Hegel’s Speculative Reflection——The Dream in Mind of Metaphysics

没有反思便没有哲学,没有思辨的反思便不能进入黑格尔思辨形上学的体系。思辨体系建构了一个理念论的理想主义,它以现实性与合理性的辩证矛盾的推移与发展,走向绝对真理,达到心灵自由,实现精神的理想。     

A Path to Freedom——Life of black women in The Color Purple

Alice Walker sThe Color Purple,published in 1982,tells the story of Celie,ablack woman in the South.Celie was a blackwoman growing up in the South.She mustovercome masogeny,racism and poverty toestablish herself as an independent person.Thenovel also follows the maturation of her sisterNettie and the lives of Shug,Albert,and muchof his extended family.Celie writes letters toGodin which she tells about her life-her roles asdaughter,wife,sister,and mother.In thecourse of her story,Celie me…     

Class Formation in the Communist Anti-Rightist Movement——A Study Based on the Archives of Tongbai County

建国初期,一场轰轰烈烈的反右运动在全中国展开.但是迄今为止,关于这场运动中右派是如何划分的仍然存在疑惑.尽管中共中央的有关文件为右派的划分制定标准,但在基层的运动中却不具有可操作性.因此两个问题被提出:一是右派、右倾、严重右倾有何差异?二是如何将其区分定性?本文以基层反右历史档案材料为依据,通过定性与定量分析方法,对上述问题给予分析与讨论.研究发现,在鸣放过程中人们对当时农村政策的批评,时以往政治运动的指责,以及在鸣放过程中使用的语言方式和情绪成为划分右派的标准,而这些标准程度上的差异决定了"右派"右的差异.     

The Synthesis of Altruism and Egoism——From the Perspective of the Theory of Evolution

达尔文进化论立足于个体选择理论,这使它难以解释社会性昆虫等的利他行为;为此,达尔文后来提及群体选择思想.群体选择理论直到20世纪60年代才被正式提出,却仍然面临利他行为与适者生存的矛盾.为此,亲缘选择理论和基因选择理论应运而生.这两种理论在一定程度上把个体选择与群体选择结合起来,但又各自面临新的困境.索伯-威尔逊模型区分了"群内选择"和"群间选择",前者以个体选择为主.后者以群体选择为主,并给出利他主义得以进化的条件.本文在索伯一威尔逊模型的基础上,进一步揭示了利他主义对利已主义的随附性关系,亦即群体选择对个体选择的随附性关系;同时指出,这只是适合于人类这种具有独立意志的物种,因而是一种次级关系.而对于包括人类在内的一切物种来说,更为基本的关系是:个体选择随附于群体选择.     

The Review of Consultative Dispute Resolution Mechanism——In the Perspective of Civil Mediation

协商性纠纷解决机制的缘起和发展,具有深刻的历史文化和现实背景,也符合私法自治的法律理论。在我国,经历了主角——淡出——重提——推崇的发展过程,目前运行状况良好,但是也存在不足。其未来走向取决于自身的制度建设、当事人能力的提高,也取决于其与司法的关系,应当在对现行立法和实践模式进行充分反思的基础上做出科学的路径选择。     

Shanghai as a Method——Exploration of the Possibility of a Reflective Shanghai Studies

Shanghaiology undergoes the process from the repeated disputes resulting from the advocate of Shanghaiology to multidisciplines development in the name of Shanghai Studies.However,Shanghaiology and its...     

Heaven and Man Integrating each other Or Man and Nature Being in Harmony——and Discussion of Different Times for Different Emphases

中国天人合一这一古老哲学命题,在当代社会理应起到它应有的启示作用。不论古代天人合一论有几多庞杂的内涵,也不论生态价值在古代天人合一论诸多内涵中地位多么次要,只要能体恤当代人在对对象、现实、感性所进行的感性活动或实践的理解,他们就一定会想到天人合一。这并非迎合时尚、随意发挥,而是因顺时势有所侧重,是思维理路和论说视阈之别。     

Hu Shi and the Continuation of the Revolution of1911——Discussing Intellectuals and Social Revolution

Hu Shi is regarded as one of the most important intellectuals after the Revolution of 1911,and he has a far- reaching influence in 20th century.In the perspective of Hu Shi,the contribution and continuation of the Revolution of 1911 has some inspiration for us to analyze the relationship between Chinese intellectuals and social revolution.     

Change in prevalence or preference? Trends in educational homogamy in six European countries in a time of educational expansion

This paper analyzes trends in educational homogamy in six European countries (Sweden, the Czech Republic, Slovakia, Poland, Hungary, and Italy). We use vital statistics on all marriages contracted between 1990 and 2016. Absolute educational homogamy increases in all countries (very moderately in the Czech Republic and Italy), it changes its structure, and the absolute educational hypogamy of women increases. The trends over time and among countries in relative educational homogamy are tested using log-linear and log-multiplicative models. We expand a regression-type layer effect model (the Goodman-Hout model) into a four-way table. The results indicate differing assortative mating by educational categories. Relative homogamy decreases in tertiary education. In lower educational categories, relative homogamy increases. We present the hypothesis that a decrease in relative homogamy in tertiary education is a consequence of the rise of social homogamy. We conceptualize this homogamy balance as a “complementary maintained homogamy.” Because changes in relative educational homogamies are the same in all countries, the cross-country differences remain constant over time. We conceptualize this as a “maintained flux.” The European countries are not in convergence, even though the relative homogamies delineated by educational categories change.