簡(jiǎn)介：河北大學(xué)碩士學(xué)位論文“索卡爾事件”中的科學(xué)與哲學(xué)關(guān)系姓名王法國(guó)申請(qǐng)學(xué)位級(jí)別碩士專業(yè)馬克思主義哲學(xué)指導(dǎo)教師李和平20070601ABSTRAETABSTRACTIN1996，THEPHYSICISTSOKALFROMNEWYORKUNIVERSITYPUBLISHEDANARTICLEENTITLEDTRANSGRESSINGTHEBOUNDARIESTOWARDSTRANSFORMATIVEHERMENEUTICSOFQUANTUMGRAVITYINTHEFAMOUS“LEFTIST’JOUNALSOCIALTEXT，THEARTICLE，WHICHFABRICATEDTHERELATIONSBETWEENTHEPOSTMODERNISMANDTHECONTEMPORARYSCIENCEASAHOAXTOTESTTHEACADEMICHONESTYOFTHESTAFFWITHTHEJOURNAL，GAVERISETOTHETHEWAROFSCIENCETHISEVENTCANBEDESCRIBEDASTHEINEVITABLERESULTOFCONFLICTSBETWEENTWODIFFERENTCULTURESANDTHESUBLIMATIONOFBATTLEBETWEENTHESCIENTIFICAALNESSANDEXTREMEHUMANITARIANISMRESEARCHINTOSOKALEVENTWILLHELPTOADVOCATETHEREASONINGOFSCIENCEANDTECHNOLOGYNARROWCULTURALGAPANDPROMOTECULTURALEXCHANGESINAFAIRMANNELALTHOUGHSOKA】EVENTHADADIRECTBEARINGONACADEMICVALUES，THECAUSESUNDEDINGITWEREVERYCOMPLICATED，WHICHINVOLVEDSUCHDISCIPLINESRANGINGFROMSOCIOLOGYNATURALSCIENCE，PHILOSOPHYTOIDEOLOGICALCULTUREANDSOONTHISDISSERTATION，F(xiàn)ROMTHEPERSPECTIVEOFSCIENTIFICPHILOSOPHYUNSCRAMBLESTHEPOSTMODEMSCIENCE，ANDTHENARGUESTHEDIALECTICALRELATIONSHIPBETWEENSCIENCEANDPHILOSOPHYAFTERANALYSISOFTHEPHILOSOPHICALMOTIVATIONBEHINDSOKALEVENT，LYOTARD’S‘‘NARRATIVETURN’，F(xiàn)OUCAULT’S‘‘ARCHAEOLOGYOFKNOWLEDGE’’，JACQUESDENIDA’S“DECONSTRUCTION’THEORYANDRICHARD’S“ANTIFOUNDATIONALISM”SOKALEVENTDEMONSTRATEDTHEFIERCECONFRONTATIONSBETWEENTHEIDEOLOGYOFSCIENCEANDTHATOFNONSCIENCEANTISCIENCEINCLUDEDANDCULTURALCONFLICTSOFGREATSTRATEGICSIGNIFICANCETHETRENDOFTHOUGHTSHADTWODISTINCTFEATURESTHEFIRSTIS“RELATIVISM’ANDTHESECONDISL’THEARCHAEOLOGYOFKNOWLEDGE”THESCHOOLOFSCIENCEANDTHESCHOOLOFHUMANITARIANISMHAVEFORMEDTHINKINGMODEOFDICHOTMOMYSCIENCEANDPSEUDOSCIENCE；SCIENTIFLCAALNESSANDHUMANITARIANISM；SCIENTIFICSPIRITANDSPIRITOFHUMANISM；MONISMANDPLURALISM；CONSTRUCTIONANDDECONSTRUCTIONSCIENCEANDPHILOSOPHYNOMATTERHOWTHEYAREVIEWED，F(xiàn)ROMTHEPERSPECTIVEOFBEINGASINDEPENDENTDISCIPLINESANDPRAGMATICS，ORFROMTHEENTITIESTHEYCARRYAREINCONSTANTCONFLICTSANDATTHESAMETIMEINTERTWINEDTOGETHERTHEREEXISTSPERMANENTTENSILEFORCEII

簡(jiǎn)介：東華大學(xué)碩士學(xué)位論文對(duì)電子娛樂(lè)及其引發(fā)社會(huì)效應(yīng)的哲學(xué)辨析姓名梁曉斌申請(qǐng)學(xué)位級(jí)別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師酈全民20071015對(duì)電子娛樂(lè)及其引發(fā)社會(huì)效應(yīng)的哲學(xué)辨析體產(chǎn)生反作用并改變游戲主體在游戲中的存在方式。第三部分主要是對(duì)電子娛樂(lè)內(nèi)在關(guān)系，主客體的相互作用進(jìn)行了具體而深入的探討，著重就網(wǎng)絡(luò)游戲中主體之間如何進(jìn)行交往、組織等活動(dòng)以及網(wǎng)絡(luò)游戲如何影響游戲主體導(dǎo)致其存在方式發(fā)生改變的原因和作用機(jī)制進(jìn)行了具體化分析。此外還探討了游戲者在游戲過(guò)程中形成了相互間新型的虛擬生產(chǎn)關(guān)系，虛擬生產(chǎn)也會(huì)對(duì)現(xiàn)實(shí)生產(chǎn)形成沖擊和影響。第四部分是關(guān)于電子娛樂(lè)的文化和技術(shù)關(guān)系的探討。電子娛樂(lè)的發(fā)展以及其所引發(fā)的社會(huì)效應(yīng)也在一定程度上揭示了技術(shù)與文化之間存在的相互作用相互依存的關(guān)系。技術(shù)和文化在相互作用的基礎(chǔ)上，各自都得到了發(fā)展。文化需要依靠技術(shù)來(lái)傳播和發(fā)展，而技術(shù)在服務(wù)于文化的同時(shí)也能夠孕育出帶有自身特點(diǎn)的新文化。通過(guò)對(duì)以上四個(gè)部分的闡述與分析，最終能夠得出以下結(jié)論1主體沉浸在電子娛樂(lè)中的根本原因在于其渴望拓展自身社會(huì)關(guān)系2文化能夠促進(jìn)和刺激技術(shù)的發(fā)展，而技術(shù)在為文化服務(wù)的同時(shí)也能夠形成具有自身技術(shù)特點(diǎn)的新型文化。關(guān)鍵詞電子娛樂(lè)，虛擬游戲社會(huì)，游戲主體，互動(dòng)

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簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文教育哲學(xué)在當(dāng)代中國(guó)的發(fā)展研究姓名王磊申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師韓鐘文20060401ABSTRACTPHILOSOPHYOFEDUCATIONHASAVERYT麗STED硼呵INCTLIN亂FROINTHEBCGILLILINGOF20MTO1949INW扯CH附LOSOPHYOFEDUCATIONWASCAILCCUEDINUILIVERSI妣TO1979INWLLICHPLLILOSOPHYOFEDUCA血MASASUBJECTW軀RESETUP，EVERYSTEPWASVERYHARDTBIS枷CLE，CONTAILLSTLLREEPANSI工LⅥ越CHDESCRIBETHEDWELOP啦PROCESSOFPHNOSOPHYOFEDUCATIONINCHILLAIKFIRSTPARTISA_BOUTTHEDEVELOPINGPROCESSOFPKLOSOPHYOFEDUCATIONINCHINA，MAILLLYTELLS吐LECO刪TIO珊OFCOM鋤PORA叮SOCIE夠INCH證A，鋤DTHEREHABILITATIONPMCESSOF眥LOSOPHYOFEDUCATIONAND廿LEDEVDO珊∞NTOFWESTEMWORLD’STHEORYTHESECOND肼IRTISABOUTTHE∞ADEILLICACHIEVENLENTSOFPⅫOSOPHYOFEDUCATIONHCHINA，WHICHINCLUDESTLLEPHILOSOPBYOFEDUCATION’SACCOMPLISHMENTS，∞ADENLICDISCUSSIONINPHNOSOPHYOFE“CATION，TLLEI刪TUTIONALIZATIONOFPLLILOSOPLLYOFEDUCATIOⅡAND也ETENDELLCYOFPLLILOSOPHYOFEDUCATION111ET11硼P叭IS也EREMOU出OFCONTEMPOMRYPHILOSOPHYOFEDUCATIONIILCHIN亂BECAUSEOFALLKINDSOFPROBLEMS，I蚓越ILL【A嘶VELYA_BOUTPHILOSOPHYOFEDUCATIONINCLUDESⅡ地PRI瑚INENCEOFPHNOSOPHYOFEDUCATIONINCLLIILA，TLLELOCALIZATIONOF砌LOSOPHYOFEDUC撕ON，ME如NTVIEWOFPHILOSOPHYOFEDUCATIONDEVEL叩M皇NT，鋤DCOMP刪TIVERESEARCHOFPHNOSOPHYOFEDUCATIONB酣肫ENCH證A卸DWESTEM、ⅣORLD，孤D西VEMYADVICEONIT船GILIDELINES11LISA11JDE，ONⅡ地BASISOFALOTOFMATERIALS，STUDYTLLEDEVDOPINGPROCESSOFPLLILOSOPHYOFEDU硎ONIN蹦氓TODRAWAVE巧BEAUTI砌PICTUREABOMP11ILOS叩HYOFEDUCATIONINCLLI|LAANDHOPETOPUSHPHILOSOPHYOFEDUC撕ON咖一TOABCTT盯WAYKEYWOFDPHNOSOPHYOFEDUCATION；REHABILITATION；DEV阜LOPINGPMCESS；ACADEMICACHIEVEMENTS；MEORETICALRETHI矗KINGII

簡(jiǎn)介：南京農(nóng)業(yè)大學(xué)碩士學(xué)位論文地方性知識(shí)研究基于格爾茲闡釋人類學(xué)和勞斯科學(xué)實(shí)踐哲學(xué)的視角姓名汪德飛申請(qǐng)學(xué)位級(jí)別碩士專業(yè)科學(xué)技術(shù)哲學(xué)指導(dǎo)教師嚴(yán)火其201103地方性知識(shí)研究基于格爾茲闡釋人類學(xué)和勞斯科學(xué)實(shí)踐哲學(xué)的視角實(shí)踐解釋學(xué)，展開(kāi)他把科學(xué)作實(shí)踐的解釋最后討論勞斯如何從對(duì)海德格爾早期科學(xué)哲學(xué)的批判入手，構(gòu)建自己超越實(shí)在論扣反實(shí)在論的科學(xué)實(shí)踐哲學(xué)，并在實(shí)踐和權(quán)力政治學(xué)的情境中，主張科學(xué)知識(shí)本性的地方性。第四章對(duì)這兩個(gè)進(jìn)路的地方性知識(shí)主張進(jìn)行反思和比較研究。一方面是對(duì)格爾茲人類學(xué)視野中地方性知識(shí)的特征分析，指出闡釋人類學(xué)的學(xué)術(shù)困境和其方法論的缺陷；一方面展開(kāi)對(duì)勞斯地方性知識(shí)的性質(zhì)分析，并討論對(duì)其質(zhì)疑的反駁的合理性然后在更廣的視野中再認(rèn)識(shí)地方性知識(shí)觀念，主張知識(shí)本性的地方性，并對(duì)其合理性進(jìn)行辯護(hù)。文章結(jié)尾探討了在泛哲學(xué)文化中應(yīng)堅(jiān)持怎樣的知識(shí)觀。通過(guò)對(duì)持溫和的相對(duì)主義合理性的討論，以及對(duì)知識(shí)地方性的理論困境剖析可以看出，我們應(yīng)適度堅(jiān)持科學(xué)知識(shí)的地方性。理論優(yōu)位的知識(shí)觀中，無(wú)論是經(jīng)驗(yàn)還原論的普遍概念圖式自然元話語(yǔ)，還是社會(huì)建構(gòu)論的社會(huì)還原論圖式社會(huì)元話語(yǔ)；相類似地，無(wú)論是理論優(yōu)位的表象主義知識(shí)觀，還是實(shí)踐優(yōu)位的實(shí)踐論知識(shí)觀，它們都局限于理想化的情境中探討問(wèn)題，都忽略了科學(xué)知識(shí)或普遍的、抽象的理論本性或情境的、實(shí)踐的本性，都是各執(zhí)一極或相對(duì)獨(dú)立的知識(shí)觀。因此，一方面既要承認(rèn)科學(xué)的直接目標(biāo)是擴(kuò)展對(duì)物質(zhì)世界運(yùn)行規(guī)律的認(rèn)識(shí)，是客觀真理性體系；又要承認(rèn)具體實(shí)踐的語(yǔ)境性和地方性。只有將知識(shí)的地方性與對(duì)知識(shí)的普遍性考慮有機(jī)地結(jié)合起來(lái)，或許才是一種恰當(dāng)?shù)闹R(shí)觀。單向圖景的論點(diǎn)縱然深刻，但并不能因深刻而忽略全貌。關(guān)鍵詞闡釋人類學(xué)；科學(xué)實(shí)踐哲學(xué)；解釋學(xué)；知識(shí)觀；普遍性；地方性；適度Ⅱ

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文高校公共哲學(xué)課教育理念的反思與重構(gòu)姓名吳立紅申請(qǐng)學(xué)位級(jí)別碩士專業(yè)馬克思主義理論與思想政治教育指導(dǎo)教師郭鳳志20040501ABSTRACTITISTHERATIONALCHOICEOFTHEPHILOSOPHYEDUCATIONREFORMINCOLLEGESTOREINFORCETHEEDUCATIONALIDEAOFTHEPUBLICPHILOSOPHYCOURSEINCOLLEGESANDSTARTFORMIDEASTOCONTENTSANDMETHODSOVERALLUNDERTHEGUIDANCEOFTHENEWEDUCATIONALIDEATHETEXTISANEXPLORINGONEBELONGINGTOTHEEDUCATIONALIDEAREFORMOFPHILOSOPHYINWHICHTHESUBSTANCEOFSPIRITACCORDINGWITHTHEPHILOSOPHYNATUREANDMARXISMPHILOSOPHYISCONSTRUCTEDBYMEANSOFEXPLAININGCONCEPTSREFLECTINGHISTORYANDANALYZINGTHECURRENTSITUATIONINORDERTOPROMOTINGTHEPHILOSOPHYEDUCATIONREFORMTHEAUTHOREMBODIESTHEEDUCATIONALIDEASONTHEORYFRUITOFPUBLICPHILOSOPHYCOURSESINCOLLEGESTHISTEXTCONSISTSOFFOURPARTSTHEFIRSTPARTEXPOUNDSTHEBASICINSIDETHEMAINCHARACTERISTICFUNCTIONANDSTRUCTUREOFTHEEDUCATIONALIDEASOFPUBICPHILOSOPHYCOURSESINCOLLEGESONTHEBASISOFTHESYSTEMATIZEDIDEASCOMPREHENSIVEIDEASANDCONCEPTSOFEDUCATIONALIDEASTHESECONDPARPERCEIVESTHEPROBLEMSEXISTINGINTHECURRENTIDEASOFPHILOSOPHYBYMEANSOFREFLECTINGHISTORYANDANALYZINGTHECURRENTSITUATIONOFPUBICPHILOSOPHYCOURSESINCOLLEGESTHEPROBLEMSTHATTHETEXTFINGERSOUTARETHEWHOLECONSCIOUSLEVELISNOTHIGHTHEVALUEORIENTATIONAPPEARSTOBEDIVERSEINWHICHTHETENDENCYOFPOLITICALNATUREANDINTELLECTUALNATUREISEMBODIEDTHETHIRDPARTINTROSPECTSTHEEDUCATIONALIDEASOFPUBLICPHILOSOPHYCOURSESINCOLLEGESINCLUDINGTHEINTROSPECTIONONTHEPHILOSOPHYNATUREOFNONPHILOSOPHYTHEINTROSPECTIONONTHEPURPOSEIDEAOFTHEPHILOSOPHYISOLATIONFROMPEOPLETHEINTROSPECTIONONTHEPROCESSIDEAOFSIMPLEPHILOSOPHYEDUCATIONANDTHEINTROSPECTIONONTHEFUNCTIONIDEAOFTHEUSELESSTHEORYOFPHILOSOPHYTHEFOURTHPARTCONSTRUCTSTHENEWEDUCATIONALIDEASACCORDINGWITH

簡(jiǎn)介：學(xué)號(hào)2008030084姓名潘秀霞聯(lián)系電話15264439776EMAILPXXZHENGZHISINACOM所在學(xué)院政法學(xué)院中文題目高中生活與哲學(xué)課生活化教學(xué)探析英文題目ANALYZINGLIFEORIENTEDTEACHINGOFLIFEANDPHILOSOPHYINHIGHSCHOOL論文分類號(hào)G420獨(dú)創(chuàng)聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標(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，也不包含為獲得（注如沒(méi)有其他需要特別聲明的，本欄可空）或其他教育機(jī)構(gòu)的學(xué)位或證書(shū)使用過(guò)的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說(shuō)明并表示謝意。學(xué)位論文作者簽名導(dǎo)師簽字學(xué)位論文版權(quán)使用授權(quán)書(shū)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學(xué)校學(xué)校有關(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)學(xué)校學(xué)?？梢詫W(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)）學(xué)位論文作者簽名導(dǎo)師簽字簽字日期20年月日簽字日期20年月日

簡(jiǎn)介：西南科技大學(xué)碩士學(xué)位論文進(jìn)一步繁榮四川省高校哲學(xué)社會(huì)科學(xué)的對(duì)策研究姓名杜斌申請(qǐng)學(xué)位級(jí)別碩士專業(yè)馬克思主義理論與思想政治教育指導(dǎo)教師李明元20080411西南科技大學(xué)碩士研究生學(xué)位論文第1I頁(yè)ABSTRACT．THEARTICLEMACROSCOPICALLYSUMMARIZESANDANALYZESTHEPRESENTDEVELOPINGCONDITIONOFSICHUANCURRICULUMOFPHILOSOPHICALANDSOCIALSCIENCESFROMPOINTSOFSICHUANCONDITIONANDTHEPHASECHARACTERISTIC．THEN，ONTHEBASISOFFULLYSUMMARIZINGTHEGREATIMPORTANCEOFPHILOSOPHICALANDSOCIALSCIENCESTOTHESOCIALDEVELOPMENT，ITFURTHEREXPOUNDSTHEGREATIMPORTANCEOFPHILOSOPHICALANDSOCIALSCIENCESTOTHEDEVELOPMENTOFTHEDISTRICTECONOMYANDSOCIETYFROMTHETHEORETICANDREALISTICASPECTSANDTHEIMPORTANTSTATUSOFTHEUNIVERSITYINTHEDEVELOPINGOFPHILOSOPHICALANDSOCIALSCIENCESINORDERTORECOGNIZEMORECLEARLYTHENECESSITYOFFURTHERFLOURISHINGSICHUANCURRICULUMOFPHILOSOPHICALANDSOCIALSCIENCES．FINALLY，ITFURTHERANALYZESTHEPOSITIONOFSICHUANCURRICULUMOFPHILOSOPHICALANDSOCIALSCIENCESAMONGTHEWHOLENATIONALUNIVERSITIESANDTHEPRESENTADVANTAGESANDFLAWSONTHEBASISOFCOMPARATIVELYGENERALSUMMARIZINGOFTHEPRESENTDEVELOPINGCONDITIONRESEARCHINSICHUAN，ASWELLASTOBRINGUPCERTAINCONSTRUCTIVESUGGESTIONSONTHECOUNTERMEASURESTOFURTHERFLOURISHINGANDDEVELOPINGSICHUANCURRICULUMOFPHILOSOPHICALANDSOCIALSCIENCESFROMFOURASPECTSSTRENGTHENINGTHETHINKINGGUARANTEE；COMPLETINGTHESYSTEMCONSTRUCTION；REINFORCINGTHETALENTCULTIVATINGANDINCREASINGTHEFINANCIALINVEST．KEYWORDSFLOURISH；UNIVERSITY；PHILOSOPHICALANDSOCIALSCIENCES

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文惲代英教育思想及其哲學(xué)基礎(chǔ)以學(xué)校教育為中心姓名王國(guó)正申請(qǐng)學(xué)位級(jí)別碩士專業(yè)馬克思主義理論與思想政治教育指導(dǎo)教師宋宏20080401ABSTRACTYUNDAIYINGISAWELLKNOWNPOLITICALACTIVISTEARLYOFTHECOMMUNISTPARTYOFCHINA，THELEADEROFTHEYOUTHMOVEMENT．INHISSHORTLIFETIME，TOTHECHINESEREVOLUTION，HEHASMADEOUTSTANDINGCONTRIBUTIONS．ATTHESAMETIME，HEISALSOTHEFIELDOFEDUCATIONINMODERNCHINA，ONEOFTHEGREATACHIEVEMENTSOFPORTLAND，YUNDAIYINGHASMANYYEARSINEDUCATION．HENOTONLYACHIEVEDALOTINEDUCATION，COMPAREDWITHTHEEDUCATIONSYSTEMANDTHETHINKINGOFEDUCATIONALTHEORYANDPRACTICEANDACCUMULATEDEXPERIENCE，THEHISTORYOFMODEMEDUCATIONINCHINAPLAYEDAGREATROLE．INTHENEWHISTORICALCONDITIONS，WESTUDYYUNDAIYINGEDUCATIONALTHINKING．TOHELPPEOPLECORRECTLYONTHECURRENTSTATUSOFSCHOOLEDUCATIONATTITUDEOFTHECURRENTSCHOOLEDUCATIONREFORILLHASAREFERENCE．INVIEWOFTHIS，IDRAWONPREVIOUSRESEARCHRESULTSONTHEBASISOFRELEVANTHISTORICALDATACOLLECTEDTHROUGHTHELENSIMPACTYUNDAIYINGIDEOLOGICALEDUCATIONAMONGTHEMANYFACTORSDESCRIBEDYUNDAIYINGTHINKINGOFTHERICHCONTENTOFEDUCATION，PHYSICALEDUCATIONTHINKINGOFTHERECOGNITIONYUNDAIYINGPHILOSOPHICALFOUNDATION，WITHAVIEWTOCHINATOSTUDYTHEREFORNL．INTHISPAPER，THETEXTISDIVIDEDINTOFOURPARTSTORESEARCHTHEFIRSTPART，THEIMPACTOFEDUCATIONYUNDAIYINGIDEOLOGICALFORMATIONOFANUMBEROFFACTORS．MAINLYFROMTHEEDUCATIONEXPERIENCE，EDUCATIONPRACTICE，KNOWLEDGEBACKGROUNDOFYUNDAIYING，ANDOTHERASPECTSOFEDUCATIONFORIDEOLOGICALFORMATIONOFTHEORIGINSOFINQUIRY．THE19THCENTURYANDEARLY20TLLCENTURY，YUNDAIYINGWASINBOTHTHEINFLUENCEOFTRADITIONALCHINESECULTUREANDWESTEMCULTUREBYTHEFOREIGNIDEASOFBAPTISM，WHILEYUNDAIYINGTHEEDUCATIONALEXPERIENCEANDEDUCATIONPRACTICE，WASALSOCONTRIBUTEDTOTHEFORMATIONOFIDEOLOGICALEDUCATIONYUNDAIYING．NESECONDPART，YUNDAIYINGEDUCATIONALTHINKING．YUNDAIYINGFROMTHEEDUCATIONALCONCEPT，TEACHINGCONTENTANDTEACHINGMETHODSOFREFORM，THEREFORMOFSCHOOLMANAGEMENTYUNDAIYINGTHREEASPECTSOFTHEIDEOLOGICALEDUCATIONFORDETAILEDANALYSIS，SUMMARIZEDANDCONCLUDING，WECANSEEFROMTHETHINKINGOFTHEEDUCATIONYUNDAIYINGSYSTEMIC．111E缸R(shí)DPART，YUNDAIYINGTHINKINGOFTHEPHILOSOPHICALFOUNDATIONOFEDUCATION．THEEDUCATIONALPROCESSBYYUNDAIYINGACCEPTEDBYTHEPHILOSOPHICALTHINKING，WETALKABOUTTHEPHILOSOPHICALFOUNDATION．

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文教育管理創(chuàng)新的哲學(xué)視界姓名韓萬(wàn)志申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師孫鶴娟20040501ABSTRACTINNOVATIONOFEDUCATIONALMANAGEMENTISTHATEDUCATIONALMANAGEMENTISRESPONDEDTOSOCIALANDMANAGEMENTTHEORYITSELFINNOVATIONEDUCATIONALMANAGEMENTPLAYSANIMPORTANTINDEVELOPMENTOFSOCIALANDEDUCATIONALMANAGEMENTINNOVATIONEDUCATIONALMANAGEMENTISACOMPLEXSYSTEMCOMPRISINGALOTOFFACTORSIDEAOFEDUCATIONALMANAGEMENTISTHEMOSTFACTORSTHATAREPHILOSOPHICBASISANDVALUEKNOWLEDGEANDASSUMEABOUTHUMANNATUREBECAUSEMANAGEMENTPURPOSEISHUMANANDRELATIONSHIPINMANAGEMENTISAMONGHUMANTHETHESISATEMPTSTORESEARCHPROBLEMOFINNOVATIONOFEDUCATIONALMANAGEMENTRESTRUCTURINGRELATIONSHIPAMONGEDUCATIONALMANAGEMENTFROMPHILOSOPHICPERSPECTIVETHETHESISDIVIDESINTOFIVEPARTSALTOGETHERPARTONESTUDYINGBASISTHEORYABOUTINNOVATIONOFEDUCATIONALMANAGEMENTMAINLYTODESCRIPTEDUCATIONALNATUREANDPURPOSEOFEDUCATIONALMANAGEMENTUNDERSTANDINGINNOVATIONOFEDUCATIONALMANAGEMENTANDEXISTINGRESEARCHPARTTWOREFLECTINGANDCRITIQUINGEDUCATIONALMANAGEMENTWEREVIEWTHEDEVELOPMENTOFIDEASABOUTEDUCATIONALMANAGEMENTREFLECTINGANDCRITIQUINGALIENATIONOFEDUCATIONALMANAGEMENTANDVIEWOFSOCIALCENTEREDPARTTHREEPHILOSOPHICSTRUCTURINGONINNOVATIONOFEDUCATIONALMANAGEMENTMAINLYDESCRIPTNECESSARYOFINNOVATIONOFEDUCATIONALMANAGEMENTVALUEFUNCTIONOFINNOVATIONOFEDUCATIONALMANAGEMENTANDRESTRUCTURINGSUBJECTIVITYINEDUCATIONALMANAGEMENTPARTFOURPRACTICINGSTRATEGIESFORINNOVATIONOFWEWILLINNOVATEINTHOUGHTOFHUMANMANAGEMENTANDBUILDLEANINGORGANIZATIONKEYWORDSEDUCATIONALPHILOSOPHICVISUALFIELDINNOVATION

簡(jiǎn)介：摘要20世紀(jì)70年代末、80年代初以降，美英社會(huì)靜悄悄地發(fā)生著“轉(zhuǎn)型”。處于“轉(zhuǎn)型期”的美英社會(huì)以知識(shí)和信息的生產(chǎn)、分配傳遞和使用為“軸心”從而引起西方社會(huì)各個(gè)方面發(fā)生轉(zhuǎn)變。美英兩國(guó)政府實(shí)行“反調(diào)控”，放開(kāi)市場(chǎng)并且緊縮政府。高新科技日新月異，知識(shí)經(jīng)濟(jì)初見(jiàn)端倪。環(huán)境的惡化促使人們對(duì)人類中心主義的反思并提出可持續(xù)性發(fā)展觀。20世紀(jì)80年代以來(lái)美英兩國(guó)所進(jìn)行的教育改革中出現(xiàn)了新的特征，即，美英兩國(guó)政府利用教育改革來(lái)掩飾維護(hù)經(jīng)濟(jì)霸主地位的野心并且為政黨贏得政治聲譽(yù)。在美英社會(huì)發(fā)生轉(zhuǎn)變的社會(huì)背景之下，20世紀(jì)80年代以來(lái)美英教育哲學(xué)發(fā)I著轉(zhuǎn)變，并且轉(zhuǎn)型期美英教育哲學(xué)研究是對(duì)以往教育哲學(xué)研究的發(fā)展。教育哲學(xué)研究就是用或從哲學(xué)的觀點(diǎn)和視角來(lái)研究教育中出現(xiàn)的問(wèn)題。教育哲學(xué)研究就是建立教育研究與哲學(xué)研究之間的關(guān)系的一門(mén)學(xué)問(wèn)。根據(jù)教育與哲學(xué)之間存在的關(guān)系形態(tài)，可以把教育哲學(xué)分為以教育為主、哲學(xué)為輔的“親教育”陣營(yíng)和以哲學(xué)為主、教育為輔的“親哲學(xué)”陣營(yíng)。美英教育哲學(xué)的發(fā)展大致可分為三個(gè)顯著的階段20世紀(jì)30至50年代以“主義”研究為特征的時(shí)代20世紀(jì)60,70年代以“分析”為特征的時(shí)代20世紀(jì)80年代以來(lái)的以“情境”為特征的時(shí)代。在“情境”的架構(gòu)下，美英教育哲學(xué)研究呈現(xiàn)出從同一走向多元、從封閉走向開(kāi)放和從學(xué)院式的研究走向面向?qū)嵺`。教育與哲學(xué)的“聯(lián)姻”在于日常教育生活和教育問(wèn)題所產(chǎn)生的情境之中。在具體的教育情境中，所探討的教育問(wèn)題才有意義和價(jià)值。轉(zhuǎn)型期教育哲學(xué)研究以“教育問(wèn)題”為研究?jī)?nèi)容。教育問(wèn)題研究呈現(xiàn)出多元化狀態(tài)，并且研究視角和研究方法多樣化。教育哲學(xué)研究人員的構(gòu)成發(fā)生了變化。中國(guó)教育哲學(xué)研究的主要缺憾在于中國(guó)教育哲學(xué)研究是一種“仿哲學(xué)”的研究，并且中國(guó)教育哲學(xué)研究是一種“重迭”研究。參考美英教育哲學(xué)發(fā)展的經(jīng)驗(yàn)與趨勢(shì)，并考慮中國(guó)教育哲學(xué)研究的社會(huì)背景和歷史底蘊(yùn)，中國(guó)教育哲學(xué)研究擺脫“仿哲學(xué)”和“重迭”研究的尷尬局面的可能途徑有重新確立教育哲學(xué)的學(xué)科性質(zhì)、區(qū)分教育哲學(xué)與教育學(xué)和教育原理、定位教育哲學(xué)的研究對(duì)象、改變教育哲學(xué)研究人員的培養(yǎng)方式以及加強(qiáng)教育哲學(xué)學(xué)會(huì)的作用。關(guān)鍵詞轉(zhuǎn)型期美英教育哲學(xué)情境問(wèn)題中國(guó)教育哲學(xué)SINCETHE1980S,THERELATIONSHIPBETWEENPHILOSOPHYANDEDUCATIONISESTABLISHEDBYAMEDIAOF“SITUATION“,INSTEADOFLOOKINGFORTHERELATIONSHIPFROMPHILOSOPHYPHILOSOPHYOFEDUCATIONHASAPPEAREDTHESHIFTSVIATHISRELATIONSHIP,SUCHASTHESHIFTFROMUNIFICATIONTOMULTIPLICATION,THESHIFTFROMTHECLOSEDRESEARCHTOTHEOPEN,ANDTHESHIFTFROMTHEACADEMICTOPRACTICEINTHEEDUCATIONALSITUATION,THESTUDYOFPHILOSOPHYOFEDUCATIONHASTHESIGNIFICANCEANDVALUETHEOTHERNEWTRENDFORPHILOSOPHYOFEDUCATIONISCENTEREDONTHEEDUCATIONALPROBLEMBASEDRESEARCH,INANOTHERWORD,PHILOSOPHYOFEDUCATIONHASSTUDIEDTHEDIVERSEEDUCATIONALPROBLEMSFROMTHEVARIOUSPERSPECTIVESANDMETHODSOFPHILOSOPHYTHELASTTRENDISTHECHANGESOFPHILOSOPHERSOFEDUCATIONTHEINADEQUACIESOFPHILOSOPHYOFEDUCATIONINCHINAARE“AFTERTHEPATERNOFPHILOSOPY“AND“OVERLAPPINGWITHEDUCATIONTHEORIES“CONSIDERINGTHECHINESESOCIALENVIRONMENTANDTHENEWTRENDSOFPHILOSOPHYOFEDUCATIONINTHEUSANDTHEUK,ITHINKTHEPOSSIBLEWAYSFORTHEDEVELOPMENTOFTHECHINESEPHILOSOPHYOFEDUCATIONLIEINTHEBELLOWSREESTABLISHINGTHESTATUSOFPHILOSOPHYOFEDUCATIONINTHEAREASOFPHILOSOPHYANDEDUCATION,DISTINGUISHINGPHILOSOPHYOFEDUCATIONFROMEDUCATIONTHEORY,MAKINGTHEPROBLEMBASEDSTUDY,CHANGINGTHEWAYSOFTHECULTIVATIONOFPHILOSOPHERSOFEDUCATIONANDENFORCINGTHEFUNCTIONOFPHILOSOPHYOFEDUCATIONSOCIETYINCHINAWORDSPERIODOFTRANSFORMATIONPHILOSOPHYOFEDUCATIONINTHEUSANDTHEUKSITUATIONPROBLEMBASEDRESEARCHPHILOSOPHYOFEDUCATIONINCHINAIII

簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文思想政治教育的哲學(xué)思考姓名苗偉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)馬克思主義理論與思想政治教育指導(dǎo)教師張瑞甫20060401

簡(jiǎn)介：湖南師范大學(xué)碩士學(xué)位論文古典審美精神的回歸與生命意義的重建基于當(dāng)前書(shū)法教育的哲學(xué)思考姓名黃泓樞申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師劉鐵芳20090401ABSTRACT111仕屺PRESENTEDUCATIONSYSTENL，UTILITARIANISMISOVENⅣHELININGIT1ACKSOFULTIMATECARE鋤DIGNORESTHEMEANINGOFEXISTENCEFROMMERESEARCHONTHEESTHETICSSPIRITIILCHINESE仃ADITIONALCALLI伊APHYART，THEMESIS仃IESTODIGOUTMEMLRSUILLGFORTHEMEAILINGOFLIFE，MECONS仃UCTIONOFHUM獅SPIRITA11DTLLEPERFECTIONINTHEPOETICHUMANLIFEIILCHINESE仃ADITIONALCALLI鏟APHY抓，DURINGMEPROCESSOFITSEDUCATIONALPRACTICETHEMESIS仃IESTOPROVIDEAPOSSIBILITYFORTHEMODEMEDUCATIONSYSTEMTOSEARCHANDREBUILDMEME鋤INGOFME1IFE，缸MTHEESMETICSSPIRITEMBEDDEDINMECALLI鏟APHYART，WHICHISPARTOFMECHINESE仃ADITIONALCULNLRETHEFINITENESSOF1IFEMAKESPEOPLETOCREATESOME“NGTO1INLITTHEFINITENESSSOTHATME1IFECANHAVETIMELESSMEANINGTHECLASSICALAESTHETICSPIRITINPHILOSOPHYISAESTHETICSESSENTIALLYITGIVESA11SWERSTOMESUNRIVALOFPEOPLEANDMESPIRITRECONSTMCTION111EREAREFOURPARTSINTHEARTICLE7RHEFIRSTPANDISCOURSESABOUTTHENOMLALFOMULASOFPHILOSOPHYEDUCATIONINORDERTODISCOURSEABOUTTHERELATIONSBE帆EENMEEDUCATIONANDMECLASSICALAESTHETICSPIRITANDTHEMEANING111ESECONDPAN仃IESTO吼SCRAM【BLETHECLASSICALAESTHETICSPIMINMEPHILOSOPHYTODISCOURSEPHILOSOPHYEDUCATIONWRHICHHASCLASSICALⅡ

簡(jiǎn)介：內(nèi)蒙古師范大學(xué)碩士學(xué)位論文生命教育的哲學(xué)思考姓名陳黎明申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師劉文霞20100501內(nèi)蒙古師范大學(xué)碩士學(xué)位論文育理念，應(yīng)該將“大生命“觀作為一種世界觀和方法論傳授給學(xué)生，讓學(xué)生認(rèn)識(shí)到“生命”應(yīng)包括一切生物界的生命，即人之生命和自然環(huán)境中一切動(dòng)物、植物的生命，且每一種生命都有其存在的價(jià)值。正如史懷哲所說(shuō)“過(guò)去那套只關(guān)心我們與其他人關(guān)系的價(jià)值系統(tǒng)是不完全的，所以會(huì)缺乏向善的原動(dòng)力，只有立足于‘敬畏生命’這一觀點(diǎn)，我們才能傾其所愛(ài)與這個(gè)世界的其他生命建立一個(gè)靈性的、人性的關(guān)系?！暗谌空撌隽松逃p重立場(chǎng)的辯證統(tǒng)一。這一部分主要針對(duì)當(dāng)前生命教育存在的立場(chǎng)定位有失偏頗問(wèn)題。首先，提出了生命教育中的二律背反問(wèn)題；其次，提出生命教育應(yīng)該遵循“個(gè)體與社會(huì)”的雙重立場(chǎng)，我們認(rèn)為生命教育只有兼顧個(gè)體立場(chǎng)和社會(huì)立場(chǎng)兩個(gè)方面，把握好生命教育在“個(gè)人與社會(huì)”之間抉擇的“度”，才能使其做出真正合理的價(jià)值選擇。第四部分是對(duì)生命教育之實(shí)踐的再思考。生命教育以解決當(dāng)前教育中存在的問(wèn)題為出發(fā)點(diǎn)和立足點(diǎn)，作為一種新的教育理論，它不僅僅是純粹的理念或是在某種理念支配下的一套規(guī)則，它具有極強(qiáng)的可實(shí)踐性并蘊(yùn)含著豐富多樣的實(shí)踐形式。在這一部分中，首先指明了生命教育實(shí)踐活動(dòng)的可行性；其次，提出了生命教育實(shí)踐主題的多元性；再次，引出了生命教育實(shí)踐運(yùn)作的關(guān)鍵點(diǎn)。第五部分是在總結(jié)全文的基礎(chǔ)上進(jìn)行的研究展望。期待生命教育這個(gè)星星之火能夠成為燎原之勢(shì)，解決當(dāng)下教育的急功近利、浮躁、脫離生命本源等問(wèn)題，使教育引領(lǐng)人的完美與幸福。關(guān)鍵詞生命，生命教育，哲學(xué)思考

簡(jiǎn)介：學(xué)校編號(hào)10394圖書(shū)分類號(hào)密級(jí)福建師范大學(xué)教育碩士學(xué)位論文高中生活與哲學(xué)課程資源開(kāi)發(fā)與利用新探NEWEXPLORATIONOFTHEEXPLOITATIONANDUTILIZATIONOF“LIFEANDPHILOSOPHY”COURSERESOURCESINSENIORSCHOOLS學(xué)科專業(yè)方向指導(dǎo)教師申請(qǐng)學(xué)位級(jí)別謝可奇論文提交日期2QQ晝堡壘旦論文譯閱人論文答辯日期2QQ生L≥旦答辯委員會(huì)主席學(xué)位授予單位學(xué)位授予日期2006年“月塑建蜒菹塞堂笙旦蘭●T●●●●ABSTRACTC0URSERESOURCESREFERTOTHEFACTORSOURCEOFCOURSEFORMATIONASWELLASTHEDIRECTANDNECESSARYCONDITIONOFCOURSEIMPLEMENTATIONALONGWITHTHECONTINUOUSDEVELOPMENTOFTHENEWFUNDAMENTALEDUCATIONREFORM，THEEDUCATIONALCIRCLE’SWIDECONCEMGRADUALLYCENTERSONTHEISSUEOFTHEEXPLOITATIONANDUTILIZATIONOFCOURSERESOURCESPEOPLECARRIETEALIZETHATTHEREISNOCOURSEWITHOUTCOURSERESOURCES，ANDTHATTHEGRANDGOALOFREFORMINGFUNDAMENTALEDUCATIONCOURSEWOULDNOTBEREALIZEDIFWEDIDNOTEXPLOITANDUTILIZETHEEOULSERESOURCESREASONABLYANDEFFECTIVELYHIGHSCHOOLPHILOSOPHYTEACHINGCOULDNOTGIVEUSMUCHSATISFACTIONMAINLYBECAUSEWECOULDNOTEXPLOITANDUTILIZECOURSERESOURCESPROPERLYBYADOPTINGTHEMETHODSOFCOMBININGLITERAMRERESEARCH，OBSERVATIONRESEARCHANDACTIONRESEARCH，THEWRITERPROBEDINTOTHEFOLLOWINGTOPICSTHEBACKGROUNDABOUTTHEEXPLOITATIONANDUTILIZATIONOF‘‘LIFEANDPHILOSOPHY’COURSERESOURCESINSENIORSCH001，THENEWCONCEPTSTHATTEACHERSSHOULDHOLDINTHISBACKGROUND，THEEXPLOITATIONANDUTILIZATIONOFTEACHINGMATERIALRESOURCES，HUMANRESOURCES，ANDPRACTICERESOURCESETCIHOPEWECOLLEAGUESCOULDSTUDYTOGETHERANDDOEVERYTHINGWECANTOINTRODUCEOBRSTUDENTSTOPHILOSOPHYATTHESAMETIMEIMPROVEOURACADEMICANDTEACHINGSKILLSKEYWORDS“LIFEANDPHILOSOPHYCOURSERESOURCESTHEEXPLOITATIONANDUTILIZATIONⅡ