中国传统“和处”意识的审美化诠释——评王秀杰的生态文学力作《水鸟集》

＂和处＂意识是人类在破除自我中心主义后以平等的＂同情＂意识与万事万物和谐共存的理想状态。王秀杰的《水鸟集》便是这种＂和处＂意识的艺术化、审美化呈现,具体表现在以下几方面：情感化的＂和处＂意识;体验化的＂和处＂意识;独特视角下的＂和处＂意识。通过对文本的体验化解读,力求对当下生态文明及和谐社会建设提供审美和艺术层面的思考和启迪。     

浦江清先生的学术道路与词学交游

在20世纪学术史上,浦江清先生是一位少见的博学多能的人物。他一生从事“国学”,同时又推崇“西学”。在“国学”与“西学”之间,他选择了一条正确的道路,这就是用西方的哲学、美学和文学理论来审视“国学”,研究“国学”。他的学术道路与治词路子,为建设20世纪的新文学提供了借鉴。     

现代主义病状的深刻揭示--张爱玲的生存体验及其小说创作

张爱玲小说对现代主义的病状有深刻的揭示,形成了她小说三个互相联系的重要主题:一是彻底的隔离与孤独、二是世界的虚无与荒诞,三是女性在禁闭中疯狂.这三个主题皆与她独特的生存体验密切相关.     

从现代随机性理论看审美功能的二重性

从现代随机性理论出发,论述了审美的随机性,对西方现代美学中的审美拯救论提出批评,指出其将审美功能单一化和绝对化.从五个方面论述了审美功能随机性表现,揭示了审美功能的负面可能性,彰显了审美功能的二重性特征.     

另一种经验概念:人文科学的可能性和视域

人文科学有其不同于自然科学的研究模式,人文科学之可能性和意义就在于它立足于人的丰富的、真切的经验,立足于生活世界。人文科学的经验区别于实证的自然科学经验概念,是人文科学研究的本体论前提,与生命意义、传统文化、人文创造力等人文要素具有内在的关系。     

自然返魅的新途径——从科学发展的角度看

以大卫·格里芬为代表的建设性后现代主义关于自然返魅的观点,缺乏起码的科学依据。要结合自然科学的最新发展,深刻理解自然的有机整体性、自然自身的主体性和目的性等,才能给出自然返魅的新途径。     

论写作主体的基本建构

在写作行为涉及到的多方面因素中,写作主体的基本建构,包括观察感知、生活体验、学识水平、思想品位和审美修养等诸方面的因素,是写作产品成败得失的根本性、决定性因素.在这些基本素养建构的过程中,又都有各自的规律和方法需要写作主体认识和把握.此外,写作主体还要将这些基本素养整合、转化为较强的写作行为能力,并在写作成功多种可能的机缘和得力点中正确地寻找和发现自己.     

Changes in the structure of health complaints as related to shiftwork exposure

Factor analyses of health complaints in groups with different length of shiftwork exposure show that the structure of these complaints changes with increasing shift experience, indicating the emergence of a shift-specific pattern of health complaints. After about 15 years of shiftwork, complaints related to disturbances of circadian-controlled functions can be found in the first factor whereas other complaints have their dominant loadings on a separate factor, representing general, non-shift-specific impairments. The results indicate that in this way shift-specific components of health impairment can be separated from other non-shift related components.     

Unemployment risks and demands on labour-market flexibility: an analysis of attitudinal patterns in Sweden

People's attitudes towards four aspects of labour-market flexibility corresponding to demands in the unemployment insurance regulations in Sweden were examined. Hypotheses of resistance versus adaptation to these demands were tested. The study showed that unemployed individuals took a relatively more negative stand towards demands on financial flexibility and spatial flexibility. Individuals in low-skilled socio-economic positions were relatively more negative towards demands on financial flexibility, flexibility on time and spatial flexibility, but had the opposite attitude towards functional flexibility. The youngest people in the sample were very similar to the middle-aged in their attitudes, but were more positive towards spatial flexibility. The oldest in the sample were the most negative towards all flexibility aspects. Women took a more negative stand towards flexibility in time and spatial flexibility. Family situation constrained willingness to be flexible. Women with children and single parents were the most negative towards being available in time. Generally, having children diminished willingness for spatial flexibility, but increased it for functional flexibility.     

The school experience of children in residential care: A multiple case study

Children in residential care are the out‐of‐home population group with the lowest rate of access to postsecondary education. Research aimed at understanding their situation within the school context suggests that besides learning progress and outcomes, subjective experiences should be taken into account. Qualitative research based on a multiple‐case study was designed and carried out in Spain with the aim of deepening the understanding of the individual school experiences of three children in residential care. Each case was analysed from the perspective of the child, the educators and the teachers. Semistructured, one‐to‐one interviews were carried out, and children's files were consulted. The results pointed to emotional distress and accumulated educational delay as common traits of the three children in the study. In shaping each particular school experience, the key themes identified included (1) individual characteristics, (2) the children's academic aspirations and strategies, (3) relationships with peers and teachers, (4) response experienced in school, (5) the complex structure of the residential centre, (6) the sense of belonging to the residential centre, (7) team work and (8) political action and investment in inclusive education.