociological efforts to understand environment-society relationships fall primarily into four conceptual categories. The first three, involving analytical separation, analytical primacy, and balanced dualism, all draw distinctions between biophysical and social aspects of human experience, with subsequent analyses being based on thesea priori distinctions. The fourth or constructivist approach questions this naturalized dichotomy, calling attention instead to mutual contingency or conjoint constitution: What we take to be physical facts are likely to be strongly shaped by social construction processes, and at the same time, what we take to be strictly social will often have been shaped in part by taken-for-granted realities of the physical world. Technology offers important opportunities for tracing these interconnections, being an embodiment of both the physical and the social. The point is illustrated with a long-term historical analysis of a specific physiographic feature—a mountain—that has undergone little overtphysical change over the centuries, but has undergone repeated changes in its social meanings and uses. Few of the changes would have been possible in the absence of the mountain's physiographic characteristics; similarly, few would have occurred in the absence of changing sociocultural definitions and possibilities. The challenge for sociology is not just to recognize the importance of both the physical and the social factors, and certainly not to argue over the relative importance of the two, but to recognize the extent to which what we take to be physical and social factors can be conjointly constituted.The paper's subtitle is intended as a tribute to Aldo Leopold and to one of his most famous essays (1949).     

Gender Mainstreaming: An Assessment of Its Conceptual Value for Gender Equality

Evaluations of gender mainstreaming show that there has been limited change to gender equality and it has been very fragmented across EU countries. Therefore, the purpose of this article is to evaluate the heuristic and conceptual value of the term gender mainstreaming as a metaphor for gender equality. Our results from applying an image‐schematic model of metaphor evaluation show that gender mainstreaming represents a nonsensical metaphor for gender equality. We conclude with recommendations for reconceptualizing gender mainstreaming.     

玉石冲突与四时转换--<红楼梦>结构论研究浅探

红学自产生以来就一直方兴未艾，研究《红楼梦》的专著和文章更是汗牛充栋。本文运用结构主义方法来解读《红楼梦》，发现木石前盟与金玉良缘间的矛盾即玉石对立冲突是《红楼梦》全书的最核心结构。而这种玉石冲突又是按时间顺序展开，通过四季循环将《红楼梦》的哲理提升到二律背反的人类悲剧命运的高度，进而对《红楼梦》的主题说、作者说得出自己的结论。     

韦伯的“政治家”构想及其知识论困境

"政治家"构想是韦伯应对现代性危机的一项尝试.理性化的官僚制对政治的遮蔽是这场危机的重要表征,必须引入政治家这一非理性要素来加以克服.实践上看,政治家是发挥领导作用、抵御行政吸纳政治的关键;思想上看,政治家是重建公共领域的枢纽,同时负有保留理性化成果的任务."政治家"以目的论式的二元论为关系模式基础.由于其知识前提在现代语境下无法维系,"政治家"构想不能成立.     

论存单的性质

目前我国立法既有认为存单是债权凭证的,也有认为是物权凭证的。相互矛盾的立法之实质是对“储蓄”能否作为民法上的“物”的不同理解。要解决这一问题,必须先决定我国物权法和民法典是采用以有体物为客体的德国模式,还是囊括所有财产利益的二元论模式。通过参考各国法律制度和研究社会经济生活的基本现状,认为我国选择有体物为限的德国模式更适宜。     

信号测不准原理的量子诠释

根据量子力学的测不准原理,采用力学量算符的方法得到了信号在时频分析时的测不准原理,并对该原理进行量子诠释,认为信号在某种意义下可以看作是一个存在波粒二重性的类量子系统,正是由于信号的波粒二重性导致无法同时准确地测定信号的时间和频率。在证明信号测不准原理的同时得到了信号的频率算符,该算符具有广阔的理论应用前景。信号的量子诠释在揭示信号量子本质的同时,为量子力学中的理论框架应用于信号处理提供了理论支持。     

回归生活世界：现代教学论的必然诉求

现代教学论的“现代”内核,应是教学论思维方式的现代性转型。现代教学论比照传统教学论的范式转型,主要体现在世界观、认识论等思维规范的变更上。传统教学论坚持的科学世界观和二元论思维虽然便利了人们的认识活动,但有一定的局限性。鉴于此,现代教学论应坚持生活世界观与生成性思维,使回归现实生活世界成为现代教学论的必然诉求。     

课程建构二元论

1、“量力性和可接受性”、“高难度、高速度”、“最近发展区”，是适于不同学生和不同学习材料的学习原则。2、有些学习需要以学生的直观的生活经验作为起点，不断向教材中的理性知识渗透；有些学习是以教材中的理性知识为起点，不断向后续直观经验进行扩散。3、对“顺应”概念的解释形成四种类型。从另一角度，又分为主动适应和被动适应。4、个体即可认知外部世界存在的秩序与规律，又可在与环境的互动中自主建构知识。5、知识系统的稳定是相对的，不稳定是绝对的；完整性和封闭性是相对的，不完整性和开放性是绝对的。6、人类社会中的一些成果是合作互动形成的，另一些成果则是独立思考形成的，教师应鼓励学生形成这两种学习和工作的风格。