哲学究竟是什么--张东荪的哲学观述评

为了回应哲学中的科学主义思潮,张东荪对"哲学究竟是什么"这一问题进行了追问。从哲学发展的历史来看,哲学是唯真是求的精神;从对哲学是否有独具的方法之追问中可知,与其说哲学有自己的独特方法,不如说哲学是一种态度,即彻底怀疑的态度、批判的态度、求整全求会通的态度;从哲学与文化的关系来说,哲学是文化之核心与本质的部分,它可为人们提供安身立命之本。张东荪对哲学特性的自觉,是为了申辩哲学的生存权利、寻求哲学的发展之路,这不仅在当时,而且在现在仍有其重要意义。     

一脉相承的文化理论

“三个代表”的重要思想是对毛泽东思想和邓小平理论的继承和发展,其中“代表中国先进文化的前进方向”的论断正是对毛泽东、邓小平文化思想的继承和发展,它们是一脉相承的。     

‘Nobody should feel alone.’ Re-introducing socially excluded,cultural and ethnic minority children and young people to educational and vocational opportunity

This article reports on some of the findings from a five-nation study of projects working to re-introduce cultural and ethnic minority children and young people to educational training and work. It focuses upon the work of independent mediators in Anderlecht (Brussels) and Den Helder (Holland) in facilitating communication and collaboration between students, families, welfare and criminal justice agencies, schools and colleges and employers. In particular it considers the mediator's role in bringing together the ‘minimum sufficient network’ of professionals and resources necessary to make an ‘intelligent’ response to a problematic situation and the consequent emergence of new forms of ‘meta-professionalism’.     

英语词汇的文化涵义及对英语教学的启示

由于受神话传说、成语典故、文学著作等因素的影响,同一英语词汇反映着不同的文化内涵。分析研究这种现象,不仅有助于我们扩大视野,提高英语学习的兴趣,而且还可以避免源语文化和目的语文化的冲突,达到学习的有效性。同时,探讨这种饶有兴趣的话题,也会给英语教学以有益的启示。     

文化因素与翻译——从跨文化角度看《红楼梦》中习语的翻译

习语是语言的精华与核心,具有鲜明的文化特色.习语翻译是翻译中所遇到的最棘手的问题之一.本文拟从习语的文化特异性这一角度来探讨<红楼梦>中习语的不同翻译方法,旨在通过对具体译例的剖析,来探讨习语翻译过程中应该如何恰当地处理文化因素的问题.     

A Typical American Family? How Adoptive Families Acknowledge and Incorporate Chinese Cultural Heritage in their Lives

When a child from China is adopted by U.S. parents, the adoptive family must address questions about if, when, how, and how much to acknowledge the birth cultural heritage of their child. This paper addresses these concerns by presenting findings of a study that examined ways families address the myriad issues surrounding cultural heritage. Drawing on work by H. David Kirk, D. M. Brodzinsky (Brodzinsky, Schechter, & Henig, 1992. Being adopted: The lifelong search for self. New York: Anchor Books), and others, a conceptual framework is presented to aid in understanding the dynamics involved in emphasizing (or de-emphasizing) cultural heritage Second, results of a web-based survey that extends the results of earlier work on cultural heritage in families with children adopted from China (Rojewski & Rojewski, 2001. Intercountry adoption from China: Examining cultural-heritage and other post-adoption issues. Westport, CT: Bergin & Garvey) are presented. Specific findings reveal the range of actions taken by adoptive parents on (a) how families cope with family-child differences, (b) how families acknowledge the child’s birth culture and heritage (e.g., acknowledging birth cultural heritage and culturally-related events, having contact with other Chinese children and adults), and (c) the perceived benefits and importance of incorporating Chinese cultural heritage into family life. Results add to an emerging baseline for understanding the range of responses adoptive families have to address issues of Chinese heritage, as well as trends in the reasoning parents use when deciding about cultural heritage-related issues.     

文化全球化对民族文化的冲击及其对策

文化全球化作为当今世界发展不可逆转的趋势,对世界各民族文化多元发展提出严峻的挑战.中国要保存和延续中华民族的文化理念和文化价值观,维护社会主义意识形态的主导地位,就必须积极参与全球化进程,并采取有效措施,应对文化全球化.     

全球化营销过程的跨文化分析

全球化已是经济发展的一种趋势 ,如何在全球市场上争得一席之地是企业正在面对和极需解决的问题 ,对全球化营销过程的跨文化分析就是为解决这一复杂的系统问题尽一点力。在全球化的市场中 ,文化的差异是普遍存在的。怎样利用好这些文化差异以有利于企业在海外拓展市场是全球化营销的关键 ,其解决的方法就是认识文化差异和理解文化差异 ;同时也为加入了WTO的中国企业提供了一条走出去的思路。     

英语教学与文化背景知识的传授

大学英语学习效果从听说、阅读、翻译三个主要方面来衡量。英语教学不仅仅是对单词的讲解,语法的传授,语言是一种历史、政治、经济、文化科技及日常会话等的载体。因此,一定的政治、经济、文化科技及日常会话等知识一定会在英语的听说、阅读、翻译中有所体现。本文认为文化背景知识不单纯是文化风俗知识,它的含义还包括历史、政治、经济及日常生活。这样,文化背景知识对英语教学来说是密不可分的,它体现在英语教学的各个方面。     

历史上的中阿文明交往

文明交往是人类历史发展的动力。历史上中阿交往的源头可上溯至古丝绸之路,民间交往和官方交往互为促进,唐宋时代达到鼎盛,明末趋于萎缩。中阿交往涉及多种领域,既有以物质和精神活动为内容的和平交往,又有以战争和冲突为蕴含的暴力碰撞。所有这些交往都从不同层面和不同维度推动着彼此的科技与文化发展,并为人类文明做出了非凡贡献。