簡介：曲阜師范大學(xué)碩士學(xué)位論文實(shí)踐哲學(xué)教育迷惘中的選擇姓名李長偉申請學(xué)位級別碩士專業(yè)教育學(xué)原理指導(dǎo)教師韓鐘文2002310皆堅(jiān)守海德格爾開創(chuàng)的實(shí)踐哲學(xué)傳統(tǒng)，并影響了一個(gè)時(shí)代，哈貝馬斯對實(shí)踐興趣的關(guān)注等等。這一切使我堅(jiān)信曾與實(shí)踐哲學(xué)結(jié)緣的教育學(xué)也應(yīng)在實(shí)踐哲學(xué)的復(fù)興中走向新生。而這必須以對教育學(xué)與實(shí)踐哲學(xué)的關(guān)聯(lián)作歷史的梳理與檢索為前提。就筆者目力所及，從實(shí)踐哲學(xué)的角度透視教育學(xué)，最早可追溯至亞里士多德，他的政治學(xué)活脫脫就是一本教育學(xué)。后經(jīng)康德的承續(xù)，到了赫爾巴特，此種傳統(tǒng)得到進(jìn)～步的發(fā)揚(yáng)，他明確提出把實(shí)踐哲學(xué)作為教育學(xué)的基礎(chǔ)之～。而反赫爾巴特的、以現(xiàn)代教育的開創(chuàng)者自居的杜威則從實(shí)用主義的角度繼承了實(shí)踐哲學(xué)的傳統(tǒng)并依之建構(gòu)了獨(dú)特的無體系的實(shí)踐教育學(xué)。不過，時(shí)至今同，在教育學(xué)的研究中，實(shí)踐哲學(xué)已湮沒在“科學(xué)萬歲”的呼聲中，R漸被人遺忘。國外的卡爾，國內(nèi)的金生鉉教授雖對實(shí)踐哲學(xué)和教育學(xué)的關(guān)系進(jìn)行過較為細(xì)致的研究。但遺憾的是，他們的呼吁及研究未引起人們的普遍注意。并且，鮮有人真正的從實(shí)踐哲學(xué)的角度真正專門系統(tǒng)地關(guān)注教育學(xué)，透視教育學(xué)的病因。隨便翻一翻我們的教育學(xué)論著，可以發(fā)現(xiàn)這樣一個(gè)非常奇怪的現(xiàn)象盡管我們每一個(gè)關(guān)心教育學(xué)命運(yùn)的人都在對教育學(xué)自身進(jìn)}亍‘‘自覺”的反思，以試圖為處于迷惘之中的教育學(xué)開出一條新的“上學(xué)之路”，但遺憾的是，獪們的教育學(xué)之思卻是有蔽的“無教育”的思，亦即是忘掉了自身即是目的的教育實(shí)踐，忘掉了教育學(xué)之源實(shí)踐哲學(xué)的思。而沒有了教育，我們實(shí)在想不出思教育如何成“學(xué)”還會(huì)蒴什么意義。假如有的話，那或許只能是“概念的游戲”。結(jié)果，越是尋思，越是投入，本真的教育學(xué)就越不在，就越晦蔽。面對此番窘、萼TI裕著在歷史中闡釋，在闡釋中創(chuàng)新的原則，我們對教育學(xué)之本～買踐哲學(xué)與教育學(xué)的內(nèi)在關(guān)聯(lián)及其日后的異化進(jìn)行了追本溯源式的研究從亞罩士多德的本真的實(shí)踐哲學(xué)到康德的先驗(yàn)的實(shí)踐哲學(xué)再到赫爾巴特的經(jīng)驗(yàn)的實(shí)踐哲學(xué)的異化。教育學(xué)在走向獨(dú)立的同時(shí)，也在不可避免的走向分裂。因此在我們看來，赫爾巴特因選擇了實(shí)踐哲學(xué)而成為一個(gè)單程碑式的人物，但同時(shí)又因其實(shí)踐哲學(xué)的異化而引領(lǐng)教

簡介：四川師范大學(xué)碩士學(xué)位論文過程哲學(xué)視野中的閱讀教學(xué)姓名楊文申請學(xué)位級別碩士專業(yè)課程與教學(xué)論（語文）指導(dǎo)教師唐代興20050601學(xué)閱讀“過程”區(qū)分于其他“過程”的特質(zhì)在于它是一個(gè)意義生成的過程。文學(xué)作品意義是本文視界和讀者視界兩種視界交融的第三生成物，這一觀點(diǎn)把意義的生成置于本文歷史時(shí)間和讀者歷史時(shí)間兩種動(dòng)態(tài)的歷史時(shí)間流程中，使意義隨著歷史時(shí)間的流動(dòng)而向著理論上的無限可能性生成，從而突顯了意義的過程性。文學(xué)作品的意義在文本中通過召喚性結(jié)構(gòu)得以運(yùn)行，不確定性和空白是召喚性的本真內(nèi)涵。文學(xué)作品從語音語調(diào)層到思想感情層的各個(gè)層次都具有不確定性和空白，它們之間的疊加和聯(lián)系是文學(xué)作品的意義不確定性和意義空白的根本運(yùn)行機(jī)制。本文視界和讀者視界交融生成意義的過程本質(zhì)上就是一個(gè)“對話”的過程，因而，“對話”在走向過程本體的閱讀教學(xué)中便具有十分重要的地位。對話是入的本體存在方式，也是閱讀意義的生成因子。對話式閱讀教學(xué)的過程就是實(shí)現(xiàn)從“權(quán)威”到“平等”的倫理追求過程，從“公共”到“個(gè)體”盼價(jià)值追求過程，從“工具”到“人文”的本體追求過程。它在課堂教學(xué)中的展開形態(tài)為在與文本對話中體驗(yàn)，在師生對話、生生對話中交流，在與自我對話中反思，最終促進(jìn)師生特別是學(xué)生的自我生成。關(guān)鍵詞過程哲學(xué)過程回歸閱讀教學(xué)意義生成對話2

簡介：聲明尸明本人鄭重聲明L、堅(jiān)持以“求實(shí)、創(chuàng)新”的科學(xué)精神從事研究工作。2、本論文是我個(gè)人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。3、本論文中除引文外，所有實(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)的。4、本論文中除引文和致謝的內(nèi)容外，不包含其它人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。5、其它同志對本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。作者簽名日期蒂5音駒THEORIGINATIONOFEXISTENTIALPHILOSOPHYOFEDUCATIONTHEOUTLINEOFEXISTENTIALONTOLOGICALPHILOSOPHYOFEDUCATIONABSTRACTTHEMODEMEDUCATIONHASBEEN1LFORALONGTIMEANDTHEPATHOGENISJUSTITSFORGETTINGTOLOOKFORTHEONTOLOGICALBASEANDUSEDTOACCEPTTHEOUTSIDEDESIGNANDTHEIDEASGIVENOUTSIDEONLYWHENTHEMODEMEDUCATIONACCEPTSTHEOUTSIDEVALUABLEDESIGNFROMTHEEDUCATIONALFUNCTIONCALLTHEMODEMEDUCATIONGRASPITSELFINTHEWHOLEPROCESSOFTHEMOVEMENTOFMODEMEDUCATION，THECOMPREHENSIONOFEDUCATIONISNOTFROMTHEEDUCATIONITSELFBUTFROMTHERELATIONSHIPBETWEENTHEEDUCATORSANDTHEEDUCATEESESP，THEALTERATIONRELATIONANDTHESHAPINGRELATIONWHERETHESUBJECTIVITYOFEDUCATORSANDTHEOBJECTIVITYOFEDUCATEESARESUFFICIENTLYATTENDEDITISFROMTHEOUTSIDEESSENCESBUTNOTTHETHINGINITSELFDOESTHEMODEMEDUCATIONKNOWHIMSELFBECAUSETHEMODEMEDUCATIONLOSETHEFOUNDATIONTHEMODEMEDUCATIONITSELFACCEPTTHEESSENCESGIVENBYOUTSIDETONELESSLYTHELOSEOFMODEMAGE’SROOTCAUSESTHELOSEOFEDUCATION’SROOTBUTTHEMETAPHYSICSINTHEMODEMAGEISTHESCIENCESCIENTIFICMETAPHYSICSILIZATIONMAKESTHERELATIONBETWEENEDUCATIONANDBEINGSHOWITSELFASTHERELATIONBETWEENEDUCATIONANDTHEBEINGSOFENTITIESANDBERESOLVEDBYTHISKINDOFRELATIONSCIENCEMEASURESTHEREALISMTHINGSANDTHEREALISMTHINGSARECONFIRMEDASOBJECTWHICHSHOULDBEPLACED、PURSUEDANDMACHINEDSCIENCEEXPLOITSTHEENTITIESINTHEWORLDANDREGARDSITSELFASBASEANDMEASUREASARESULTOFDEPENDINGOILSCIENCE，THERELATIONSHIPBETWEENEDUCATIONANDENTITIESISTHECOGNITIVERELATIONINFACTTHEDOMINANTOFLINEAR、SERIAL、QUANTIFIABLESYSTEMFOREDUCATIONISTHEMOSTIMPORTANTTOKENOFTHEEPISTEMOLOGICALEFFECTINGONTHEMODEMEDUCATION1FPHILOSOPHYOFEDUCATIONWANTSTOGRASPTHEEDUCATIONITSELFTHATISTOSAYTEGARDTHEEDUCATIONASHUMANBEING’SEDUCATION，HEMUSTRETURNTOTHEORIGINRETURNINGTOTHEORIGINMEANSTHATTHEPHILOSOPHYOFEDUCATIONMUSTINVESTIGATETHEDASEINWHOHASBEENDIGESTINGBEINGANDDOINGACCORDINGTOITTHEPHILOSOPHYOFEDUCATIONTOGETTOBEINGVIADASEINISJUSTTHEPHILOSOPHYOFEDUCATIONITSELFESSENTIALLYSOACOMPLETECALLFORPHILOSOPHYOFEDUCATIONMUSTBETHEONTOLOGICALPHILOSOPHYOFEDUCATIONITISONTOLOGYWHICHPROBESBEINGSDASEINNURSINGTHEBEINGISTHEONEOFTHEOUTSTANDINGENTITIESINTHEWORLDWHOINHABITANTSBYTHEBEINGANDSUCCEEDHIMSELFWITHHISUNDERSTANDINGOFITITISONTOLOGYWHICHPROBETHEDASEIN’SEXISTENCEMODE，SOTHEPHILOSOPHYOFEDUCATIONITSELFISTHEONTOLOGICALPHILOSOPHYOFEDUCATIONPRINCIPALLYTHEONTOLOGICALPHILOSOPHYOFEDUCATIONSOISJUSTDASEIN’SPHILOSOPHYOFEDUCATIONTHEPHILOSOPHYOFEDUCATIONRETURNINGTOTHEEXISTENTIALONTOLOGYISUNITEDBYTHREEBASICPROPOSITIONSEDUCATIONASLIFEPATTEM、EDUCATIONASLIFEADVANCINGPAUEMANDTHENEDUCATIONASDASEIN’SEXISTENCEPATTEMEXISTENCEISMAN’SLIFEFASHIONDASEINISDEFERENTHISLIVINGANDHISUNDERSTANDINGLIFETHENLIVINGFROMTHEBEINGSOFENTITIESTHENHUMANISSPIRITUALHUMANINFACTHUMAN’SEXISTENCEDECIDESTHATHUMANISFORTHESAKEOFHISOWNEXISTENCEEDUCATIONASLIFEPATTERNNATURALLYISNOTAMEANSTOLIVEBUTAUNDERSTANDINGMODEORITISMEANINGITSELFEXISTENCEISNOTASTRUCTUREBUTONTOLOGYMUSTBEASTRUCTUREDASEIN’SEXISTENCEISJUSTSHOWEDBYONTOLOGICALANALYSISDASEIN’SEXISTENTIALONTOLCLGICALSTRUCTUREISUNITEDBYTIMELINESSSTRUCTURE、MEANINGSTRUCTUREANDEXPERIENCESTRUCTURETIMELINESSGIVESMEANINGGETTINGMEANINGSNEEDSEXPERIENCEEXISTENTIALPROCESSISAPROCESSTOEXISTTOEXISTMEANSTOBEHAVEASAMAILSOEXISTENCEMEANSINTERINTOTHEWORLDWITHSPIRILDASEINLIVESINTHEWORLDPOETRYLESSANDEDUCATIONISJUSTALIVINGPATTERNTHEKEYPROBLEMTOTHEMODEMEDUCATIONISBRINGINGFORWARDAPROBLEMOFTHESPIRITSOFEDUCATIONINTHEANTISPIRITAGEANDONLYWECANDOTHISCANWEGETRESCUEKQWORDSEXISTENCE、EXISTENTIALONTOLOGY、ONTOLOGY、EPISTEMOLOGYEXISTENTIALPHILOSOPHYOFEDUCATION4

簡介：蘇州大學(xué)碩士學(xué)位論文高校后勤社會(huì)化改革的哲學(xué)思考姓名張兵申請學(xué)位級別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師周宏20071101NEPHILOSOPHICAITHOU出OFTHESOCIALIZEDREFOMONCOILEGELOGISTICSABSTR刁LCTTHEPHILOSOPHICALTHOUGHTOFTHESOCIALIZEDREFORMONCOLLEGELOGISTICSABSTRACTSINCETLLE80SLASTCENTUⅨ麗MACRUSHINGFORCE，THELO西STICREFONILOFUILIVERSITIESBASEDONSOCIALIZATIONT粥AKEADYOBTAINEDAPLENTEOLLSACHIEVEMENTBUTI11DI舵RENTCOLLEGESINDI虢RENTPLACES，恤LEVELOFLOGISTICSISALSODI仃ERE媳ANDSOMENEWPROBLEMSLLAVEPRODUCED、I，ITLLTLLECONTIRMOUSVARIATIONSOFMEIMEMALAILDEXTEMMENVIR0舳ENTSATPRESENT，MAILYRESEARCHES，LACKINGOFDE印PHILOSOPLLICALRESEARCHESAS、№LL嬲如R吐LERRC鶴ONABLETLLIILKINGABOUTTI坨DIMCULTIESA11DTLLEDIRECTIONOFMEREFIONN，ALLSTAYAROUILDMEEXPERIENCEEXCLLA_NGESFROMTHELONGVIEW；TLLISMUSTINNUENCETLLECOMPLETERE向MINT11ISARTICLE，THE孤MLOBDEPALDINGONTHESYSTEMATICTLLIILL【II培，DYNAMICTLLIM【ING，CREATIVEⅡL濺NG鋤DI11TE伊ATED缸LINKINGOFPLLILOSOPKCALVISUALFIELD氨DRMELOGIC覷吼E，MAKESUSEOFTLLCPDNCIPL髓ANDMETLLODSOF吐LEMATERIALISTDIALECTICST0INQUI巧IILTOCOLLEGELO西STICSACCULTURATION，T0MAKECONCRETE趾ALYSISOFTLLEEXISTENTPROBLEMSULLDERTHEILEWSITUATIOLL，觚DT0PUTFON舊RDSOMEPROBLEMSOLVINGMEMODS111ISARTICLEISMA砌YDIVIDED砬OFIVEPANS1KFIRSTPARTISABOUTTHEBACKGR01MD，ⅡLEPLL】粵OSE，THESIG面FIC孤LCE孤DMEMEMODOLOGYOFMERESEARCHTHESECONDPARTIS也ELITER狐鵬REVIEWOFCOLLEGELOGISTICS，IILCLUDINGMEDEFINITIONOFCOLLEGELOGISTICS，ⅡLESIGILIFIC弛CEOFMESOCIALIZATIONOFCOLLEGELOGISTICS，NLEECONOMICMEORETICFOULLDATION觚DTLLEPRESENTRESEARCHSTATCINCMNAANDABROADTHETLLIRDPAITEXPOUILDSTHERELATIONSHJPOFCOLLEGES，COLLEGELOGISTICSANDTHESOCIE鑼BYEXPLICITPHNOSOPMCALNLII墩I119，EMPI擒SIZII塢T11EUSAGEOFSYSTEMATICMIMDNG，DY徹MICⅡLIILLING，CREATIVEMIILL【IR培趾LDINTEGRATEDT11IILL【INGPARTFOURFOCUSESON也EP代SENTPROBLEMSEXISTII馮IILTHESOCIALIZEDPROCESSOFCOLLEGELOGISTICSTHEFI觸PARTANALYZESTLLEME娃LODS鋤D咖TEGIESOFMESOCIALIZATIONOFCOLLEGE109ISTICS1KAUMORBELIEVEST11AT鋤SRESE鋤’H、L，I11MAKEPROFITSFOR舢曲ERRESEARCHES1EYWORDSCOLLEGELO西STICS；SOCIALIZATION；REFO肌；PHILOSO出C“THO咄WRI訛NBYZLMGBINGSUPEⅣISEDBYZHOUHONGⅡ

簡介：分類。一密緩。碩士學(xué)位論文對小學(xué)生作業(yè)的哲學(xué)解析楊曉英導(dǎo)師姓名職稱到尷盔熬援專業(yè)名稱熬壹堂廈理研究方向耋直萱堂．論文答辯日期2QQZ魚學(xué)位授予日期2007．6答辯委員會(huì)主席評閱人二00七年六月ABSTRACT1NHEHOMEWORKISNOTONLYAPARTOFTHETEACHINGPROCESSBUTALSOONEOFTHEFORMSSHOWINGTHERELATIONSHIPOFKNOWLEDGEANDPOWERINTEACHINGPROCESS，ANDADISPLAYWAYOFSTUDENTSLIFEANDCONTACTS．INTHEMODEMSCHOOLSINFLUENCEDANDIMPACTEDRATIONALISMANDINDUSTRIALIZATIONIDEOLOGY,THEHOMEWORKHASBEENAMODEL．ANDITSINTRINSICVALUEISSHADOWEDBYEXTERNALUTILITARIANPURPOSE,SOTHEHOMEWORKHASBECOMEATOOLTOCONTROLTHESTUDENTS．THENWHATISTHEFORMOFTHEHOMEWORKINTEACHINGHOWDOESITFUNCTIONFROMPHILOSOPHICALPERSPECTIVETOANALYSETHEHOMEWORK，THISPAPERSHOWEDTHEHOMEWORKITSELFISNOTSOSIMPLEASWHATWENORMALLYTHINKOF,ITSUFFERSTHECONTROLOFSOMEKNOWLEDGEANDTHEDOMINATIONOFSOMEPOWER,THUSENDOWINGTHEHOMEWORKWITHCERTAINSTRENGTH．WHENITMEETSTHESTUDENTS，THERELATIONBETWEENTHEMISCOMPLICATEDANDDELICATEOROBEDIENCE，ORIGNORANCE；ORSUSPENSION，ORINTERNALIZATION，ORRESISTANCE；OROBEDIENCEWITHRESISTANCEORUNCONSCIOUSINTEMALIZATIONWITHRESISTANCE．THEHOMEWORKITSELFAPPEARSINTHETEACHINGPROCESS,ANDITSHOULDREFLECTTHESTUDENTACTIVITIES，STUDENTDEVELOPMENT，NEITHERASTHEMEANSTOCONTROLSTUDENTS，NORASTHETOOLOFOTHERPURPOSESINTHEPROCESSOFSCHOOLEDUCATION，STUDENTS’GROWTHANDDEVELOPMENTISTHEAIMOFEDUCATION，THERESHOULDNOTBEANYOTHERPURPOSEABOVEIT．THEHOMEWORKITSELFHASUOPROBLEM，BUTITSOWNCONTENT1IFE，CONTACTS，ANDEXPERIENCEVALUEHASBEENIGNORED,REPLACEDBYTHEUTILITARIANVALUEOFTHECONTROLOFTHETEACHING．THEINDUSTRIALIZEDIDEOLOGICALTRENDSARENOTTHEDREADFULMONSTERSTOBEDISCARDEDASLONGASTHEYHAVENOHEGEMONYTOMAKEEVERYTHINGMONOLITHIC．THEREORIGINALLYEXISTMANYKINDSOFKNOWLEDGEINTHESOCIETY，THEHOMEWORKSHOULDALSOBECOLORFUL，ANDTHESCHOOLEDUCATIONSHOULDNOTBECOMEAKNOWLEDGECONTROLMODE，OTHERWISETHEEDUCATIONWILLEXERTTHEOPPOSITEEFFECT．BASEDONTHEABOVE，THEPUPILS’HOMEWORKNEEDTOREFORM．THEHOMEWORKMUSTEMBODYTHECHARACTERISTICSOFTHEIROWNLIVES，REALIZEITSVALUEOFGUIDANCEANDMEETEVERYSTUDENT’SDIFFERENTDEVELOPMENTNEED．EVERYONEREADSTHETEXTDIFFERENTLY,PLURALISTICDISCOURSESAREREASONABLE，HENCEITISTHEPREREQUISITEFORTHESTUDENTS’HOMEWORKFORREFO衄ANDINNOVATION．ANDTHESAMEWITHTHEDEVELOPMENTOFSTUDENTS．KEYWORDSTHEHOMEWORK，VALUE，INDUSTRIALIZATIONIDEOLOGY，KNOWLEDGEANDPOWERM

簡介：蘇州大學(xué)碩士學(xué)位論文論文化哲學(xué)視界中的“文化”范疇姓名臧公余申請學(xué)位級別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師潘桂明20020101ON‘‘THECULTURE’’CONCEPTIONINCULTUREPHILOSOPH，ON“THECULTURE’’CONCEPTIONINCULTUREPHILOSOPHYABSTRACTCULTUREPHILOSOPHY，ASAKINDOFTHENEWTHEORIES，HASGAINEDACERTAINACADEMICACHIEVEMENTSWITHTHECOMMONSTUDYOFSCHOLARSHOWEVERTHEREARENOCERTAINCONCLUSIONSABOUTTHEFUNDAMENTALCONCEPTIONSANDTHEORIESASWELL，WHICHWILLPERHAPSHAMPERTOFURTHERTHEFUNDAMENTALRESEARCHINCULTURALPHILOSOPHYTHEARTICLETRIESTOANALYZE“THECULTURE”一THECORECONCEPTIONOFCULTUREPHILOSOPHY，MAKINGALITTLEFUNDAMENTALRESEARCHINITFIRSTOFALL，THEARTICLEDEMONSTRATESTHETHINKINGDIRECTIONOFCULTUREPHILOSOPHYONTHEBASISOFREASONOFTHECULTUREPHILOSOPHYBOOMINGSECOND，THEARTICLEGIVESADEFINITIONOFTHE“CULTURE”FROMTHEANGLEOFCULTUREPHILOSOPHYONTHEBASEOFVARIOUSDEFINITIONSOFCULTUREWITHACRITICALVIEWBYCULTUREITMEANSTHEACTIVITIESOFHUMANBEINGPRACTICEANDTHESTANDARDOF“HUMANIZATION”O(jiān)FHUMANSONNATURE，SOCIETY，ANDHUMANBEINGTHEMSELVESREFLECTEDINTHEMEANSANDACHIEVEMENTSOFTHEACTIVITIESATLAST，THEARTICLEDISCLOSETHEPECULIARRESEARCHANGLEOFTHECULTUREPHILOSOPHYTHEEXPLANATIONOF“CULTURE”WITH“HUMANITIES”ASWELLASEXPLANATIONOF‘‘HUMANITIES”WITH“CULTURE”KEYWORDSCULTUREPHILOSOPHYCULTUREHUMANIZATIONZANGGONGYUMARXISMPHILOSOPHYDIRECTEDBYPROFESSORPANGUIRUING

簡介：中共上海市委黨校碩士學(xué)位論文文化形而上學(xué)關(guān)于文化哲學(xué)的哲學(xué)本性之研究姓名陳虎騰申請學(xué)位級別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師黃力之20080611IICULTURALMETAPHYSICSABOUTTHECULTURALPHILOSOPHYRESEARCHOFPHILOSOPHYNATURALDISPOSITIONCONTENTABSTRACTTHISARTICLETHINKSTHATTHEENDOFTRADITIONALMETAPHYSICSCALLSFONEKINDOFMODERNPHILOSOPHYTOSAVEITTHEUYGURBRANCHCASSILLSCULTURALPHILOSOPHYUNDERTAKENTHEPRELIMINARYHISTICTASKHAVEREALIZEDTRANSITIONTRADITIONALPHILOSOPHYTOMODERNCULTUREHOWEVERDURINGTHEPERIODOFTRANSITIONCONSTRUCTIONCULTURALPHILOSOPHYWHICHLACKSTHEPHILOSOPHYMETAPHYSICSFOUNDATIONBECAUSEOFDISPELLEDTHETRADITIONALMETAPHYSICS’NATURALDISPOSITIONHASDIFFICULTYONGAININGAFOOTHOLDONTHEPHILOSOPHYPALACETHEREFEITNEEDSTORELOCATETOBASICDIMENSIONOFTHECULTURALPHILOSOPHYTHATISTOSAYBYTHECULTURALMETAPHYSICSWAYWECANCONSTRUCTCULTUREPHILOSOPHYCULTURALMETAPHYSICSISONEKINDOFCONTEMPARYSCIENCEOFCULTUREPHILOSOPHYOFMETAPHYSICSTHATISINTHECULTURALESSENCEOFHUMANIZATIONOFTHENATUREOFSURVIVALBYHUMANNATURECULTUREDUALDEMSINPERSONSFREEDOMINITIATIVEMOVESCONSTITUTESMETAPHYSICSSIGNIFICANCECULTUREOFMAINBODYCULTURALMETAPHYSICSTHROUGHHUMANITYSNATURALMETAPHYSICSTHROUGHTHECULTURE’SNATURALDUALDEMTHROUGHTHEEXISTINGSCHOOLMECHANISMASWELLASTHEREALITYSURVIVALSITUATIONREALIZESITSPOSSIBILITYCULTURALMETAPHYSICSHASREALIZEDTRADITIONALMETAPHYSICS’TRUEREFMATIONSTRESSESONTHENATURALOFCULTURALPHILOSOPHYALSOCULTURALMETAPHYSICSISMAKINGNEWDIRECTIONFTHEMODERNPHILOSOPHYKEYWDMETAPHYSICSCULTURALPHILOSOPHYCULTURALMETAPHYSICSASKSREALLYSTRIVESFGOODSIGNIFICANCECULTURESUBSTANCE

簡介：內(nèi)蒙古農(nóng)業(yè)大學(xué)碩士學(xué)位論文老子的生命哲學(xué)思想對現(xiàn)代教育管理的啟示姓名蓋海青申請學(xué)位級別碩士專業(yè)教育經(jīng)濟(jì)與管理指導(dǎo)教師蘇雙平20090501THEENLIGHTENMENTOFLAOTZU’SLIFEPHILOSOPHICALTHOUGHTONMODEMEDUCATIONMANAGEMENTABSTRACTINEVERYPHASESOFTHEDEVELOPMENTOFLAOTZU’STHOUGHTOFEVERYSECTS，THECARINGFORLIFEISALWAYSASUBJECTTHATCANNOTBENEGLECTEDTAOISMINVOLVESALLTHEPROBLEMSTHATTHELIFESHOULDFACETHECONTRADICTIONOFTHELIFEAGAINSTTHENATURE，AGAINSTTHESOCIETYANDAGAINSTTHEFREEDOMOFHUMANBEINGSBUTEVENTUALLY’TAOISMATTEMPTSTODEALALLTHESECONTRADICTIONSWITHHARMONYTHEEXISTENCEOFHUMANLIFEISTHENATURALEXISTENCE，THESPIRITUALEXISTENCE，ANDTHESOCIALEXISTENCEASTHETHEREDIMENSIONSOFLIFE，THENATURALLIFE，THESPIRITUALLIFEANDTHESOCIALLIFECONNECTEACHOTHERAFFECTEACHOTHERANDCONTAINEACHOTHERWHICHFORMTHEINTEGRATEDLIFEOFHUMANBEINGSBASICALLY，EDUCATIONISFOR“PEOPLE”，SOEDUCATIONSHOULDBEBASEDONTHEINTEGRATEDLIFEHOWEVER，F(xiàn)ORTHEMOSTPART，EDUCATIONDAMAGEDTHEINTEGRATIONOFLIFE，TOOKAWAYTHEFREEDOMOFLIFE，ANDCAUSEDTHEALIENATIONOFTHEEXISTENCEOFLIFEINTHEFACEOFTHEALIENATIONOFLIFECAUSEDBYTHEMODEMEDUCATION，也ECARINGFORLIFEOFLAOTZU’STHOUGHTBROUGHTUSMUCHINSPIRATION，THATEDUCATIONSHOULDFOLLOWTHEWAYOFITSELFSHOULDRETUILLTOINNOCENCE，SHOULDREGRESSTOTHENATURALLIFE，ANDSHOULDSELFEXAMTHESOULINSUCHREGRESSION；THATEDUCATIONSHOULDGETRIDOFTHEPRIVATEANDADVOCATETHEPUBLIC，SHOULDNOTBETOOHARSHTOOTHERS，ANDSHOULDFOSTERTHESOCIALLIRETHATEDUCATIONSHOULDTURNONPEOPLE’SSPIRITUALLIFE，SHOULDSETTHEETHICSOFUNSELFISHNESSANDFREEDOM，ANDSHOULDPURSUEFORTHESPIRITUALFREEDOMINTHEPRACTICEOFLAOTZU’STHOUGHT，THETHEORYOFINACTIONCOULDBRINGUSMUCHINSPIRATIONTOOTOFOLLOWTHESELFSOOFTHECREATURES，TOMAINTAINNATURE，TOTEACHACCORDINGTOSTUDENTS’CHARACTER，TOACCOMPLISHWITHOUTABIDINGINTHEACCOMPLISHMENTS，ERETHATIS，WESHOULDTEACHSTUDENTSACCORDINGTOTHEIRCHARACTERANDSHOULDMAKESTUDENTSSHOWTHEIRSELFSOANDTHENIMPROVETHEIRSELFSONATURALLYKEYWORDLAOTZUSTHOUGHT；THECARINGFOTUFE；EDUCATIONMANAGEMENT

簡介：內(nèi)蒙古師范大學(xué)碩士學(xué)位論文教育哲學(xué)實(shí)踐性的涵義、現(xiàn)狀及其實(shí)現(xiàn)姓名楊日飛申請學(xué)位級別碩士專業(yè)教育學(xué)原理指導(dǎo)教師王覺非劉文霞20080412內(nèi)蒙古師范大學(xué)碩士學(xué)位論文究方向以及“樹立教育理性、堅(jiān)守科學(xué)精神”的研究方法等理念要求。文章認(rèn)為，教育哲學(xué)作為思維的產(chǎn)物，反映了研究者的精神訴求，任何實(shí)踐策略都不能改變教育哲學(xué)的實(shí)踐性現(xiàn)狀，而只能通過不斷地提高理論水平并在理論上提供某種幫助來實(shí)現(xiàn)。最后在總結(jié)全文基本思想的基礎(chǔ)上進(jìn)行研究的展望。希望作為人之一種重要“存在方式“的理論能夠成為更多人的精神財(cái)富，教育哲學(xué)理論在教育生活世界、在人生與社會(huì)問題領(lǐng)域，發(fā)揮重要的作用。這就是本文追求的宗旨。關(guān)鍵字教育哲學(xué)，實(shí)踐性，涵義，現(xiàn)狀，實(shí)現(xiàn)

簡介：大連理工大學(xué)碩士學(xué)位論文錢穆文化哲學(xué)思想探析姓名朱丹丹申請學(xué)位級別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師孫建平20091220錢穆文化哲學(xué)思想探析ONQIANMU’SPHILOSOPHICALTHEORYOFCULTUREABSTRACTQIANMUWASONEOFTHEMOSTFAMOUSMASTERSOFCHINESETRADITIONALCULTUREHEUNHESITATINGLYADVOCATEDCHINESETRADITIONALCULTUREALLHISLIFEHEPAIDATTENTIONTOTHEMETHODOFCOMBININGHISTORICALANDPHILOSOPHICALTHOUGHTTOSTUDYCULTUREANDCONSTRUCTEDHISDISTINCTIDEOLOGICALSYSTEMOFCHINESETRADITIONALCULTUREASQIANMUSAIDTHECULTUREISTHELARGEGROUP’SLIVESFORMEDDURINGALONGHISTORYPROCESSOFGRADUALPROGRESSHEDIVIDEDTHESTRUCTUREOFCULTUREINTOTHREERANKSANDSEVENCONSTITUENTSANDPOINTEDOUTTHATCHINESECULTUREORIGINATEDFROMTHETRIANGLEZONEOFTHEHUANGHEVALLEYANDEXPERIENCEDFOURGRADUALPROGRESSESITWASINDICATEDTHATHISTORICALSPIRITANDHUMANISTICSPIRITANDFUSIONSPIRITARETHEMOSTSIGNIFICANTFEATURESOFCHINESECULTURECHINESECULTUREISOFINTROVERSIONANDFUSIONWHILEWESTERNCULTUREISOFEXTROVERSIONANDVARIATIONTHEDIFFERENTNATURALENVIRONMENTANDECONOMICFEATURESBETWEENCHINAANDWESTARETHEIMPORTANTCAUSESTHATRESULTINDIFFERENTCULTURECHARACTERISTICSBETWEENTHEMTHETWOWORLDWARSARESUFFICIENTTOEXPLAINTHATCOMPAREDWITHTHEDECLININGMODEMWESTERNCULTURE，CHINESECULTUREADVOCATINGPEACEANDATTACHINGIMPORTANCETOMORALITYACCOMPLISHMENT，POSSESSESTHEPERMANENTVALUEANDTHEPOTENTIALOFLEADINGTHEWORLDCULTUREASMODEMCHINESECULTMEISINAWESTERNCULTURESHORK，THEWAYTOSAVEITINCLUDESPRESERVINGANDDISSEMINATINGCHINESETRADITIONALCULTUREOFCONFUCIANISM，ATTACHINGIMPORTANCETOINTELLIGENTSIAS，TAKINGCHINESETRADITIONALCULTUREASMAINBODYANDMIXINGTOGETHERWITHWESTEMCULTUREQIANMU’SPHILOSOPHICALVIEWOFCULTUREENRICHEDTHEINTENSIONOFTHECULTURALPHILOSOPHYGREATLY，PROVIDEDNEWGROWINGPOINTFORTHESTUDYOFCULTURALPHILOSOPHYONTHEONEHAND；DUETOHISAGE，HE’SCULTURALPHILOSOPHYALSOPOSSESSESOBVIOUSHISTORICALLIMITATIONTHEREFORE，CORRECTUNDERSTANDINGANDEVALUATIONOFQIANMU’SPHILOSOPHICALVIEWOFCHINESECULTUREISOFCERTAINREFERENCEANDENLIGHTENMENTEFFECTONBUILDINGSOCIALISTICHARMONIOUSSOCIETYANDSTRENGTHENINGTHECONSTRUCTIONOFSOCIALISTMORALITY，ANDCONSTRUCTINGSCIENTIFICANDREASONABLEVIEWPOINTOFCULTUREKEYWORDSQIANMU；CULTURE；CHINESECULTURE；WESTERNCULTURE；CULTURALPHILOSOPHYII

簡介：上海師范大學(xué)碩士學(xué)位論文學(xué)校教育哲學(xué)初探姓名文玲玲申請學(xué)位級別碩士專業(yè)教育學(xué)原理指導(dǎo)教師陳建華20070401THERESEARCHONSCHOOIPHIIOSOPHYABSTRACTSINCE1970S，EDUCATORSINCREASINGLYPAYATTENTIONTOSCHOOLPHILOSOPHY．FROMTHEPOINTOFIDEALVIEW,ITISSCHOOLCOMMUNITYMEMBERS’COMPREHENSIVEANDINTEGRATIVEUNDERSTANDINGSONSCHOOLEDUCATIONINTHELONGRUNNINGPRACTICE．ITPLAYSAKEYPARTINTHEDEVELOPMENTOFSCHOOL，WHICHCOULDHELPIMPROVETHEQUALITIESANDSOCIALEFFECTSOFSCH001．THEPAPERDOESRESEARCHONSCHOOLPHILOSOPHYWHICHADOPTEDSUMMARIZINGTHELITERATUREANDANALYZINGTHECASES．ITISDIVIDEDINTOFIVEPARTSASFOLLOWSPARTONESHOWSANINTRODUCTIONOFSCHOOLPHILOSOPHY，INCLUDINGTHEORIGINOFSCHOOLPHILOSOPHYANDRESEARCHIMPROVEMENTSINCHINAANDABROAD．PARTTWOREDEFINESSCHOOLPHILOSOPHYONTHEBASISOFSUM岫XIZINGLITERATUREINFORMATIONANDCASEANALYZING．PARTTHREEDEALSWITHTHECONTENTSOFSCHOOLPHILOSOPHY，INCLUDINGCOREVALUE，MISSION，VISIONANDAINPARTFOURDISCUSSESTHEVALUESANDMEANINGSOFSCHOOLPHILOSOPHYONTHEDEVELOPMENTOFSCHOOL，WHICHCONTAINSDIRECTINGTHEDEVELOPMENTOFSCHOOLFORMINGTHESCHOOLCHARACTERISTICSPROMOTINGTHEIMAGEOFSCHOOL；ADVANCINGTHEHEALTHYANDHARMONIOUSDEVELOPMENTOFSCH001．PARTFIVEISABOUTTHECONSTRUCTINGOFSCHOOLPHILOSOPHY．ITCONTAINSTHEFACTORSINFLUENCINGCONSTRUCTINGSCHOOLPHILOSOPHY；THEPRINCIPLESANDPROCESSOFCONSTRUCTINGSCHOOLPHILOSOPHY．THEINNOVATIONOFTHISPAPERLIESINATTEMPTTOREDEFINESCHOOLPHILOSOPHYONTHEBASISOFSUMNRIZINGIITERATUREINFORMATIONANDCASEANALYZING，ANDPUTFORWARDSOMESUGGESTIONSOFCONSTRUCTINGSCHOOLPHILOSOPHY．KEYWORDSSCHOOL，SCHOOLPHILOSOPHY，SCHOOLCHARACTERISTICS，SCHOOLIMAGE

簡介：華中師范大學(xué)博士學(xué)位論文受教育權(quán)主體范式論關(guān)于教育法理的哲學(xué)和歷史發(fā)展的研究姓名孫霄兵申請學(xué)位級別博士專業(yè)教育學(xué)原理指導(dǎo)教師孫綿濤20030301的學(xué)科角度土對受教育投聞篷予鼓分析輯究，愛映了教彎翹題獨(dú)鴦的特點(diǎn)。邋過受教喜投主體范式理論豹密踐研究，謊弱教育投主體范式對于實(shí)踐的撂導(dǎo)槔耀，井提出了一系列申困教育嬲政策建議和立法建議。莛體內(nèi)容覓第丸章。綜上所述，率文借勁予范式靜方法，把受教育極秘題與哲學(xué)、法舉和歷史學(xué)等學(xué)辯鹱域聯(lián)系起來，努力體瑗了受教育較主體范式邏輯與掰變酌統(tǒng)一，理論冬實(shí)筏靜統(tǒng)一，努力傻受教育較理論擒為貫逶哲學(xué)、法學(xué)，歷變學(xué)冪L教育學(xué)豹理論，力菠穩(wěn)建起關(guān)予受教育投的瓔論體系。關(guān)鍵謫受教育投受教育校主體受教育較投輜主體受教育較校力主體受教育較主體范式受教育權(quán)特較仇范式受教育權(quán)索教純藏式受教育較國家純范式受教育校社會(huì)化范式受教育校個(gè)譴億范式II

簡介：江西師范大學(xué)碩士學(xué)位論文回歸本真的教育哲學(xué)解釋學(xué)視野下的教育探析姓名王金本申請學(xué)位級別碩士專業(yè)教育學(xué)原理指導(dǎo)教師譚虎20090501認(rèn)為課程的意義是既定的，強(qiáng)調(diào)知識(shí)的邏輯性、客觀性和現(xiàn)在性。哲學(xué)解釋學(xué)的課程觀認(rèn)為，課程是“文本”。課程的意義不是原有的、本質(zhì)的、普遍的、固定不變的，而是不斷生成的。教育文本的存在是一種“自律”性存在，教育文本是一個(gè)“半成品”。此外，哲學(xué)解釋學(xué)的課程觀重視課程文本的意向性建構(gòu)。關(guān)鍵詞理解；存在；哲學(xué)解釋學(xué)；教育Ⅱ

簡介：廣西師范大學(xué)碩士學(xué)位論文試論我國體育從“自為”走向“自覺”的發(fā)展趨勢把握體育本質(zhì)推動(dòng)我國體育走向自覺發(fā)展之路的哲學(xué)思考姓名時(shí)海芳申請學(xué)位級別碩士專業(yè)體育人文社會(huì)學(xué)指導(dǎo)教師謝翔20080401II覺”打下堅(jiān)實(shí)的基礎(chǔ)。我國生產(chǎn)生活方式的改變給人們帶來豐富的物質(zhì)享受的同時(shí)，也帶來許多負(fù)面影響，而體育在預(yù)防現(xiàn)代社會(huì)生活方式病中起著積極的作用，具有顯著的社會(huì)價(jià)值，同時(shí)又有利于形成健康文明科學(xué)的新的生活方式，是我國全面建設(shè)小康社會(huì)的必然選擇，必將為體育“自覺”提供動(dòng)力；而新時(shí)期對人才的要求和人全面發(fā)展的需求是實(shí)現(xiàn)體育“自覺”的直接拉動(dòng)力；我國體育的發(fā)展歷史表明政府的重視與支持是體育“自覺”的保障；這決定了我國體育的發(fā)展必然走向“自覺”。第七部分結(jié)語。我們應(yīng)該順應(yīng)時(shí)代潮流，把握體育的本質(zhì)，推動(dòng)我國體育走向“自覺”。關(guān)鍵詞關(guān)鍵詞自為；自覺；發(fā)展趨勢；體育本質(zhì)

簡介：魯東大學(xué)碩士學(xué)位論文中小學(xué)音樂教育的哲學(xué)美學(xué)方法之比較以心理學(xué)為視角姓名張寧寧申請學(xué)位級別碩士專業(yè)課程與教學(xué)論音樂指導(dǎo)教師邵桂蘭20080401ENGLISHABSTRACTASOUNDEDUCATIONALPHILOSOPHYISTHEBASISFORGOODTEACHINGPRACTICEINMUSIC。PROFESSIONALTHEORETICALGUIDANCEINCLASSROOMDESIGNANDWELLPLANNEDTEACHINGOBJECTIVESINSPIRESTUDENTSTOLEARNENTHUSIASTICALLY。ASUCCESSFUL，PROGRESSIVETEACHINGPHILOSOPHYALSOSUSTAINSCURRICULUMDEVELOPMENT。THISARTICLEPROPOSESTHEIMPLEMENTATIONOFTWOPHILOSOPHICALTHEORIESFORPRIMARYANDSECONDARYSCHOOLMUSICEDUCATIONWHICHANALYSETHEPHYSIOLOGICAL，PSYCHOLOGICALLEARNINGPROCESSESINMUSICALDEVELOPMENT。FORPRIMARYMUSICEDUCATIONTHEHETERONOMIEAESTHETIKTHEORYTHETHEORYOFAUTONOMICAESTHETIKINSECONDARYMUSICEDUCATION。ANALYSISOFBOTHTHEORIESWILLPROVIDEACONCLUSIONASTOWHYONESUIT’SAPARTICULAREDUCATIONALLEVEL。THISPAPERISDIVIDEDINTOFIVEPARTSPARTLANALYSISOFPRIMARYSCHOOLMUSICEDUCATIONBASEDONAESTHETICPHILOSOPHY。INTHISPARTHETERONOMIEAESTHETIKTHEORYWILLBEAPPLIEDOBSERVINGTHEDEVELOPMENTALCHARACTERISTIESOFMUSICLEARNINGANDATTAINMENTTHROUGHPSYCHOLOGICALANDPHYSIOLOGICALPROCESSESANDITSAPPLICATIONINPRIMARYSCHOOLMUSICEDUCATION。PART2ANALYSISOFSECONDARYSCHOOLMUSICEDUCATIONBASEDONAESTHETICPHILOSOPHY。INTHISPARTAUTONOMIEAESTHETIKTHEORYWILLBEAPPLIEDOBSERVINGTHEDEVELOPMENTALCHARACTERISTICSOFMUSICLEARNINGANDATTAINMENTTHROUGHPSYCHOLOGICALANDPHYSIOLOGICALPROCESSESANDITSAPPLICATIONINSECONDARYSCHOOLMUSICEDUCATION。PART3ACOMPARISIONOFMUSICEDUCATIONINPRIMARYANDSECONDARYSCHOOLSBASEDONTHEDIFFERENTPHILOSOPHYOFAESTHETICSIDENTIFYINGTHEFOLLOWINGPSYCHOLOGICALANDPHYSIOLOGICALDEVELOPMENT，AESTHETICRESPONSES，STUDENTAWARENESSOFAESTHETICQUALITIESINMUSICANDITSDEVELOPMENT，MONITORINGOFATTAINMENT，PHYSICALACHIEVEMENTANDCOMMANDOFTHESUBJECT，LESSONCONTENTANDSTRUCTURE，SUSTAINABLEPRACTICEOFTHEORIESLEADINGTOEXCELLENTTEACHINGMETHODOLOGY。PART4CONSTRUCTAPRIMARYSCHOOLMUSICCURRICULUMBASEDONTHEHETERONOMIEAESTHETIKPHILOSOPHY。DEVELOPMENTOFSUCHACURRICULUMRESTALSOONTHEEXPERIENCEANDTEACHINGMETHODSOFTEACHERSTOCONSTRUCTCOURSECONTENTPART5CONSTRUCTAPRIMARYSCHOOLMUSICCURRICULUMBASEDONTHEAUTONOMIEAESTHETIKPHILOSOPHY。DEVELOPMENTOFSUCHACURRICULUMRESTALSOONTHEEXPERIENCEANDTEACHINGMETHODSOFTEACHERSTOCONSTRUCTCOURSECONTENTKEYWORDSPHILOSOPHICALBASISHETERONOMIEAESTHETIKAUTONOMICAESTHETIC；MUSICEDUCATIONⅡ