簡(jiǎn)介：東南大學(xué)碩士學(xué)位論文技術(shù)風(fēng)險(xiǎn)量化理論的哲學(xué)分析姓名朱敏申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師夏保華20100104東南人學(xué)碩L學(xué)位論文ABSTRACTINATRADITIONALTECHNICALRISKANALYSISTOPHILOSOPHICALPOSITIVISMANDPHIECTIVEORIENTEDENTITIESWEREINCLINEDTOQUANTIFYTHETECHNICALRISKANDUSEDTOGUIDETHEUSEOFTECHNOLOGIESANDDECISIONMAKINGHOWEVERSUCHTRADITIONALTECHNICALRISKQUANTIFICATIONTHEORYHASCAUSEDAGROWINGNUMBEROFSOCIALSCIENTISTSWIDELYCRITICIZEDTHEYBELIEVETHATPOSTPOSITIVISTPHILOSOPHYOFTHINKINGBASEDONTHESUBJECTIVECONSTRUCTIONOFTHETHEORYTHANTHETRADITIONALTECHNICALRISKQUANTIFICATIONTHEORYMORECONDUCIVETOTECHNOLOGYRISKMANAGEMENTHOWEVERFROMTHETHEORETICALANDPRACTICALPERSPECTIVE，THETECHNICALRISKQUANTIFICATIONTHEOR5AFTERYEARSOFDEVELOPMENTANDAPPLICATIONSTILLHASASTRONGVITALITYATPRESENT，THEDOMESTICTECHNICALRISKQUANTIFICATIONTHEORYRESEARCHMOREFROMTHEPROJECTIMPLEMENTATION，PRODUCTIONMANAGEMENT，BUSINESSANDOTHERAREASTOEXPLOREWITHLITTLESTANDINGINDEPTHANALYSISOFITSPHILOSOPHICALLEVELFACETOTHEACCUSATIONSANDCRITICISMFROMTHEHUMANITIESSCHOLARS，WESHOULDLOOKATTHENATUREOFTECHNICALRISKQUANTIFICATIONTHEORYFROMTHEPHILOSOPHICALPERSPECTIVEANDITSEXISTENCEISREASONABLETOCONDUCTTHEDEFENSETHEORYOFVALUETOEXPLORETHERELEVANCEANDFUTUREDIRECTIONOFTHETECHNICALRISKQUANTIFICATIONTHEORYATTHEBASEOFTHEABOVEVIEWONTOLOGYOFTECHNICALRISKANALYSISISMAINLYFOCUSEDONTOEXPLAINTHEBASICCONCEPTSOFTHETECHNICALRISKMAINLYEXPLAIN“WHATISTECHNOLOGYRISK”DEFENSETHETECHNICALRISKQUANTIFICATIONTHEORYMAINLYFROMTHETHEORETICALVALUEPRACTICALVALUEANDCULTURALVALUELASTPARTSTAKETHEREASONABLEMETHODSONTHEBASICOFTECHNICALRISKQUANTIFICATIONTHEORYTHETECHNOLOGICALRISKSQUANTIFICATIONTHEORY’SEPISTEMOLOGYANALYSISHASGRASPEDTHETECHNOLOGICALRISKSQUANTIFICATIONTHEORYVARIOUSESSENTIALFACTORSRELATIONSOVERALL，HASEXPLAINEDTHEQUANTIFICATIONTHEORYMAINBODYESSENTIALFACTORANDTHEOBJECTESSENTIALFACTORASWELLASHOWISTOCARRYONTHESCIENCEBETWEENTHEHOSTSANDVISITORSBODYESSENTIALFACTORTHROUGHTHEINTERMEDIARYESSENTIALFACTORTOTHETECHNOLOGICALRISKSTHEAPPRAISALANDTHEMANAGEMENTTHEINNOVATIONOFTHISPAPERISMAINLYREFLECTEDINTHEFOLLOWINGAREASFIRST，F(xiàn)ROMTHEPHILOSOPHYOFTECHNOLOGYONTHEMACROLEVELTOQUANTIFYTHERISKOFAMORECOMPREHENSIVETHEORYOFTHESORT，F(xiàn)ROMTHEONTOLOGYEPISTEMOLOGYANDVALUETHEORYFOCUSONTHREEASPECTSOFITSNATUREANDCHARACTERISTICSSECONDTHECONCEPTOFTECHNICALRISKHASDEFINEDTHERIGHTTECHNICALRISKANDMAKESTHENEWCLASSIFICATION，REVEALINGTHEBASICCHARACTERISTICSOFTECHNICALRISKEXPLAINEDTHECAUSEOFTHETECHNICALRISKANDDISCUSSESTHETECHNICALRISKOFTHEFORMATIONMECHANISMTHIRD，ATTEMPTTOEXPLAINTHENATUREANDEXTENDOFTHETECHNICALRISKFOURTH，F(xiàn)ACETOTHEACCUSATIONSANDCRITICISMFROMTHEHUMANITIESSCHOLARSFROMANAXIOLOGICALPOINTTODEFENSEITSEXISTENCEANDREASONABLEAPPLICATIONFIFTHATTEMPTTOTAKENEWASSESSMENTMETHODSONTHEBASISOFTECHNICALRISKQUANTIFICATIONTHEORYKEYWORDSQUANTIFYTHETECHNICALRISK；ONTOLOGY；EPISTEMOLOGY；AXIOLOGYII

簡(jiǎn)介：分類(lèi)號(hào)H0密級(jí)公開(kāi)UDC81碩士學(xué)位論文建構(gòu)中學(xué)生的語(yǔ)言分析和理解素養(yǎng)基于分析哲學(xué)和哲學(xué)解釋學(xué)的中學(xué)語(yǔ)文教育目的觀學(xué)位申請(qǐng)人周香琴學(xué)科專(zhuān)業(yè)漢語(yǔ)言文字學(xué)指導(dǎo)教師趙喬翔教授二○一一年四月1三峽大學(xué)學(xué)位論文原創(chuàng)性聲明本人鄭重聲明所呈交的學(xué)位論文，是本人在導(dǎo)師的指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的成果，除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫(xiě)過(guò)的作品成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體均已在文中以明確方式標(biāo)明，本人完全意識(shí)到本聲明的法律后果由本人承擔(dān)。學(xué)位論文作者簽名日期

簡(jiǎn)介：2011屆研究生碩士學(xué)位論文學(xué)校代碼10269學(xué)號(hào)51082902056葶褒即筇天擎書(shū)籍出版與文化傳播19021904年文明書(shū)局哲學(xué)社會(huì)科學(xué)類(lèi)書(shū)籍出版研究院系△塞社會(huì)型堂堂院壓史堂丕專(zhuān)業(yè)蟲(chóng)國(guó)遁現(xiàn)岱史研究方向蟲(chóng)國(guó)運(yùn)岱社會(huì)塞絲史指導(dǎo)教師友堊教援碩士研究生塞匾2011年5月完成嬲熟必DISSERTATIONFORMASTERDEGREE2011UNIVERSITYCODE10269STUDENTID51082902056EASTCHINANORMALUNIVERSITYDEPAAMENTANDCOLLEGECOLLEGEOFHUMANITIESANDSOCIALSCIENCEMAJORRESEARCHFIELDTHESOCIALCULTUREOFCHINESEMODEMHISTORY_TUTOR￡壘旦G￡I墮G￡￡Q魚(yú)墨墨Q￡MASTERSTUDENTZHULICOMPLETEDINMAY，2011

簡(jiǎn)介：Y095654分類(lèi)號(hào)密級(jí)一編號(hào)後翌大學(xué)博士后研究工作報(bào)告?zhèn)鞑リP(guān)系的哲學(xué)思考理性嬗變與人學(xué)維度李欣人工作完成日期2QQ壘生2旦2QQ生旦報(bào)告提交日期2QQ生目復(fù)旦大學(xué)上海2006年6月內(nèi)容摘要沌狀態(tài)。柏拉圖被視為集權(quán)主義報(bào)業(yè)理論的鼻祖。集權(quán)主義思想經(jīng)歷了一個(gè)演變過(guò)程，它們圍繞著一系列基本的人學(xué)前提展開(kāi)。第三章，現(xiàn)代傳播關(guān)系表現(xiàn)為主客對(duì)立狀態(tài)，傳播主體意識(shí)初步形成自由主義與啟蒙運(yùn)動(dòng)理性主義哲學(xué)風(fēng)尚的緊密聯(lián)系自由主義理論人學(xué)前提的現(xiàn)代轉(zhuǎn)化有著進(jìn)步意義；傳媒發(fā)展在“經(jīng)濟(jì)人”和“道德人”入學(xué)假設(shè)基礎(chǔ)上不斷展開(kāi)自己的理論體系。第四章，經(jīng)驗(yàn)學(xué)派的研究實(shí)質(zhì)上遵循著啟蒙現(xiàn)代性的工具理性與計(jì)算原則，這突出地表現(xiàn)在兩個(gè)方面一為量化的研究方法；二為實(shí)用主義社會(huì)觀。啟蒙運(yùn)動(dòng)的理性理想被解釋為工具理性的規(guī)則，意見(jiàn)自由市場(chǎng)的思想和討論也就必須讓位于公眾輿論的管理和調(diào)和。第五章，經(jīng)驗(yàn)學(xué)派內(nèi)部傳播關(guān)系也在不斷進(jìn)行調(diào)整，但其研究視野的局限決定了它不可能有根本性突破。第六章，法蘭克福學(xué)派在思考現(xiàn)代傳播關(guān)系的闖題上提供給我們一種哲學(xué)的深度；第一代批判理論家?guī)缀醵及褌鞑リP(guān)系的異化歸因于人的工具理性的惡性膨脹，在批判中陷入理論困境。第七章，哈貝馬斯在后期實(shí)現(xiàn)了從公共性向主體問(wèn)性的理論轉(zhuǎn)型；哈貝馬斯的交往行動(dòng)理論可以作為當(dāng)代傳播關(guān)系建構(gòu)的一個(gè)理論依據(jù)，為傳播學(xué)的發(fā)展提供了一種價(jià)值理性維度。第八章，對(duì)自由的追尋與媒介環(huán)境對(duì)人的異化，成為貫穿于媒介演進(jìn)歷程中的一個(gè)主要矛盾。網(wǎng)絡(luò)為公民參與提供了一個(gè)“理想言談情境一’但它的演化要依存于社會(huì)脈絡(luò)，其發(fā)展受到社會(huì)制約。綜上所述，本課題主旨在于將人學(xué)觀念引入傳播關(guān)系研究中，以更為宏闊的哲學(xué)視角來(lái)彌補(bǔ)傳統(tǒng)的微觀研究之局限性；理論反思之目的在于更好地指導(dǎo)媒介數(shù)字化的現(xiàn)實(shí)，為確立數(shù)字時(shí)代的傳播學(xué)新型研究范式打下基礎(chǔ)。關(guān)鍵詞傳播關(guān)系；啟蒙理性；工具理性；交往理性；人學(xué)I中圖分類(lèi)號(hào)

簡(jiǎn)介：●TI，一’膏獨(dú)創(chuàng)性聲明本人提交的學(xué)位論文是在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。論文中引用他人已經(jīng)發(fā)表或出版過(guò)的研究成果，文中已加了特別標(biāo)注。對(duì)本研究及學(xué)位論文撰寫(xiě)曾做出貢獻(xiàn)的老師、朋友、同仁在文中作了明確說(shuō)明并表示衷心感謝。學(xué)位論文版權(quán)使用授權(quán)書(shū)本學(xué)位論文作者完全了解西南大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印件和磁盤(pán)，允許論文被查閱和借閱。本人授權(quán)西南大學(xué)研究生院籌可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。保密的學(xué)位論文在解密后適用本授權(quán)書(shū)，本論文口不保密，口保密期限至年月止。學(xué)位論文作者簽名簽字日期ⅪF1年中月FO日導(dǎo)師簽名季爹凈留簽字日期加『1年華月F『日◆一1目錄摘要?????????????????????????????????IABSTRACT???????????????????????????????????．?????．．III導(dǎo)論???????????????????????????????????????????．1一問(wèn)題的提出?????????????????????????L二研究的進(jìn)展?????????????????????????2三研究思路、方法與限制性說(shuō)明????????????????．27一、哲學(xué)對(duì)教學(xué)論研究的作用知識(shí)基礎(chǔ)與方法論基礎(chǔ)??????????29一哲學(xué)作為知識(shí)基礎(chǔ)階段???????????????????．29二哲學(xué)作為方法論基礎(chǔ)階段??????????????????．32二、趨勢(shì)哲學(xué)在教學(xué)論研究中的方法論轉(zhuǎn)向??????????????37一20世紀(jì)50年代以前哲學(xué)的知識(shí)基礎(chǔ)作用開(kāi)始動(dòng)搖?????．．3720世紀(jì)50年代以后哲學(xué)的方法論基礎(chǔ)成為主要作用????．．39三、哲學(xué)基礎(chǔ)動(dòng)搖的原因分析?????????????????????43一反基礎(chǔ)主義的發(fā)展在教學(xué)論研究上的表現(xiàn)???????????．43二教育學(xué)學(xué)科獨(dú)立的努力在教學(xué)論研究中的表現(xiàn)?????????．50三形而上哲學(xué)與科學(xué)的交鋒??????????????????．．56四、結(jié)論??????????????????????????????．．63結(jié)束語(yǔ)???????????????????????????????65主要參考文獻(xiàn)????????????????????????????67致謝????????????????????????????????73攻讀碩士學(xué)位期間發(fā)表學(xué)術(shù)論文目錄??????????????????75

簡(jiǎn)介：學(xué)校代碼巡分類(lèi)號(hào)盟墊002G286研究生學(xué)號(hào)Q星QQ星QQ璺至Q墨旦密級(jí)五⑧東牡JIF予葒大莩碩士學(xué)位論文中庸的教育哲掌思想研究RESEARCHONPHILOSOPHYOFEDUCATIONINTHEDOCTRINEOFTHEMEAN指導(dǎo)教師學(xué)科專(zhuān)業(yè)研究方向?qū)W位類(lèi)型作者韓百龍王凌皓教授教育史中國(guó)古代教育史學(xué)歷碩士東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2010年5月獨(dú)創(chuàng)性聲明本人鄭重聲明所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下獨(dú)立進(jìn)行研究工作所取得的成果。據(jù)我所知，除了特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果。對(duì)本人的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中作了明確的說(shuō)明。本聲明的法律結(jié)果由本人承擔(dān)。學(xué)位論文作者簽名二勉益學(xué)位論文使用授權(quán)書(shū)本學(xué)位論文作者完全了解東ILN范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，即東北師范大學(xué)有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交學(xué)位論文的復(fù)印件和電子版，允許論文被查閱和借閱。本人授權(quán)東北師范大學(xué)可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或其它復(fù)制手段保存、匯編本學(xué)位論文。保密的學(xué)位論文在解密后適用本授權(quán)書(shū)學(xué)位論文作者簽名鏈日期埋二』二篁?qū)W位論文作者畢業(yè)后去向工作單位通訊地址指導(dǎo)教師簽名日期電話郵編盛

簡(jiǎn)介：華中科技大學(xué)碩士學(xué)位論文從主導(dǎo)哲學(xué)精神看中西媒體功能定位差異姓名李鐵錘申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)新聞學(xué)指導(dǎo)教師孫發(fā)友20050512IIABSTRACTTHISPAPERCONSIDEREDTHATTHENOTABLEDIFFERENCEOFTHEFUNCTIONLOCATIONOFMEDIABETWEENCHINESEWESTERNMAKESGOODATTHINKINGITISNONTHISBUTTHATOFCHINESEISVERYEASYTOGETTHETWOSIMPLEINFERENCERESULTSOFENTERINGRELATIONSUCCESSIVELYFIRSTITISNOTDARKBUTWHITEASPOSITIONINGTOREACHTWOFUNCTIONSCATCHMAKETWOSYSTEMSBYTHISINFERENCEISNOTDARKBUTWHITETHISISAKINDOFSERIOUSKNOWLEDGEMISTAKEDISTRICTATTHESAMETIMETHENATIONALNATUREGROWSBYTHEPHILOSOPHYSPIRITTHATTAKESDOMINANCEPOSITIONTOEXPECTTHATCREEPISEXERTASUBTLEINFLUENCEONTOFMITSTHOUGHTCUSTOMSAREUNDERTHERESTRICTIONGUIDANCESOANATIONSPHILOSOPHICSPIRITDECIDETHEWAYTHEIRPATTERNOFTHOUGHTITSSTATEOFMINDSOTHATISWHYITALKABOUTTHEMEDIAFUNCTIONLOCATIONOFCHINESEWESTERNFROMTHESIMILARITIESDIFFERENCESOFPHILOSOPHICSPIRITTHECAUSEOFEACHREASONABILITYWITHDIFFERENTAPPEARANCETHISPAPERISTAKINGPHILOSOPHYASANALYSISFOUNDATIONREFERTOSPREADTOSTUDYSOCIOLOGYNEWSPSYCHOLOGYCULTURESTUDYPUBLICOPINIONSTUDIESETCITISFROMTHEASPECTSSUCHASEACHINFLUENCEOFTHEPHILOSOPHICSPIRITOFCHINESEWESTERNTHATACTERISTICTHESEFACTSPRODUCEEVENTUALLYFMEDIATHATDISCREPANCYITISTHEDIFFERENCETHATMEDIAFUNCTIONLOCATIONOFCHINESEWESTERNTOHAVEANALYZEDASWELLASSHOWINGSTAGEREASONABILITYTHECERTAINTYOFSUCHLOCATIONTHESEARCHTECHNIQUEOFTHISPAPERISWITHCOMPARISONCOMPARESFROMEACHASPECTSSUCHASNEWSFUNCTIONPHILOSOPHICSPIRITPASSWHENMATERIALTHEFOUNDATIONOFCOMPARISONGOESUPTHINKTHEWAYDISCRIMINATEDCOMETOSTUDYTHATTHINGSQUARENEWSFUNCTIONPOSITIONSDIFFERENTDEEPREASONTRYINGHARDAROUSETHEPUBLICISFTHISCRECTKNOWLEDGEADDITIONALLYTHEREISFEWRESEARCHOFSCHOLARDOINGRESEARCHINTHISRESPECTSOTHISPAPERHASMYOWNVIEWPOINTINNOVATIONKEYWDSSPIRITOFPHILOSOPHYDISCREPANCYFUNCTIONOFMEDIUMIENTATION

簡(jiǎn)介：內(nèi)蒙古師范大學(xué)碩士學(xué)位論文民辦學(xué)校營(yíng)利與公益關(guān)系的哲學(xué)思考以東勝地區(qū)民辦學(xué)校為例姓名高志國(guó)申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)馬克思主義哲學(xué)指導(dǎo)教師烏峰20090402內(nèi)蒙古師范大學(xué)碩士學(xué)位論文的分析得出，民辦教育一定會(huì)走出自己的低谷，走向又快又好的健康發(fā)展之路。結(jié)束語(yǔ)對(duì)全文做了總結(jié)，并提出了研究前景。關(guān)鍵詞民辦教育，營(yíng)利，公益，哲學(xué)思考

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簡(jiǎn)介：學(xué)校代碼一業(yè)曼L研究類(lèi)型廛旦研究浙江師范大學(xué)教育碩士專(zhuān)業(yè)學(xué)位論文題目．直蟲(chóng)生塑的蜇堂I童堡皇堂垡絲紐遲蟄建一舉科專(zhuān)業(yè)一堂抖麴堂生塑一生級(jí)星魚(yú)魚(yú)邀一一學(xué)號(hào)幽坦L一研冤生墊撻褪．指導(dǎo)教師一．嫠錈橋教援中圖奇妻號(hào)G633．91答辯時(shí)間趔Q墨年旦月27日PHILOSOPHICALTRUTHWITHINBIOLOGYCOURSEANDINTELLECTUALCONSTRUCTIONOFSTUDENTSATSENIORMIDDIESCH001ABSTRACTBIOLOGYISPARTOFNATURAISCIENCE．ASANIMPORTANTCOMPONENTOFSCIENCECHRRICULUMFORSENIORMIDDLESCH001．BIOLOGYCOURSEISDUTYBOUN6TOCHANNELSCIENTIFICPHILOSOPHYINTOTEACHINGAND艷ARNINGOFSCIENCECURRICULUM，F(xiàn)ORSTUDENTSTOIMPROVESCIENTIFICQUALITY，DEVELOPSCIENTIFICMODEOFTHINKING，ANDUNDERSTANDTHEINTRINSICOF’SCIENCE．FORTHISREASON，RELATIONSMERITWELLRESEARCHINGINTOBETWEENPHILOSOPHICALTRUTHWITHINTHESUBJECTBIOLOGYANDINTELLECTUALCONSTRUCTIONOFSTUDENTSATSENIORMIDDLESCH001．ACCORDINGTOTHEPRINCIPLEOFCOMBININGTHEORYWITHPRACTICE，ANDUSINGMAINLYMETHODSSUCHASREFERENCINGMATERIALS，STUDYINGBYACTIONANDDEVELOPINGINPRACTICE，THEPHILOSOPHICATTRUTHWITHINBIOLOGYSUBJECTWASANALYZEDFIRSTLY，ITSRELATIONSTOINTELLECTUALCONSTRUCTIONOFSTUDENTSATSENIORMIDDLESCHOOLWEREANALYZEDINTHEPRACTICEOFTEACHINGANDLEARNINGSECONDLY，ANDANEXPERIMENTALRESEARCHINTOBIOLOGICALTEACHINGWHICHPHILOSOPHICALTRUTHRESIDESINLASTLY．THERESEARCHRE如ITSHOWSTHATTHEBIOLOGICALTEACHINGASSUCHONEHASGIVENOUTSIGNIFICANT．EFFECTS，CONTRIBUTINGTOSTUDENTS’FORMINGCORRECTOUTLOOKONBOTHWORLDANDLIRE，IMPROVINGSCIENTIFICQUALITYOFTHEMSELVES，BUILDINGACOMPLETEINTELLECTUALNETWORKFORTHEIROWN，ANDDEEPENINGTOUNDERSTANDBASICKNOWLEDGEOFBIOLOGYANDGRASPBASICSKILLSOFTHESUBJECT．KEYWORDSSENIORMIDDLESCHOOL；BIOLOGY；PHILOSOPHY；SCIENTIFICQUALITY,INTELLECTUALCONSTRUCTION

簡(jiǎn)介：指導(dǎo)小組成員名單俞吾金教授汪堂家教授孫向晨教授汪行福教授丁耘副教授張雙利副教授林暉副教授中文摘要?dú)W克肖特是二十世紀(jì)重要的思想家尤其在實(shí)踐哲學(xué)領(lǐng)域其思想更是有著異乎尋常的獨(dú)創(chuàng)性和重要性。本文選擇其經(jīng)驗(yàn)概念為樞機(jī)，試圖通過(guò)對(duì)這個(gè)概念的實(shí)踐哲學(xué)解讀來(lái)展示歐克肖特前后期思想的一致性以及這個(gè)概念本身所含有的實(shí)踐哲學(xué)意義。實(shí)踐哲學(xué)有三個(gè)環(huán)節(jié)。第一個(gè)環(huán)節(jié)是對(duì)哲學(xué)本身的規(guī)定和認(rèn)識(shí)。第二個(gè)環(huán)節(jié)是對(duì)實(shí)踐和政治體的哲學(xué)考察。第三個(gè)環(huán)節(jié)是對(duì)哲學(xué)與實(shí)踐之間關(guān)系的考察，達(dá)到有實(shí)踐自覺(jué)的哲學(xué)，即實(shí)踐哲學(xué)。本文正文部分首先考察了歐克肖特從對(duì)經(jīng)驗(yàn)的一般規(guī)定到哲學(xué)的環(huán)節(jié)，其過(guò)渡是對(duì)經(jīng)驗(yàn)?zāi)Ｊ降恼撌?。在歐克肖特看來(lái)經(jīng)驗(yàn)就是思，經(jīng)驗(yàn)世界是觀念世界。不同的經(jīng)驗(yàn)?zāi)Ｊ绞怯兄煌疤岷拖薅ǖ乃?，是受限定的觀念世界，相對(duì)整全世界而言是抽象的。而哲學(xué)追求具體的經(jīng)驗(yàn)整體，是無(wú)條件的思。哲學(xué)之思的無(wú)條件性在于其對(duì)自身?xiàng)l件的自覺(jué)。在對(duì)哲學(xué)作出規(guī)定之后，本文接著考察了歐克肖特對(duì)實(shí)踐經(jīng)驗(yàn)的哲學(xué)思考。實(shí)踐經(jīng)驗(yàn)本身有兩個(gè)維度，一個(gè)是實(shí)踐活動(dòng)，一個(gè)是實(shí)踐活動(dòng)在其中展開(kāi)的背景，即政治體。因此本文接著分別考察了歐克肖特對(duì)實(shí)踐和政治體的理解。在歐克肖特看來(lái)，實(shí)踐有兩個(gè)方面，一個(gè)方面是自我展現(xiàn)，另一個(gè)方面是自我創(chuàng)制。自我展現(xiàn)就是行為者通過(guò)選擇做或說(shuō)關(guān)聯(lián)于所設(shè)想并希求的結(jié)果的這個(gè)而不是那個(gè)而對(duì)其自身的為其所理解的偶然處境的回應(yīng)，所設(shè)想并希求的結(jié)果本身是由其他行為者的行動(dòng)組成的。自我創(chuàng)制則是實(shí)踐活動(dòng)的動(dòng)機(jī)和情感方面。由于行為者之間的實(shí)踐交易本身具有暫時(shí)性，因此其持續(xù)進(jìn)行依賴更為穩(wěn)定的關(guān)系，歐克肖特稱(chēng)之為風(fēng)習(xí)。風(fēng)習(xí)有兩種，一種是旨在提升實(shí)踐交易成功率因而對(duì)于實(shí)踐交易來(lái)說(shuō)是工具性的，另一種則是非工具性，后者歐克肖特稱(chēng)之為道德風(fēng)習(xí)。根據(jù)道德風(fēng)習(xí)的聯(lián)合歐克肖特稱(chēng)之為公民聯(lián)合。公民聯(lián)合構(gòu)成了歐克肖特所屬意的實(shí)踐的背景。因此本文接著具體考察了歐克肖特的公民聯(lián)合概念。歐克肖特將公民聯(lián)合理解為國(guó)家的本質(zhì)。公民聯(lián)合區(qū)別于事業(yè)聯(lián)合。對(duì)公民聯(lián)合與事業(yè)聯(lián)合的區(qū)別構(gòu)成了歐克肖特實(shí)踐哲學(xué)的一個(gè)重要環(huán)節(jié)。事業(yè)聯(lián)合是為了追求一種共同的實(shí)質(zhì)性目的而進(jìn)行的人與人之間的聯(lián)合，因此事業(yè)聯(lián)合是為了滿足人們的實(shí)質(zhì)性目的。公民聯(lián)合則是由道德風(fēng)習(xí)構(gòu)成的法的系統(tǒng)，歐克肖特也稱(chēng)之為公共事物。確立了公共事物之后就可以對(duì)統(tǒng)治和政治實(shí)踐作出明確規(guī)定了。統(tǒng)治是對(duì)公共事物的維持，而政治實(shí)踐則是根據(jù)公共事物的可欲性來(lái)對(duì)其狀態(tài)作出某種更改。本文最后考察了歐克肖特思想中哲學(xué)與實(shí)踐之間的關(guān)系，從而完成對(duì)其經(jīng)驗(yàn)概念的實(shí)踐哲學(xué)解讀。關(guān)鍵詞經(jīng)驗(yàn)哲學(xué)實(shí)踐公民聯(lián)合政治

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