利用音乐意识调节发声肌能--找"感觉"在声乐教学中的作用

找“感觉”使声乐教学中抽象的概念变为清晰的“感觉” ,使声乐教学由复杂变为简单。找“感觉”为教师启发教学及学生依靠感觉刻苦训练 ,掌握发声的技巧 ,提供了便于掌握的依据     

论宗教信仰中的理性与非理性

宗教借用理性的认识方法来表达和论证自己,以理性的形式展示自身在社会实践领域内的作用,并在人的心灵上构建着与理性认识追求相同的具有终极关怀性的未来。虽然宗教与理性互动频多,但宗教毕竞是一种对超自然的神秘力量的崇拜信仰,归根到底是对以非理性形式存在的神圣者的信赖,本就以非理性占据上风。其中表达人们对信仰对象的神秘情感经历的宗教经验是最深层的非理性意识的代表,它的神秘特征就成为了宗教非理性最坚实的阵地。     

德里达“幽灵政治学”伦理形态的出场逻辑

德里达的"幽灵政治学"彰显着特定的伦理宗旨与理念,其伦理形态的主要内容蕴涵了学会更好生活的人文伦理向度和持守正义的政治伦理向度。通过对"学会生活"这句"习惯指令"的语义学考察,德里达把"幽灵政治学"理论形态的伦理向度慢慢呈现了出来。在他看来,生活,按其本初含义,是无法主观学会的,也就是说,人不能靠自己,必须借助其他事物的指导和引领才能学会生活。因此,我们必须接受"幽灵"的指引。在高度集约化的时代,以马克思的批判精神为参照对象,才能恪守正义,秉持良知。     

中国法学实证研究客观性难题求解——韦伯社会科学方法论的启示

以实证研究方法为特色的中国法治实践学派日益受到关注。中国法学研究方法正处于转型之中,实证研究方法将成为法学研究的常规范式。一些学者对法学实证研究的客观性提出质疑。求解实证研究的客观性难题可以从马克斯·韦伯那里得到启发。韦伯对社会科学的客观性研究具有代表性,认为人文社会科学可以做到“价值无涉”。韦伯主张的客观性以价值关联为前提,以客观可能性为基础,以对理想类型的应用和超越为实现路径。在法学研究中,运用指向客观性的社会科学研究方法具有必然性,这是由法学研究对象的广泛性以及法学对法律的批判功能决定的。法学实证研究并不排斥主流的规范研究,两者应互相补充,这也是中国法治实践学派的基本立场。中国法学实证研究要实现客观性,需要兼顾证实与证伪,注重文献的积累、理解的逻辑以及实践。中国法治实践学派的目标是要在韦伯方法论基础上实现创新和超越。     

商品房市场空置问题分析

目前,理论界对我国的住宅空置率问题存在许多争论,一部分人将国际空置率和国内空置的概念相混淆,得出了不甚科学的结论.科学界定空置率的合理范围,能对我国住房市场的空置状况做出正确判断.     

提高理性认识 增强反腐信心

为了增强反腐信心,必须对腐败现象的产生与存在有一个正确的理性认识:我国现阶段出现的腐败现象与资本主义国家的腐败问题在性质上是有区别的;中国共产党领导的政权最大限度地遏制了腐败;随着改革的深化和制度的完善,腐败问题肯定会得到更有效的解决。     

The individual rationality of maintaining a sense of justice

Let us say that an individual possesses aprincipled preference if she prefers satisfying her preferences without violating the principles of justice governing her community to satisfying her preferences by violating these principles. Although living among possessors of principled preferences benefits individuals, maintaining such a preference is individually costly. Further, individuals can benefit from others possessing principled preferences without themselves possessing one. In this paper, I argue that occupying a choice situation which mirrors key aspects of our own situation, maximizing rationality requires individuals to develop and maintain principled preferences.To establish that maintaining a principled preference is individually rational for the occupants of such a choice situation, I define a range of individual strategies for them, model their choice of individual strategies as a game, and argue that this game involves an equilibrium in which all of its participants would choose to develop and maintain a principled preference.     

The epistemic structure of a theory of a game

This paper is a contribution to the systematic study of alternative axiom-sets for theories of (normal-form, complete-information) games. It provides an introduction to epistemic logic, describes a formulation in epistemic logic of the structure of a theory of a game (the broad theory of that game), and applies methods of epistemic logic to define strategies for dealing with two disturbing features of game theory, its hyperrationality assumptions and its indeterminacy. The analysis of these problems is conducted in terms of two principles which impregnate much game theory, Cleverness and Cloisteredness (the principles that players know respectively all, and only, the logical consequences of their assumed knowledge). Broad theories allow us to formulate and revise these principles despite their metatheoretical character. It is shown how Cleverness may be weakened by using logics which restrict the Rule of Epistemization, and Cloisteredness by using default logic or autoepistemic logic; the latter is used to characterize Nash equilibrium beliefs as parts of certain autoepistemic extensions of players' knowledge bases, but these particular extensions are rejected as ungrounded.I am grateful for most helpful comments to Robin Cubitt, Joe Halpern, Ernest Geffner, Philippe Mongin, David Squires, Elias Thijsse and Tim Williamson.     

农村青年生育观念的演变逻辑——以豫东与豫西南的农区为例

本文以豫东和豫西南农区的农村青年为研究对象,通过个案研究发现农村青年生育观念的演变存在与经济发展相悖的现象,接着分析了计划生育政策实施以来,村民与村干部之间围绕生育越轨行为的理性博弈变化过程,指出双方经历了由对抗到“合谋”的转变。然后,本文分析了影响农村青年生育观念演变的因素,进而提出了强化农村青年树立少生优生的科学合理的生育观念的两点建议。     

教育的理性权威与非理性权威

从教育伦理学上看 ,教育权威有两种 :理性权威与非理性权威。理性权威来自教师的个人素质 ,非理性权威来自教师的地位权势。两种权威的走向是不一样的 ,非理性权威是以权威强化权威 ,理性权威是以权威消解权威。非理性权威的师生关系类似于命令性的长官与下属的服从关系。理性权威的师生关系是楷模和仿效者的关系。