簡介：曲阜師范大學碩士學位論文實踐哲學教育迷惘中的選擇姓名李長偉申請學位級別碩士專業(yè)教育學原理指導教師韓鐘文2002310皆堅守海德格爾開創(chuàng)的實踐哲學傳統(tǒng)，并影響了一個時代，哈貝馬斯對實踐興趣的關注等等。這一切使我堅信曾與實踐哲學結緣的教育學也應在實踐哲學的復興中走向新生。而這必須以對教育學與實踐哲學的關聯作歷史的梳理與檢索為前提。就筆者目力所及，從實踐哲學的角度透視教育學，最早可追溯至亞里士多德，他的政治學活脫脫就是一本教育學。后經康德的承續(xù)，到了赫爾巴特，此種傳統(tǒng)得到進～步的發(fā)揚，他明確提出把實踐哲學作為教育學的基礎之～。而反赫爾巴特的、以現代教育的開創(chuàng)者自居的杜威則從實用主義的角度繼承了實踐哲學的傳統(tǒng)并依之建構了獨特的無體系的實踐教育學。不過，時至今同，在教育學的研究中，實踐哲學已湮沒在“科學萬歲”的呼聲中，R漸被人遺忘。國外的卡爾，國內的金生鉉教授雖對實踐哲學和教育學的關系進行過較為細致的研究。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，鮮有人真正的從實踐哲學的角度真正專門系統(tǒng)地關注教育學，透視教育學的病因。隨便翻一翻我們的教育學論著，可以發(fā)現這樣一個非常奇怪的現象盡管我們每一個關心教育學命運的人都在對教育學自身進}亍‘‘自覺”的反思，以試圖為處于迷惘之中的教育學開出一條新的“上學之路”，但遺憾的是，獪們的教育學之思卻是有蔽的“無教育”的思，亦即是忘掉了自身即是目的的教育實踐，忘掉了教育學之源實踐哲學的思。而沒有了教育，我們實在想不出思教育如何成“學”還會蒴什么意義。假如有的話，那或許只能是“概念的游戲”。結果，越是尋思，越是投入，本真的教育學就越不在，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，我們對教育學之本～買踐哲學與教育學的內在關聯及其日后的異化進行了追本溯源式的研究從亞罩士多德的本真的實踐哲學到康德的先驗的實踐哲學再到赫爾巴特的經驗的實踐哲學的異化。教育學在走向獨立的同時，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踐哲學而成為一個單程碑式的人物，但同時又因其實踐哲學的異化而引領教

簡介：四川師范大學碩士學位論文過程哲學視野中的閱讀教學姓名楊文申請學位級別碩士專業(yè)課程與教學論（語文）指導教師唐代興20050601學閱讀“過程”區(qū)分于其他“過程”的特質在于它是一個意義生成的過程。文學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，這一觀點把意義的生成置于本文歷史時間和讀者歷史時間兩種動態(tài)的歷史時間流程中，使意義隨著歷史時間的流動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。文學作品的意義在文本中通過召喚性結構得以運行，不確定性和空白是召喚性的本真內涵。文學作品從語音語調層到思想感情層的各個層次都具有不確定性和空白，它們之間的疊加和聯系是文學作品的意義不確定性和意義空白的根本運行機制。本文視界和讀者視界交融生成意義的過程本質上就是一個“對話”的過程，因而，“對話”在走向過程本體的閱讀教學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。對話式閱讀教學的過程就是實現從“權威”到“平等”的倫理追求過程，從“公共”到“個體”盼價值追求過程，從“工具”到“人文”的本體追求過程。它在課堂教學中的展開形態(tài)為在與文本對話中體驗，在師生對話、生生對話中交流，在與自我對話中反思，最終促進師生特別是學生的自我生成。關鍵詞過程哲學過程回歸閱讀教學意義生成對話2

簡介：聲明尸明本人鄭重聲明L、堅持以“求實、創(chuàng)新”的科學精神從事研究工作。2、本論文是我個人在導師指導下進行的研究工作和取得的研究成果。3、本論文中除引文外，所有實驗、數據和有關材料均是真實的。4、本論文中除引文和致謝的內容外，不包含其它人或其它機構已經發(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：蘇州大學碩士學位論文高校后勤社會化改革的哲學思考姓名張兵申請學位級別碩士專業(yè)馬克思主義哲學指導教師周宏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??；PHILOSO出C“THO咄WRI訛NBYZLMGBINGSUPEⅣISEDBYZHOUHONGⅡ

簡介：分類。一密緩。碩士學位論文對小學生作業(yè)的哲學解析楊曉英導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魚學位授予日期2007．6答辯委員會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：蘇州大學碩士學位論文論文化哲學視界中的“文化”范疇姓名臧公余申請學位級別碩士專業(yè)馬克思主義哲學指導教師潘桂明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位論文文化形而上學關于文化哲學的哲學本性之研究姓名陳虎騰申請學位級別碩士專業(yè)馬克思主義哲學指導教師黃力之20080611IICULTURALMETAPHYSICSABOUTTHECULTURALPHILOSOPHYRESEARCHOFPHILOSOPHYNATURALDISPOSITIONCONTENTABSTRACTTHISARTICLETHINKSTHATTHEENDOFTRADITIONALMETAPHYSICSCALLSFONEKINDOFMODERNPHILOSOPHYTOSAVEITTHEUYGURBRANCHCASSILLSCULTURALPHILOSOPHYUNDERTAKENTHEPRELIMINARYHISTICTASKHAVEREALIZEDTRANSITIONTRADITIONALPHILOSOPHYTOMODERNCULTUREHOWEVERDURINGTHEPERIODOFTRANSITIONCONSTRUCTIONCULTURALPHILOSOPHYWHICHLACKSTHEPHILOSOPHYMETAPHYSICSFOUNDATIONBECAUSEOFDISPELLEDTHETRADITIONALMETAPHYSICS’NATURALDISPOSITIONHASDIFFICULTYONGAININGAFOOTHOLDONTHEPHILOSOPHYPALACETHEREFEITNEEDSTORELOCATETOBASICDIMENSIONOFTHECULTURALPHILOSOPHYTHATISTOSAYBYTHECULTURALMETAPHYSICSWAYWECANCONSTRUCTCULTUREPHILOSOPHYCULTURALMETAPHYSICSISONEKINDOFCONTEMPARYSCIENCEOFCULTUREPHILOSOPHYOFMETAPHYSICSTHATISINTHECULTURALESSENCEOFHUMANIZATIONOFTHENATUREOFSURVIVALBYHUMANNATURECULTUREDUALDEMSINPERSONSFREEDOMINITIATIVEMOVESCONSTITUTESMETAPHYSICSSIGNIFICANCECULTUREOFMAINBODYCULTURALMETAPHYSICSTHROUGHHUMANITYSNATURALMETAPHYSICSTHROUGHTHECULTURE’SNATURALDUALDEMTHROUGHTHEEXISTINGSCHOOLMECHANISMASWELLASTHEREALITYSURVIVALSITUATIONREALIZESITSPOSSIBILITYCULTURALMETAPHYSICSHASREALIZEDTRADITIONALMETAPHYSICS’TRUEREFMATIONSTRESSESONTHENATURALOFCULTURALPHILOSOPHYALSOCULTURALMETAPHYSICSISMAKINGNEWDIRECTIONFTHEMODERNPHILOSOPHYKEYWDMETAPHYSICSCULTURALPHILOSOPHYCULTURALMETAPHYSICSASKSREALLYSTRIVESFGOODSIGNIFICANCECULTURESUBSTANCE

簡介：內蒙古農業(yè)大學碩士學位論文老子的生命哲學思想對現代教育管理的啟示姓名蓋海青申請學位級別碩士專業(yè)教育經濟與管理指導教師蘇雙平20090501THEENLIGHTENMENTOFLAOTZU’SLIFEPHILOSOPHICALTHOUGHTONMODEMEDUCATIONMANAGEMENTABSTRACTINEVERYPHASESOFTHEDEVELOPMENTOFLAOTZU’STHOUGHTOFEVERYSECTS，THECARINGFORLIFEISALWAYSASUBJECTTHATCANNOTBENEGLECTEDTAOISMINVOLVESALLTHEPROBLEMSTHATTHELIFESHOULDFACETHECONTRADICTIONOFTHELIFEAGAINSTTHENATURE，AGAINSTTHESOCIETYANDAGAINSTTHEFREEDOMOFHUMANBEINGSBUTEVENTUALLY’TAOISMATTEMPTSTODEALALLTHESECONTRADICTIONSWITHHARMONYTHEEXISTENCEOFHUMANLIFEISTHENATURALEXISTENCE，THESPIRITUALEXISTENCE，ANDTHESOCIALEXISTENCEASTHETHEREDIMENSIONSOFLIFE，THENATURALLIFE，THESPIRITUALLIFEANDTHESOCIALLIFECONNECTEACHOTHERAFFECTEACHOTHERANDCONTAINEACHOTHERWHICHFORMTHEINTEGRATEDLIFEOFHUMANBEINGSBASICALLY，EDUCATIONISFOR“PEOPLE”，SOEDUCATIONSHOULDBEBASEDONTHEINTEGRATEDLIFEHOWEVER，FORTHEMOSTPART，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：內蒙古師范大學碩士學位論文教育哲學實踐性的涵義、現狀及其實現姓名楊日飛申請學位級別碩士專業(yè)教育學原理指導教師王覺非劉文霞20080412內蒙古師范大學碩士學位論文究方向以及“樹立教育理性、堅守科學精神”的研究方法等理念要求。文章認為，教育哲學作為思維的產物，反映了研究者的精神訴求，任何實踐策略都不能改變教育哲學的實踐性現狀，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現。最后在總結全文基本思想的基礎上進行研究的展望。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富，教育哲學理論在教育生活世界、在人生與社會問題領域，發(fā)揮重要的作用。這就是本文追求的宗旨。關鍵字教育哲學，實踐性，涵義，現狀，實現

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

簡介：上海師范大學碩士學位論文學校教育哲學初探姓名文玲玲申請學位級別碩士專業(yè)教育學原理指導教師陳建華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：華中師范大學博士學位論文受教育權主體范式論關于教育法理的哲學和歷史發(fā)展的研究姓名孫霄兵申請學位級別博士專業(yè)教育學原理指導教師孫綿濤20030301的學科角度土對受教育投聞篷予鼓分析輯究，愛映了教彎翹題獨鴦的特點。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踐的撂導槔耀，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、法舉和歷史學等學辯鹱域聯系起來，努力體瑗了受教育較主體范式邏輯與掰變酌統(tǒng)一，理論冬實筏靜統(tǒng)一，努力傻受教育較理論擒為貫逶哲學、法學，歷變學冪L教育學豹理論，力菠穩(wěn)建起關予受教育投的瓔論體系。關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特較仇范式受教育權索教純藏式受教育較國家純范式受教育校社會化范式受教育校個譴億范式II

簡介：江西師范大學碩士學位論文回歸本真的教育哲學解釋學視野下的教育探析姓名王金本申請學位級別碩士專業(yè)教育學原理指導教師譚虎20090501認為課程的意義是既定的，強調知識的邏輯性、客觀性和現在性。哲學解釋學的課程觀認為，課程是“文本”。課程的意義不是原有的、本質的、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“半成品”。此外，哲學解釋學的課程觀重視課程文本的意向性建構。關鍵詞理解；存在；哲學解釋學；教育Ⅱ

簡介：廣西師范大學碩士學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推動我國體育走向自覺發(fā)展之路的哲學思考姓名時海芳申請學位級別碩士專業(yè)體育人文社會學指導教師謝翔20080401II覺”打下堅實的基礎。我國生產生活方式的改變給人們帶來豐富的物質享受的同時，也帶來許多負面影響，而體育在預防現代社會生活方式病中起著積極的作用，具有顯著的社會價值，同時又有利于形成健康文明科學的新的生活方式，是我國全面建設小康社會的必然選擇，必將為體育“自覺”提供動力；而新時期對人才的要求和人全面發(fā)展的需求是實現體育“自覺”的直接拉動力；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”。第七部分結語。我們應該順應時代潮流，把握體育的本質，推動我國體育走向“自覺”。關鍵詞關鍵詞自為；自覺；發(fā)展趨勢；體育本質

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