以德治国"与大学生道德教育

以德治国方略的提出 ,把德治与法治结合起来形成一个完整的治国方略 ,是我党治国方略上的新进展。“以德治国”具体到高校来说 ,就是以德治校 ,以德修己 ,以德育人。因此 ,这对大学生道德教育提出了新的要求。我们要正确认识理解德治、法治、人治等相互关系 ,以“两课”教育为主渠道 ,加强和改进大学生道德教育。     

略论老子"圣人之德"的理想人格

老子将“道法自然”的天道与“上德不德”的人道联系起来考察“圣人之德”的理想人格,认为“圣人之德”的显著特征是“上德不德”和“上德若谷”,并以“道法自然”的思维方式,提出了“圣人之德”的成长之道:私寡欲、守柔处弱和清静无为。     

A Significant Shift: A Pentadic Analysis of the Two Rhetorics of the Post-Vatican II Roman Catholic Church Regarding Homosexuality

This paper argues that, since the Second Vatican Council (Vatican II), there has been a significant shift in the rhetorical stance of the Roman Catholic Church toward homosexuality in which the pre-council rhetoric, which condemned both act (i.e., homosexual behavior) and actor (i.e., the homosexual) has been replaced by two distinctly different rhetorics: a moral rhetoric, which continues the Church's long-standing condemnation of homosexual acts as sins, and a pastoral rhetoric, which argues that homosexuals should be ministered to and embraced. A Burkean pentadic analysis is used to define how the two rhetorics differ from each other and from the earlier rhetoric. The three major influences (i.e., Scripture, Tradition, and Catholic theology/philosophy) that have shaped, and continue to shape, the Church's position regarding homosexuality are described. Some of the socio-political implications of this shift are emphasized.     

人性与经济道德的离散——中国经济改革速度缓慢的一个原因

本文回首中国20年的经济改革,认为改革速度较慢的原因之一是人性与经济道德在认识上和行为中的模糊性所致。作者在定义了人性、道德、灵魂等一些基本概念之后,针对中国经济改革的两种选择(价格、所有制)的归宿进行评述,从而找出速度较慢的一方面原因。文中对儒家道德进行了说理的评说,意在对经济学哲学研究起到向前推动的作用。     

Rejoinder to 'Ahmed, M.S. (1998). A note on regression-type estimators using multiple auxiliary information.'

In the estimators t ₃ , t ₄ , t ₅ of Mukerjee, Rao & Vijayan (1987), b _{y x} and b _{y z} are partial regression coefficients of y on x and z , respectively, based on the smaller sample. With the above interpretation of b _{y x} and b _{y z} in t ₃ , t ₄ , t ₅ , all the calculations in Mukerjee at al. (1987) are correct. In this connection, we also wish to make it explicit that b _{x z} in t ₅ is an ordinary and not a partial regression coefficient. The 'corrected' MSEs of t ₃ , t ₄ , t ₅ , as given in Ahmed (1998 Section 3) are computed assuming that our b _{y x} and b _{y z} are ordinary and not partial regression coefficients. Indeed, we had no intention of giving estimators using the corresponding ordinary regression coefficients which would lead to estimators inferior to those given by Kiregyera (1984). We accept responsibility for any notational confusion created by us and express regret to readers who have been confused by our notation. Finally, in consideration of the above, it may be noted that Tripathi & Ahmed's (1995) estimator t ₀ , quoted also in Ahmed (1998), is no better than t ₅ of Mukerjee at al. (1987).     

Repeated measurements designs - a review

Any experiment in which one or more of the experimental units is used more than once is called a repeated measurements experiment. The associated design of a repeated measurements experiment is referred to as a repeated measurements design. This review covers some known results on repeated measurements designs. Emphasis is placed on the impact of optimal design theory. Some construction methods for these designs are presented. Hedayat and Afsarinejad (1975) has an extensive bibliography of earlier literature. A bibliography of these designs published after 1974 is provided at the end of this paper.     

审美·道德·崇高——康德崇高理论的移情论阐释

康德美学有“崇高”与“美”两个重要的概念。在崇高感产生过程中,康德从情感状态出发,认为崇高与美有着内在的对立,将崇高定义为主客体之间的冲突感,这就阻塞了崇高感通向美感的道路;但康德提出了一种道德情感来解释崇高感的形成,运用利普斯的移情论美学,将道德情感扩展为一种伦理价值,将移情发展为一种具体的审美机制,既能以人格价值连接起崇高和美,也能够赋予崇高判断普遍可传达性,从而拓宽崇高的内涵。     

论儒家道德的自由因素

在道德领域,没有绝对自由的道德,也不存在无条件的自由。儒家道德作为一种规范,在某种意义上是对自由的否定,但从道德的目的来讲,儒家道德又是追求自由的。因此,仅仅看到儒家道德文化对人性的束缚是片面的,还应对其进行多方面的思考,进一步认清儒家道德的自由本质,使自由在儒家道德中得以真正的诠释。     

知识经济与高校学风建设

知识经济对现代社会的方方面面将产生巨大的影响,高等学校和高校教育工作者,要结合实际、抓住时机、改变观念,加强教育和引导,促使大学生转变思维、提高思想认识,积极树立良好的学风,建立“终生学习”的观念,培养创新意识。     

促进社会和谐发展的伦理学思考

中共十六届四中全会提出和谐社会的发展观,指出构建和谐社会已经成为中国共产党执政的重要任务,和谐社会的建设已经成为中国共产党依法执政、民主执政的重要目标,也是当前全国人民力争实现并必须为之付出努力的历史任务。和谐社会的建立必须落实在科学发展观的基础上,建立科学的、符合社会道德要求的发展观是建立和谐社会的重要课题。