对中国美学发展之途的一种思考   总被引：4，自引：0，他引：4  

朱立元 《陕西师范大学学报(哲学社会科学版)》2004,33(2):5-9

束缚中国美学实质性的发展的根本性局限在于从认识论框架出发,固守主客两分的二元对立思维模式。1990年代关于《巴黎手稿》尤其是"美的规律"的重新讨论,集中体现了以上思维模式对于美学研究的局限。而1990年代关于"实践美学"的争论,既提出了一些对中国美学发展具有重要意义的建设性意见,又存在对实践美学的某些误解,有些论点本身也存在争议。美学发展的突破途径在于走出主客二元对立的认识论思维方式。我们认为,蒋孔阳先生以实践论为哲学基础、以创造论为核心的审美关系说为此提供了有价值的思路。  相似文献   

Constructivisms and Relativisms: A Shopper‘s Guide     

Bickhard  Mark H. 《Science & Education》1997,6(1-2):29-42

Diverse forms of constructivism can be found in the literature today. They exhibit a commonality regarding certain classical positions that they oppose - a unity in their negative identities - but a sometimes wild multiplicity and incompatibility regarding the positive proposals that they put forward. In particular, some constructivisms propose an epistemological idealism, with a concomitant relativism, while others are explicitly opposed to such positions, and move in multifarious different directions. This is a potentially confusing situation, and has resulted in some critics branding all constructivisms with the charge of relativism, and throwing out the baby with the bath water. In addition, since the epistemological foundations of even non-relativist constructivisms are not as familiar as the classical positions, there is a risk of mis-interpretation of constructivisms and their consequences, even by some who endorse them, not to mention those who criticize. Because I urge that some version of constructivism is an epistemological necessity, this situation strikes me as seriously unfortunate for philosophy, and potentially dangerous for the practice of education.  相似文献   

现实世界不确定性的哲学意蕴     

欧庭高  陈多闻 《山西师大学报(社会科学版)》2004,31(3):12-17

不确定性是普遍存在的,是现实世界的本质属性。人类的实践和认识活动并不仅仅在于追求确定性,更重要的是消除不确定性。不确定性渗透在人类的思想、行动之中,是各种理论的前提和基础。它根源于客观事物或过程自身和认识主体以及认识主体与客体之间的复杂关系中,具有本体论与认识论的含义。  相似文献   

Restorative Practice in New Zealand Schools: Social development through relational justice     

Wendy Drewery 《Educational Philosophy and Theory》2016,48(2):191-203

This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Māori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary context of historical and social development. Social constructionist theory is suggested as a lens through which RJPs in schools may be seen as the intentional production of respectful social relationships, rather than as behaviour management. A restorative process has the productive capacity to restore healthy relational functioning, both for those who have been offended against and those who have offended. It is argued that the primary function of restorative justice in schools is not about resolving specific conflicts, but rather, about the production and maintenance of respectful relationship, which is the antithesis of colonised relationship. Such a position reflects accountability on a communal, rather than individualised basis, and accords with recent moves in the United Nations Development Programme to look at Human Development as building agentive capacity.  相似文献   

Learning through artful knowing     

Pleuntje van Meer 《Action Learning: Research and Practice》2016,13(3):237-251

Unfinished and ongoing exploration, Oil Painting, 1.30?*?1?m, September 2015.  相似文献   

Stories of Haka and Women’s Rugby in Aotearoa New Zealand: Weaving Identities and Ideologies Together     

Farah Rangikoepa Palmer 《国际体育史杂志》2016,33(17):2169-2184

Abstract

Sociology and history are intimately related to each other and cannot be clearly separated or isolated from each other which resonates with a Māori view of time (the past, present, and future are not distinct entities) and realms (the spiritual and human in particular). This paper uses pūrākau and storytelling to explore how haka performed by strong women in tribal narratives, in Māori contexts, and in women’s rugby creates a more nuanced understanding of the embodied discourses associated with intersecting identities (gender, race, ethnicity, class) in and around the sport of rugby union. As a Māori woman, heavily invested in the sport of rugby union, how did the words and actions of Māori women from my past influence my present and my future and how was this embodied and experienced through haka? In particular, my 10 years as a member of the New Zealand women’s rugby team and my understanding of the histories or pūrākau (tribal stories) of strong women in te ao Māori (the Māori world) inform this paper. This will help to illustrate how history and sociology are intimately connected and highlights how intersecting stories told through time, from different perspectives can influence key learnings in sport.  相似文献   

发生认识论在聋人高等教育中的应用   总被引：1，自引：0，他引：1  

李强 《中国特殊教育》2004,(7)

本文从媒体要素被引入教学模式入手 ,分析了信息传递在聋人高等教育中的重要性 ,从发生认识原理论述了聋人认知形成的特点 ,提出了在发生认识论原理模式下的结构强化的发生认识论聋人教育模式 ,分析了这种模式在实践中的应用  相似文献   

论美的艺术   总被引：1，自引：0，他引：1  

王元骧 《湖南师范大学社会科学学报》2005,34(6):27-32

艺术何以会是美的,这是美学史上讨论了两千多年的问题,但以往的回答都是由于缺乏辩证的眼光而陷于片面,因而不能真正揭示问题的实质。从本体论、认识论、价值论统一的理论看,人们以科学的观点和标准来衡量和评判艺术造成许多认识的误区。因此,必须重新阐发美的艺术在人的生存活动中的意义。  相似文献   

Is Popper's Falsificationist Heuristic a Helpful Resource for Developing Critical Thinking?     

Chi-Ming  Lam 《Educational Philosophy and Theory》2007,39(4):432-448

  相似文献   

对洛克在自然科学基础上构铸的认识论重新定位--对洛克认识论及自然科学基础的研究之一     

梁景时 《通化师范学院学报》2002,23(6):83-91

真正使培根的经验论哲学成为系统的经验论体系,对18世纪法国启蒙学者、唯物论哲学家、企图走中间路线的体谟、康德及现代西方各个经验哲学流派产生影响的杰出哲学家是洛克。国内外学者对洛克哲学与自然科学之间的关系认识是不够的。人们往往认为,洛克的主要贡献和历史影响是在政治理论、经济学和教育学等社会科学方面,许多有关洛克认识论的文章或者完全忽视了二者的关系,或对此仅予以轻描淡写,这样就可能片面理解他的认识论。或者忽视他的认识论中重视理性一面,得出洛克贬低或忽视理性在认识中的作用;或者把他看成二元论者。洛克的哲学贡献不仅是英国革命的产物也是英国自然科学的产物.他对天赋观念的批判使经验论的基础更加稳固、对新科学运动起了有益的促进作用。  相似文献