吴康斋哲学思想之特色及其意义

黄宗羲在<明儒学案>中对康斋哲学思想的特色及其意义作了一简要概括,指出康斋思想的特色在于"一禀宋人成说",即严守朱子之矩镬;康斋哲学思想的意义在于其对明代心学有"启明"作用,即其所谓"微康斋,焉得有后时之盛哉".其实,康斋之学乃圣贤之学,其对明代心学之"启明"并非学理上之"启明",而是笃志圣贤之实践.康斋之人格与实践乃康斋哲学思想的特色与意义之所在.     

论托尔斯泰创作思想的嬗变对其长篇小说结构形式的影响

托尔斯泰创作思想的核心张力可归结为自然主义和道德主义之间的矛盾冲突,其创作思想由早期的自然主义占主导地位,到后来的自然主义与道德主义两者并重,再到后来的道德主义占绝对优势。这一嬗变影响了其对长篇小说结构形式的选择,这便是由多线索结构的《战争与和平》到双线索结构的《安娜.卡列尼娜》,再到单线索结构的《复活》;同时,人物性格的塑造也存在一由复杂到简单的变化过程。     

《钱学森书信》的当代意义及哲学价值

《钱学森书信》是钱学森科学思想和观点乃至他对做事、做人、做学问态度的生动体现。它不仅是我们学习钱学森为人治学的好书,而且是一部以马克思主义哲学为灵魂的百科全书,里面蕴涵着丰富的马克思主义哲学思想。深入学习和研究钱学森的学术思想,对当今我们进行科学实践,学习和运用马克思主义哲学极具重要的意义和启迪。     

马克思理解科学的哲学原则及其当代性

马克思理解科学的哲学原则,是马克思科学哲学思想的核心内容。实践生存论是马克思理解科学的哲学本体论,是马克思科学哲学的基本哲学原则。它界定和衍生出了马克思理解科学的其他三个哲学原则,即"人的历史性"、"资本及其生产方式"和"现实的人的自由与解放"。马克思理解科学的哲学原则凸显和表征了马克思科学哲学思想的当代性。     

斯坦贝克作品“动物化倾向”再认识——斯坦贝克作品中的人与动物

囿于特定的时代眼光和批评视野,20世纪中期美国文学评论界普遍认为,约翰.斯坦贝克的作品赋予人类以动物般的特性,将人降至动物的水平,因此作品带有"动物化倾向"。本文试图在新的时代语境中,通过文本细读,深入分析他作品与动物结缘的原因:即基于作者生物学的实践和知识以及非目的论的哲学思维。作者认为,被某些批评家贬低为"动物化倾向"的文本实际上是还原了人类作为动物世界一部分的这一事实真相,这在一定程度上,有力地反拨了对人在自然界的地位的过分夸大。论文认为今天他的作品在全球仍持续受到关注,恰恰是因为他作品的这一"动物化倾向"。     

百年以来我国历史课程与教学论的演进及发展路向探析

基于学术史的视角系统梳理百年以来我国历史学科课程与教学论学科建设的基本历程和取得的进展,反思和检讨了我国高师院校本学科建设中存在的问题,对该学科建设与发展的路向作了瞻望性思考.     

Rational-experiential thinking style and rational intergroup cooperation: the moderating role of intergroup conflict / Estilos de pensamiento racional-experiencial y la cooperación intergrupal racional: el rol modulador del conflicto intergrupal

Cooperative relationships between groups are difficult because of the high human capability to differentiate between in-group vs. out-group members. This obstacle exists even when the groups can obtain benefits for themselves from cooperation with other groups (rational cooperation). Based on an interactionist approach, the authors propose that personal (individual differences) and situational (conflicts) factors contribute to rational intergroup cooperation. The authors conducted a preliminary correlational study (Study 1) and an experimental investigation (Study 2). In Study 1, the authors examined, with 105 participants, the psychometric properties of the Spanish version of the Rational–Experiential Inventory (REI), measuring individual differences in information processing. In Study 2, the authors conducted an experimental investigation with 141 participants, testing the role of individual differences and conflict in intergroup rational cooperation. Findings of Study 1 showed that the scale has adequate psychometric properties. Results of Study 2 confirmed that the existence of both manipulated and perceived intergroup conflict reduces the magnitudes of the relationships between rational ability and rational cooperation. In addition, perceived intergroup conflict increased the magnitude of the links from experiential ability and experimental engagement to rational cooperation. Both individual differences and previous conflict have a role in predicting rational intergroup cooperation. According to the interactionist approach, personal and situational factors should be considered in the understanding of intergroup relationships.     

论《不能承受的生命之轻》中的矛盾哲学

矛盾是一个普遍存在的哲学命题,也是很多经典文学作品中的一个重要母题。在世界文学大师米兰·昆德拉的代表作《不能承受的生命之轻》中,存在着多组对立统一的矛盾,其中包括轻与重、肉与灵、偶然与必然、梦境与现实以及谎言与真实。这些多元共生的矛盾体相互作用,它们的对立、转化和消解推动了情节的发展,也加深了作品的哲学内涵。通过分析这些矛盾体,可以从中管窥出昆德拉的许多哲学理念,这对于研究他的创作与思想有着重要意义。     

"A 20% income increase for everyone?": The effect of relative increases in income on perceived income inequality

Most research on income inequality implicitly assumes that a fixed percentage increase in income across all income levels does not alter income inequality. In contrast with this assumption, we show that relative increases in income lead to increased perceptions of inequality, even when buying power is held constant. In a second experiment, we extended these findings using a fictitious currency, thereby eliminating effects of using a familiar currency. In study 3, we demonstrate that feelings of envy and fairness are affected by a fixed percentage income increase.     

Introductory Statistics Textbooks and the GAISE Recommendations

The six recommendations made by the Guidelines for Assessment and Instruction in Statistics Education (GAISE) committee were first communicated in 2005 and more formally in 2010. In this article, 25 introductory statistics textbooks are examined to assess how well these textbooks have incorporated the three GAISE recommendations most relevant to implementation in textbooks (statistical literacy and thinking; use of real data; stress concepts over procedures). The implementation of another recommendation (using technology) is described but not assessed. In general, most textbooks appear to be adopting the GAISE recommendations reasonably well in both exposition and exercises. The textbooks are particularly adept at using real data, using real data well, and promoting statistical literacy. Textbooks are less adept—but still rated reasonably well, in general—at explaining concepts over procedures and promoting statistical thinking. In contrast, few textbooks have easy-usable glossaries of statistical terms to assist with understanding of statistical language and literacy development. Supplementary materials for this article are available online.