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1.
有关南诏史史料的几个问题 总被引：2，自引：0，他引：2
方国瑜 《北京师范大学学报(社会科学版)》1962,(3)
最近几年,国内史学界对南诏史的研究,作出了许多成绩,这是可喜之事。1956年,秋天,在云南讨论白族形成问题,有许多人认为白族形成于南诏时期,提出有关南诏史的很多问题,作了讨论。次年五月,云南人民出版社辑录二十一篇文章编成《云南白族的起源和形成论文集》,而早经发表的文章,如陈碧笙《试论白族源出于南诏》（《厦门大学学报》1956年第五期）、石锺健《论白族的白文》,（《中国民族问题研究集刊》 相似文献
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赵明诚用一生的精力收集、编录和考证金石碑刻 ,写成《金石录》一书。《金石录》题跋强调金石补经证史之功用 ,如证史之误、补史之阙、纠史之妄、考察典制 ,大大丰富了史料来源。赵明诚《金石录》金石证史 ,能够客观公正 ,唯实是从 ,进而考史论史 ,以古鉴今 相似文献
4.
白族“绕三灵”的发展和演变 总被引：1，自引：0，他引：1
李正清 《昭通师范高等专科学校学报》1986,(1)
在《白族“绕三灵” 的起源和性质》一文中,我们通过对“绕三灵”发祥地桑林谷的自然形势的描写和历史的透视,指出“绕三灵”活动所崇祀的对象是女性生殖器官;又通过对“绕三灵”者在太阳穴上所贴的具有“会徽”性质的太阳膏图案的剖析,确认“绕三灵” 活动最早是白族先民不加区别的群婚活动.据此,我们得出了“绕三灵”活动产生 相似文献
5.
牛军 《楚雄师范学院学报》2000,(1)
大理白族地区历来崇拜本主,白族对本主信仰可追溯到白族先民的原始信仰,在一定意义上是对远古图腾崇拜和自然崇拜的一种解释,也是白族人早期生活的历史真实及社会发展轨迹的反映。巫术是实现白族宗教信仰和宗教活动的社会价值和心理价值的基本手段,是白族本主教活动的主要内容,也是构成白族社会文化生活和审美观念的重要组成部分。 相似文献
6.
从《山海经》中,能够透视到中国上古时代科技发展的情况,了解到古代先民在科学技术方面的实践活动,可以说,《山海经》是中国上古社会的一部科技史。 相似文献
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李福军 《楚雄师范学院学报》2002,17(5):59-61
对死亡观念的认识成为许多民族丧葬活动的出发点和最终目标。本文试就白族丧葬习俗中表现的死亡观作粗略探析，以求揭示白族丧葬习俗的特征及其在白族社会生活中积极和消极影响，分析白族社会历史文化的发展变化及白族先民对死亡的认识和理解。 相似文献
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《语数外学习(初中版七年级)》2011,(5):2
白蔟主要聚居在云南省大理白族自治州,其余分布于云南其它地区、贵州省毕节地区及四川凉山州。白族自称"白伙""白尼""白子"等,汉语意为"白人",1956年,根据白族人民的意愿正式定名为白族。白族有自己民族的语言——白语,但汉语自古以来也一直为白族所用。白族有着丰富的文化遗产,《创世纪》《火烧松明楼》《望夫云》等许多优美动人的传说故事一直流传至今,不少故事还被改编成了戏剧上演。 相似文献
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黄交军 《毕节师范高等专科学校学报》2014,(1):98-106
以《说文》中与“天、地、人”相关的字词解说为对象,从汉字文化学的角度,在崇数、敬天、厚地、尊人、尚德等角度探讨了中国先民的全息意识,发现中国先民的三才全息意识具有丰富性、和谐性、系统性。一部天地人合一的历程其实就是一部中华民族参通天地、以人为本的全息文化史。 相似文献
10.
由周延良教授与香港中文大学合作整理出版的《重广会史笺证》为文史工作者使用《重广会史》提供了极大的帮助,然其中尚有一些值得商榷之处,兹列于下文,以就教于方家。 相似文献
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Stephen Petrina 《Interchange》2004,35(1):81-126
What should be learned? How should it be organized for teaching? These seemingly simple questions are deceivingly political. Curriculum theorists are preoccupied with the politics of the first question at the expense of the realpolitik of the second. Instructional designers are preoccupied with the realpolitik of the second question at the expense of the politics of the first. I argue that conceptual distances between curriculum theory and instructional design are based on divisions of labour established during the 1960s. After decades of neglect, curriculum theorists, and specifically critical theorists, appear clueless when it comes to curriculum design and the realpolitik of their causes. When it comes to the realpolitik of practice their political causes are formless. Quite the opposite of critical theorists, instructional theorists nearly mastered the realpolitik of form but have no political causes. I argue that, to contradict the status quo of C&;I, curriculum theorists will have to dirty their hands with the realpolitik of form and instructional designers will have to clutter their heads with theory. 相似文献
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理本论是朱熹哲学思想的核心和最高范畴,也是朱熹整个学术思想的核心和理论基础。这是一个具有客观唯心主义性质和伦理本位色彩的哲学范畴。其本体论哲学的构建是通过对传统文化中儒、道、佛三家思想的全面吸收和改造而完成的。具体讲:吸收佛学本体论的思维模式并将之改造为道德本体论;吸收儒学的道德学说并将之改造为伦理本位的哲学:吸收道家的认识论思想并将之改造为伦理体验的认识论。 相似文献
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It is known by entropy theory that image is a source correlated with a certain characteristic of probability. The entropy rate of the source and ? entropy (rate-distortion function theory) are the information content to identify the characteristics of video images, and hence are essentially related with video image compression. They are fundamental theories of great significance to image compression, though impossible to be directly turned into a compression method. Based on the entropy theory and the image compression theory, by the application of the rate-distortion feature mathematical model and Lagrange multipliers to some theoretical problems in the H.264 standard, this paper presents a new the algorithm model of coding rate-distortion. This model is introduced into complete test on the capability of the test model of JM61e (JUT Test Model). The result shows that the speed of coding increases without significant reduction of the rate-distortion performance of the coder. 相似文献
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A range of sociological work has theorized neoliberal regulative regimes, suggesting the contradictions contained in the enactment of policy and foregrounding the painful effects of these processes on subjectivities produced within performative school cultures. This paper contributes to this body of work by tracing the movement of desire in teaching assistants’ subjective relations to workplace practices of remuneration. We do this through an analysis of a series of group- and individual-free associative interviews with teaching assistants working in primary schools. Drawing on a Lacanian account of the way processes of identification channel affect, as desire, through signifying chains within a discursive field, we explore the associative chains of meaning that overdetermine the subjectivities produced within performative practices of remuneration. We suggest that the complex and contradictory chains of signification embodied in the school environment constitute a space where fragile teaching assistant subjectivities reiterate previous relations to an ambiguous Other. 相似文献
15.
Clarence W. Joldersma 《Interchange》2008,39(1):21-47
This article explores the question: Why are students of worth? Educationally, an answer often involves a Kantian response:
They are of worth because they are always ends and never means. This response is usually connected to a notion of autonomy
interpreted as individual, rational self-determination. The article argues for a different answer. The essay begins with a
recent educational example of construing worth as rational autonomy. Meira Levinson, in her book The Demands of Liberal Education (1999), argues for a version of rational autonomy which is taken in the essay as a Kantian response to the question. The
essay then turns to Kant’s own understanding of intrinsic human worth as ends. Although the essay agrees in general with the
notion of end, it criticizes Kant’s version of rational autonomy. Instead, it argues for a notion of worth as irreplaceable
singularity. Both the critique of the Kantian answer and theessay’salternative are shaped by the philosophy of Emmanuel Levinas.
Here technical notions of “the other,” proximity and singularity are brought to bear on the question of human worth. The Levinasian
alternative, so the essay argues, better answers the question of student worth by highlighting the incomparability of the
student as a singular other. 相似文献
16.
吴琍华 《湘潭师范学院学报(社会科学版)》2005,27(1):38-40
高校文化的内部功能有：(1)影响成员意识和规范成员行为，(2)增强学校凝聚力，(3)调节学校内部的社会关系；外部功能有：(1)利用组织意识指导学校与环境互动，(2)利用高校文化特征树立学校形象，(3)利用特定的高校文化适应环境。高校文化的内容包括：意识体系，制度性规范，行为基本模式，象征性符号和模范人物故事和传说等。高校文化的主要特征应与各校特有专业相联系。高校文化内部传播的目的是维持学校内部统一、实现整体协调和整体运作；外部传播的目的是突出本校的文化个性，给公众留下深刻的识别印象，扩大本校对，公众的影响力。 相似文献
17.
古丽尼萨·恰布达尔汗 《新疆教育学院学报》2008,24(4)
本文主要讨论平移集合的最基本性质,即集合的并,合的平移性,集合的基数的平移性,集合的有界性的平移性,极值性的平移性,可数集合的平移性等问题。 相似文献
18.
管秀丽 《读与写:教育教学刊》2008,5(5):1-3
Theodore Dreiser is now regarded as one of the pre-eminent American realistic novelists of the first half of the twentieth century.an anatomist of the American Dream.In his great work An American Tragedy,Dreis- er exposes and criticizes mercilessly the corruption and black side of American society.The disillusionment of the American Dream is an important theme of the fiction.This paper illustrates "An American Tragedy" is the re- flection of disillusionment of the American Dream in the perspectives of the tragedy of a mortal,the tragedy of American society,and the tragedy of the American Dream. 相似文献
19.
《Educational Philosophy and Theory》2009,41(2):155-165
This paper discusses the most persistent controversial issue that occurred in Western educational philosophy ever since Socrates questioned the Sophists: the role of truth in teaching. Ways of teaching these kinds of controversy issues are briefly considered to isolate their epistemic characteristics, which will enable the interpretation of Plato and Dewey as exemplars of rationalism and empiricism regarding the role of knowledge in the curriculum and thus include their partial truths in the epistemic ethos of teaching. The consideration of pedagogy will then include the partial truths of rationalism and empiricism in the epistemic ethos of teaching by following Kant's 'Concepts without percepts are empty; perceptions without conceptions are blind'.
This claim, however, is narrowed down in two ways compatible with postmodernism and the heavy emphasis on constructionism in faculties of education. After quoting Harry Broudy's statement that the educational epistemic ethos should be domain-specific, guided by the experts' inquiry protocols in each curricular area, it is narrowed down further with Maxine Greene's explication that it should be pluralistic and lesson-specific. This epistemic ethos is not argued as a synthesis but as an aggregate of the partial truths of various epistemologies in the spirit of the postmodern doubt in any one theory of knowledge without throwing out the baby with the dirty bath water.
Finally, the streams of consciousness involved in teaching and learning good knowledge are described phenomenologically to disclose how truth can be disclosed in teaching, thereby grounding propositional knowledge, for example, ontologically in the being of the student and in the being of the world. 相似文献
This claim, however, is narrowed down in two ways compatible with postmodernism and the heavy emphasis on constructionism in faculties of education. After quoting Harry Broudy's statement that the educational epistemic ethos should be domain-specific, guided by the experts' inquiry protocols in each curricular area, it is narrowed down further with Maxine Greene's explication that it should be pluralistic and lesson-specific. This epistemic ethos is not argued as a synthesis but as an aggregate of the partial truths of various epistemologies in the spirit of the postmodern doubt in any one theory of knowledge without throwing out the baby with the dirty bath water.
Finally, the streams of consciousness involved in teaching and learning good knowledge are described phenomenologically to disclose how truth can be disclosed in teaching, thereby grounding propositional knowledge, for example, ontologically in the being of the student and in the being of the world. 相似文献
20.
Jeff Noonan 《Interchange》2003,34(1):35-49
The paper is a critique of the dominant model of applied philosophy. As currently structured, courses in applied philosophy are a response of philosophy departments to administrative demands to increase enrollment units. In order to achieve this goal, the properly philosophical approach to matters of concrete social concern is dropped in favour of decontextualized, ahistorical, and uncritical applications of philosophical theories to immediate practical problems. Using the example of applied ethics, I argue that the key problem besetting current trends in applied philosophy is that they all fail to uncover the contradiction between given social regimes of value and the universal concepts which must be employed to legitimate those regimes. While it is an essential duty of philosophy to be relevant to the practical issues of the day, it must be relevant on philosophical terms. That is, the real application of philosophy to social problems is not the unthinking mapping of a particular philosophical theory onto a problem, but bringing to light the hidden value assumptions definitive of different societies, and shaking to the foundation their claims to legitimacy. I spell out this alternative approach to applied philosophy through an example drawn from my own teaching practice. 相似文献