共查询到20条相似文献，搜索用时 31 毫秒
1.
朱登潮 《安阳师范学院学报》2007,(1):4-5,27
邓小平的发展思想中,蕴含着丰富的唯物辩证法思想,通过矛盾分析法、世界物质性原理、唯物辩证法的质量互变和否定之否定规律等几个方面,分析其为邓小平发展思想的形成奠定的哲学基础。 相似文献
2.
刘凤姣 《喀什师范学院学报》2009,30(1):14-18
胡锦涛总书记在党的十七大报告中提出的经济发展方式充分体现了唯物辩证法的精神实质。马克思主义哲学关于世界是普遍联系、永恒发展的观点,对立统一的观点,质量互变的观点和辩证否定的观点构成了经济发展方式的唯物辩证法基础。 相似文献
3.
辩证唯物主义世界观和方法论在实践中不断创新，恩格斯站在科学前列，建构了总体唯物主义自组织理论，创立了自然辩证法新哲学学科，这是继达尔文之后，对解决生命的本质和劳动在类人猿向人转化中的决定作用做出的独特的科学哲学贡献，列宁继续循着恩格斯的彻底唯物主义路线，对核时代唯物主义世界观做出重大发展，推动唯物辩证法迈入新阶段，当前，在邓小平理论指导下，我国科学哲学正经历着最好的发展时期。 相似文献
4.
郑云斌 《泉州师范学院学报》2005,23(3):91-96
科学发展观是中国共产党的又一大理论创新成果。从坚持真理与发展真理的辩证统一；与时俱进与求真务实的辩证统一；“从群众中来”与“到群众中去”的辩证统一；立足国情与放眼世界的辩证统一；历史与逻辑的辩证统一等方面探索其所蕴涵着的唯物辩证法思想。 相似文献
5.
麻海山 《内蒙古师范大学学报(哲学社会科学版)》2007,36(1):73-77
邓小平的社会主义本质论不仅坚持了唯物论,还高扬了辩证法,是新的历史时期唯物辩证法的杰作。邓小平社会主义本质论的辩证法思想主要表现在三个方面:社会主义本质关系辩证法;社会主义本质系统辩证法;社会主义本质过程辩证法。 相似文献
6.
唯物辩证法是无产阶级的世界观、方法论,它是关于自然、社会、人类思维运动和发展的普遍规律的科学。斯大林在综合马克思、恩格斯、列宁思想成果基础上,把唯物辩证法概括为＂四个基本特征＂,这一概括是对唯物辩证法理论体系的一次较完整的表述。由于受时代和他本人的局限,斯大林的辩证法四个特征还存在着问题与不足。在评价斯大林的辩证法四个特征时要用科学的方法和实事求是的态度。 相似文献
7.
丁全忠 《河北软件职业技术学院学报》1999,(2)
现实的社会生产力是一个由多种要素和多级层次组成的,具有复杂的内部结构的矛盾运动系统。这一矛盾系统自身包含的辩证性规定了“生产力标准”理论内涵的辩证性。生产力标准是主体生产力标准和客体生产力辩证统一;是整体生产力标准和局部生产力标准的辩证统一：是生产力质的标准和量的标准的辩证统一;是显形生产力标准和隐形生产力标准的辩证统一。唯物辩证地理解“生产力标准”的理论内涵．是在社会实践中正确制定和运用这一标准,实现生产力系统各要素间协调发展、和谐动作的前提条件。 相似文献
8.
辨证逻辑思维是微积分的思维方法的主要力量,高等数学教学理应重视辨证逻辑思维,自觉运用唯物辨证法作指导,才能让学生深刻领会微积分思想方法的精髓和实质。 相似文献
9.
马克思主义哲学的矛盾分析与系统分析方法 总被引：1，自引：0，他引：1
系统论作为现代科学方法论，从它的产生、发展和实践应用来看，对哲学的发展提供了重要的科学基础和可供概括的科学成果，系统论不仅证明了科学的辩证唯物论哲学的正确性，而且唯物辩证法对系统科学的发展和应用具有很强的指导性，尤其体现在马克思主义哲学的矛盾分析与系统分析方法论的统一上。矛盾分析与系统分析都是现代科学的方法论。 相似文献
10.
In a recent article published in this journal, Williams (Educational Studies in Mathematics, 92, 59–72, 2016) offers a critique of neo-Vygotskian perspectives exemplified in recent work on the funds of knowledge and on cultural-historical activity theoretic perspectives. The critique has great value in that it asks interesting questions that often go unnoticed and fail to be discussed in mathematics education research—e.g., the question of alienation or the role of agency in Vygotsky’s notion of the zone of proximal development. Despite the great value of the questions raised, the critique fails because its idealist theoretical epistemological underpinning is at odds with Vygotsky’s thought and cultural-historical activity research in general. The critique falls short especially on the point of realizing the materialist dialectical method Vygotsky employed. The goal of this article is to address Williams’ critique by (a) revisiting the main argument of the critique, (b) articulating the departures of the critique from the materialist dialectical method, (c) conceptualizing development along the theoretical lines of the late (Spinozist-Marxian) Vygotsky, and (d) formulating a materialist dialectical approach to alienation. We conclude by summarizing three main problems of the critique. 相似文献
11.
以唯物辩证法为理论指导进行分析,当代中国人的现代化是“主体客体化”和“客体主体化”的辩证统一关系;而当代中国社会的现代化是“社会主体现代化”和“社会客体现代化”的辩证统一关系。人的现代化在当代中国现代化中获得了前所未有的全面推进的可能性。 相似文献
12.
刘国章 《辽宁师范大学学报(社会科学版)》2006,29(1):14-17
唯物辩证法的基本范畴是马克思唯物辩证法理论的重要组成部分,对它的理解与把握是否真实准确,直接涉及到对唯物辩证法基本规律及其理论的准确理解与把握。现有哲学教科书关于辩证法基本范畴的论说方式就明显违背唯物辩证法的本质精神,也就是脱离现实以形而上学的思维来论说辩证法范畴。因此,有必要立足于现实对唯物辩证法基本范畴进行更为深入的探讨。 相似文献
13.
杨涛 《河南科技学院学报》2014,(1):41-43
马克思主义哲学是由马克思恩格斯创立,并由后继者发展和完善的一个科学理论体系,其一脉相承的继承性和不断丰富发展的与时俱进性是马克思主义哲学的基本特征。马克思主义的唯物主义是彻底的唯物论,马克思结合费尔巴哈的唯物主义和黑格尔的辩证法创立了唯物辩证法。道家主张清静无为,与自然和谐相处。在历史的发展中,道家思想对世界观、人生观和价值观有着独特的领悟,在哲学史上有着永恒的生命力。在马克思主义的视角下,把道家思想的朴素唯物主义、朴素辩证法和马克思主义的唯物主义、唯物辩证法有效地结合,为构建中国特色社会主义和谐社会服务。 相似文献
14.
诊断学是研究诊断疾病的基本理论、基本方法和基本技能的一门课程。诊断学教学要培养医学生运用唯物辩证法的观点，以指导临床诊断。当今医学已经从生物医学模式逐渐向以系统论为研究方法的现代医学模式转变。用系统论方法来理解现代医学模式是诊断学教学的基础，在诊断学教学中要始终贯彻辨证的思维方法，这是每一位诊断学教师都应遵循的原则。 相似文献
15.
Methodological considerations for studying science-in-the-making in educational settings 总被引：3，自引：0，他引：3
In this paper we explore the methodological implications of sociocultural approaches for the study of scientific knowledge
and practices. Research in science studies and science education is reviewed with a focus on methodological considerations.
Informed by empirically-based studies of scientific practices from multiple disciplinary perspectives, we describe our perspective
for investigating science education which combines ethnography and discourse analysis. This theoretical position on the discursive
nature of the social construction of school science-in-the-making forms the basis for theoretical and methodological critique
and discussion. We provide a review of the history of nature of science (NOS) research to trace the methodological influence
of Science and Technology Studies in science education. Four methodological issues associated with studying science as cultural
practices are discussed: the local and contingent nature of situated definitions of science; theory dependence and coherence
of research methodologies; attention to the study of school science-in-the-making; and reflexivity. 相似文献
16.
WHOSE DEVELOPMENT? SALVAGING THE CONCEPT OF DEVELOPMENT WITHIN A SOCIOCULTURAL APPROACH TO EDUCATION
A bstract . The concept of development is currently under revision in education and psychology. In this essay, Eugene Matusov, Renée DePalma, and Stephanie Drye examine a traditional notion of development and provide an alternative sociocultural view. As educators working within a sociocultural approach to learning, development, and education, the authors see psychological phenomena as rooted in participation in sociocultural activities, practices, and communities. They critique how the traditional notion of development essentializes this process, assuming development to be independent of the observer. Using a case where a child of color develops a "sitting disability" within the institutional context of schooling, they illustrate the need for introducing a sociocultural notion of development, arguing that development is a social construction emerging in communities of practice and that it is necessary to consider the role of the observer in both defining and guiding this process in a professional discourse of cases. 相似文献
17.
邓小平"两手抓、两手都要硬"思想的辩证内涵 总被引：1，自引：0，他引：1
邓小平"两手抓、两手都要硬"的思想,是邓小平解决诸多问题的一种基本思路,贯穿于邓小平全面建设和发展社会主义政治、经济、文化思想的各个方面.邓小平"两手抓、两手都要硬"的思想,坚持了马克思主义两点论与重点论相统一的哲学原理,是邓小平运用马克思主义唯物辩证法指导我国社会主义现代化建设的典范. 相似文献
18.
反映论心理本质观的几点思考 总被引：1，自引：0，他引：1
严由伟 《赣南师范学院学报》2001,(5):19-21
文章通过对辩证唯物主义心理本质观的剖析 ,认为原辩证唯物主义心理本质观仅仅属于辩证唯物主义认识观 ,把认识观作为心理本质观是一种疏忽。文章呼吁重新探讨心理本体论的辩证唯物主义心理本质观 相似文献
19.
钱亚琴 《山东教育学院学报》2011,26(6):98-101
大学精神是科学与人文精神的交融,是独立与自由精神的统一,是批判与创新精神的并重,彰显了对“真、善、美”的价值追求,蕴含着“和而不同”哲学理念,体现了唯物辩证法的本质。重塑大学精神是时代发展的需要,从哲学的高度审视和反思大学精神,以真正把握大学精神的内涵。 相似文献
20.
Paulo Lima Junior Fernanda Ostermann Flavia Rezende 《Cultural Studies of Science Education》2014,9(3):543-566
In this paper we initially address the main categories of Marxism, illustrating how Vygotsky has appropriated them as mediational meta-theoretical tools for building concepts for his psychological approach. In order to investigate the influence of Marxism in cultural studies of science education, we make an account of how current research, sustained by Vygotsky’s original and successor theories, has been appropriating meta-theoretical categories of dialectical materialism. Once we identified Cultural Studies of Science Education as a journal that would probably concentrate papers that follow these perspectives, we decided to take it as the context of this study. In the process of selecting the corpus to be reviewed from the editions published from 2006 to 2011, we have found that 16 % of the articles that matched keywords denoting frameworks related to the Vygotskian tradition developed and appropriated the categories of dialectical materialism. The quality and originality of contemporary development of CHAT denote that this framework has been playing a very important role in recent expansion of Vygotskian approaches to research in science education. Among the papers that we considered to develop and appropriate Vygotskian frameworks, incompletion in the appropriation of meta-theoretical categories of dialectical materialism and the misusage of dialectics intertwined with dialogism were highlighted. Our findings suggest that overcoming these limitations can enhance political analysis of sociocultural phenomena in the context of science education. It also represents a strengthening of the role of dialectical materialism in expanding sociocultural perspectives toward a better articulation between individual and institutional-centered analyses. 相似文献