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21.
怀特海认为,人的智力发展由浪漫、精确与综合三个阶段在不同时期的循环而构成了节奏性特点,这种循环不是机械旋转、线性重复,而是螺旋式上升和阶梯式攀登。根据这种特点,教育理应因序而教。怀特海教育节奏思想的深厚理论基础就是其过程哲学,这一思想认为世界是一个过程性的存在,而现实事态生成的三个阶段是反应、补充和满足。怀特海所提出的教育节奏思想对于我国教育具有重要的启示意义,那就是:把握节奏,正确理解教育的"循序渐进";关注浪漫,重新确立童年期的意义;重视现实,摒弃以遥远未来为指向的教育目标。 相似文献
22.
John B. Bennett 《Interchange》2001,32(4):419-430
The recent essay by Howard Woodhouse on Whithead and Hutchins raises important questions about the proper role of the university and the relation between colleges of arts and sciences and professional schools, particularly business schools. Woodhouse takes us most, but not all, of the way in exploring these questions. I argue that Whitehead's speculative metaphysics, not the seduction of the market, led him to include professional schools in universities. I suggest that it requires us to do so today, and I argue that only by recognizing this can we hope to counteract the logic of the market that, if anything, is even stronger today than 60 years ago. 相似文献
23.
在英国,教育哲学作为一门独立学科或专门的学术研究领域,一般被认为起始于20世纪中期分析教育哲学的产生,国内对英国教育哲学的研究也都集中于分析教育哲学及其后的发展情况。本文着重梳理了威廉·K·弗兰肯纳（WilliamK．Frankena）所指出的分析教育哲学之前的规范教育哲学在英国的历史发展进程,以期对中国今天的教育学理论发展具有借鉴意义。 相似文献
24.
《Educational Philosophy and Theory》2013,45(7):900-918
One can extrapolate from the art of language instruction to discover methods applicable across the disciplines in higher education. The paradigm presented by language instruction is applicable throughout the arts and sciences. If cultivated—and there are institutional pressures working against it—such an art can impact the languages and codes of the individual disciplines so as to advance the research mission of scholars in those fields; it can also favor the interrelationships between the disciplines. How the student learns another language (L2) is comparable to the process of learning a scientific discipline. 相似文献
25.
设有限维k-代数A是由箭图Q和关系I确定.基于此,当A无圈时本文通过计算A的单位群和单位群的Abel化给出了A的whitehead群刻化. 相似文献
26.
J.M. Breuvart 《Interchange》2000,31(2-3):279-292
Whitehead and Weil have both written books which can be interpreted as helping us to better understand Kant's moral philosophy. This paper will discuss this question in the light of considering the relationships in Whitehead's philosophy between cosmological and ethical law and the question of whether or not Kantian morality is thinkable in terms of Whitehead's understanding of ethical law. It will then consider whether Weil's views in Logique de la Philosophie would be helpful in revisiting the concept of moral education. The conclusion of the paper is that the teaching of citizenship is the most urgent task which any and every educator faces today since the ideals of civilization which promote morality cannot be realized without the power of the state. 相似文献
27.
令G为一个有限交换群,它的整群环ZG为QG中的一个Z-序。令Γ为QG中包含ZG的极大Z-序,对几类有限交换群G,计算K1（ZG）在K1（Γ）中的指数。 相似文献
28.
Mary Elizabeth Moore 《Interchange》2000,31(2-3):259-278
The essay is a philosophical exploration of education, as it is informed by ethnic and biodiversity and aimed toward the flourishing of life. Drawing from case studies and philosophical analysis, the author focuses on three purposes: to identify some of the urgent cries in our complex world, to explore possibilities for respect, and to identify directions for education. Particular attention is given to constructive possibilities in the philosophy of Alfred North Whitehead. The essay closes with proposals for education grounded in diversity. Important to this approach are educational practices that enhance richness: dancing with difference, diving into conflict, seeking convergence, building community, and acting boldly. 相似文献
29.
对《美国味道》的怀特海式分析指出,主人公伊恩的家庭悲剧原因在于生活意义的缺失和夫妻之间沟通的失效。但是伊恩仍在成长过程之中,其人生深层目标将以爱欲与平和两种形式实现。 相似文献
30.
王莉 《教育前沿(综合版)》2006,(5)
道德教育的生成发展,必须解决研究的方法论问题,通过借鉴怀特海过程哲学所提供的方法论启示,在对传统道德教育范式反思批判的基础上,提出对现代道德教育内容转换的几点思考。 相似文献