道德思维:透视德育低效的新视角——读《德育思维论》

当前,无论是理论界还是在实践层面都非常关注德育低效的问题。在各种原因的分析中,“知性德育”被认为是德育低效的重要原因而招致诸多批评,人们试图在超越“知性德育”方面做出种种努力,但德育低效的问题仍未从根本上德育解决。事实上,问题不在于德育的批评过程和方法本身,而在于对批评对象的研究和探讨不够深入,即没有对德育对象———道德思维活动本身的特殊性、基本内容以及它在道德教育中的重要地位和作用进行有效研究,或者把道德思维活动同其它思维方式等同起来,而出现了种种误解。黄富峰博士的新著《德育思维论》(人民出版社,2006年6…     

僧肇辩证思维研究北大核心SSCI

张彤磊著社会科学文献出版社2022年12月213千字本书尝试在中印思维方式融摄的视域下,立足佛教中国化的大背景,以辩证思维为研究对象,以僧肇“中道思维”“即体即用”思维为切入点,从辩证思维方法论层面探讨僧肇对中国古代哲学辩证思维、大乘空宗般若学辩证思维的融汇与转换,阐释了僧肇佛学思想的特质,并一定程度揭示了佛教中国化的理论特点和复杂性。     

关于认识发展阶段的两个问题

认识过程究竟应该分为几个阶段,是一个涉及主客体关系、思维规律以及思维形式和方法的问题。目前,在这个问题的讨论中,有不同的三阶段论(即感性认识——理性认识——“实践认识”同感性——知性——理性论);也有不同的二阶段论(即不主张引入知性范畴的感性——理性论同主张引入知性范畴的感性——理性论);主张引入知性范畴的也有两种情况,一是把知性作为理性认识的一个小阶段,一是把知性作为感性认识阶段的一种思维形式。这     

也谈认识发展的阶段问题

一 目前,在关于认识发展阶段问题的讨论中,有的同志主张应该恢复旧的“三分法”,“用感性、知性、理性三范畴去代替感性和理性两范畴”;有的同志同意引入“知性”范畴,但认为“二分法”和“三分法”并不是对立的;有的同志依据马克思关于从抽象上升到具体的论述,将认识过程划分为“感性具体”、“思维抽象”、“思维具体”三个阶段,并认为“思维具体”是认     

谈谈理论思维的内部机制

理论思维有两个环节,即知性和理性。在整个理论思维活动中,知性思维只是完成了从具体到抽象的过程。它只能实现单个概念的抽象(第一个抽象),而未能构成系列的概念。尽管这种抽象不无深刻,可总只能表现丰富复杂的对象的某个侧面。“知性是不能掌握美”的,因此,知性思维的结果还不足以产生某种完美的观念形态。所以知性思维有待过渡到理     

从思维方式看屈原生命悲剧的人性深度

屈原的生命精神是个体与社会绝对统一的绝对集体主义,具有"无我"的"准宗教"性。这种"准宗教"性的生命精神具有走向悲剧的必然性,其原因在于他把"知性思维"推上了"形而上学"的极端。这也是屈原不同于儒道之避免悲剧的根本原因。"知性思维"与"辩证思维"一样,也是人类运用自己的理性把握世界及自身的思维方式,是人的"知性理性"的具体展开,是人性被激发起来的一种存在状态。因此,屈原因其知性思维方式而促成的生命悲剧不是浅层次上的生死观问题,而是在人性层面上显示出来的深度悲剧。     

顺化与逆化--道教哲学的思维特征

道教作为宗教 ,有它的宗教哲学 ,道教作为本土宗教 ,它的哲学就有明显的中国气派和特色 ,其影响深远。在道教哲学中 ,“化”是一个重要的范畴 ,它既是道教哲学得以成立的杆杠 ,也是道教思维的基点。“化”包括顺化与逆化两个文面 ,所谓顺化 ,即顺道生人 (物 ) ,属正向思维 ;所谓逆化 ,即逆道成仙 ,属反向思维。顺化与逆化 ,作为矛盾运动存在的两种形式 ,是道教认识事物所表现出来的正向和反向两种思维方式 ,它贯穿于道教的教旨、教义和炼丹术之中 ,成为道教哲学特有的思维特征 ,也是道教哲学对中国哲学的重大贡献。“化”的概念与道教的摄用…     

在探究体验教学中发展历史思维

探究体验在这里特指引导探究体验,是指学生借助教师提供的（或自己搜集的）材料,根据某种观点或理论,围绕一定的历史问题,去寻找解决问题的方法和答案,用“再发现”的方式去学习和掌握知识获得感悟的过程。探究的过程实际也是由形象思维发展到抽象思维、发散式思维发展到聚合时思维、常规思维向创造性思维发展的过程。     

创造思维花絮(五则)

移花接木　　蚕丝是中国的特产,但目前面临着日本的挑战。日本人培养出新型的蚕种不吃桑叶改吃苹果、胡萝卜,创造了奇迹,被称之为“日本蚕”。好个“移花接木”之术,这就是日本人的聪明。　　“移花接木”的要诀,首先是敢于“拿来”、“引进”;其次是善于“改造”、“超越”,决不是“依葫芦画瓢”。这种思维方式,本身就焕发出创造的光彩。　　新产品的开发与试制,往往是在“移花接木”的思路下进行的,将“花”与“木”的两种功能结合一体,从而嫁接成新的东西。相反相成相反相成,是对旧观念的一种突破,是思维创新的一条门径。相…     

浅论《周易》思维方式的诗性特点

诗性思维不具有清晰的、严格的逻辑形式,它是一种与知性思维异质的思维方式。这种思维方式的核心特征即是整体性、不确定性以及意象性。《周易》的思维方式典型地具有诗性特点,并对中国传统文化产生了重要影响,使之具有了不同于西方文化的特色。     

浅谈影像诊断思维特征

人类的科学思维方式是一个多层次、多形态、多要素的系统。对每一种事物的认识过程都有特定的思维方式。疾病的诊断是一个主观反映客观的认识过程,反映客观的真实程度愈高,诊断的正确性愈高,而客观真实性的再现,在相当程度上取决于人的主观意识,人的主观意识又通过人的思维活动来实现。所以,人的思维在疾病的诊断中占有重要意义。而医学影像诊断思维又有其特点,即以形象思维为先导,以逻辑思维来归结,又有非逻辑思维闪现,如直觉、灵感、经验思维。只有各种思维形式有机的交叉运用,才能得出最接近真实的诊断结论。     

辩证思维方式与中国古典建筑审美特征

辩证思维方式是中国古代哲学思维方式之一,它深刻地影响了中国古典建筑审美特征的形成,使其在有无相生、虚实相资,中庸为道、和美为贵,情理并重、礼乐相成三个方面体现出中国传统文化的特色。     

中国传统思维方式的转换历程

思维形式是深藏于民族文化底层的、具有相对稳定性、并对人们的行为方式起支配作用的文化现象。文化的差异,却又使思维形式存在着一定的相对独立性和相对稳定性。笔者认为,探讨中国传统思维方式,是进一步理解中国传统文化及其如何融入当代社会的关键一环。更重要的是,在对传统文化的扬弃过程中,中国传统思维方式的转换起着至关重要的作用。     

关于儿科学向儿童保健方面发展的哲学思考

随着医学模式的转变,儿科学的发展将面临很大的挑战,从传统的、单一的临床诊治过渡到以含多学科领域的儿童预防保健为主,这不仅是一种发展趋势,而且为儿科学发展的前景拓宽领域,同时也要求儿科医师必顺转变思雏模式,用辩证的观点解决在临床工作中遇到的问题.因此,培养和提高儿科医生的辩证思维能力尤为重要.     

细胞凋亡与疾病的治疗

２０年前,人们就开始注意细胞凋亡现象,但由于当时人们细胞信号传导及真核基因调控所知甚少,因此只能孤立地看待“细胞凋亡”,２０年后,人们重新认识“细胞凋亡”发现它是一种生理性死亡,是通过一种细胞固有的ＤＮＡ编码的自杀程序,系统思维方法,使人们将凋亡与当今疾病的治疗联系起来,科学家们一方面通过诱导细胞凋亡来达到治疗肿瘤目的,另一方面又通过阻止这种细胞凋亡来治疗艾滋病,我们从中看到事物的辨证统一,充分体     

Cognitive approaches to the study of episodic future thinking

The concept of episodic future thinking—the ability to simulate events that may take place in the personal future—has given rise to an exponentially growing field of research that spans a variety of sub-disciplines within psychology and neuroscience. In this introduction to the special issue, we provide a brief historical overview of factors that have shaped research on the topic and highlight the need for additional behavioural work to uncover cognitive mechanisms that support episodic future thinking and differentiate it from other related modes of future-oriented cognition. We conclude by discussing the manner in which the various contributions to the special issue fill the gaps in our knowledge and make some of our own suggestions for future work.     

Explanations for cultural differences in thinking: Easterners’ dialectical thinking and Westerners’ linear thinking

ABSTRACT

Since Easterners’ naïve dialectical thinking, which is contrasted with Westerners’ linear thinking, was introduced, many cross-cultural studies on human thinking have been conducted, and explanations for the cultural differences have been proposed. First, after examining the robustness of these cultural differences, two existing explanations are discussed in this paper. The first is based on the discinction between Westerners' analytic cognition and Easterners' holistic cogntion. This is related to the distinction between Westerners’ independent self and Easterners’ interdependent self. The second is based on the philosophical tradition of China’s Taoism, Confucianism, and Buddhism, which is contrasted with that of Ancient Greece. Second, we propose a new explanation based on the distinction between Westerners’ low-context culture and Easterners’ high-context culture (Beyond culture. Garden City, NJ: Anchor Books/Doubleday.). Finally, we show that this distinction can be based on socioecological approaches, and it is expected to explain the cultural differences between the Chinese and Japanese.     

Towards a new philosophy of education: Extending the conversational metaphor for thinking

Recently, feminists like Jane Roland-Martin, Elizabeth Young-Bruehl, and others have advocated a conversational metaphor for thinking and rationality, and our image of the rational person. Elizabeth Young-Bruehl refers to thinking as a constant interconnecting of representations of experiences and an extension of how we hear ourselves and others. There are numerous disadvantages to thinking about thinking as a conversation.We think there are difficulties in accepting the current formulation of the conversational metaphor without question. First, there is danger that we will lose important dialectical connections like that between the self and society. Second, the conversational metaphor alone cannot fully express the way conversations are constructed. We will want to take up the notion of narrative as a metaphor for thinking advocated by Susan Bordo, Alasdair MacIntyre, Jerome Bruner, and others, including Mary Belenky and her colleagues.Eventually, we want to champion narrative and the dramatic narrative of culture as a metaphor for thinking that involves such expressions as sights, insights, silences, as well as sounds, moments of mood and poetic moments. The dramatic narrative provides the structural possibilities needed to criticize certain kinds of conversations, in order to talk about the relations of public and private, self and society and most importantly, about the drama of our lives within and without.The dramatic narrative for thinking helps dispel the dangerous dualisms of mind and body that not even conversation or narration alone can banish, and allows us to frame questions about education that do not require us to separate mind from body. The dramatic narrative metaphor for thinking lets us show who we are, act out what we think, and reconstruct rationality to reflect what many women, and some men, do.     

Classification of mental phenomena as the highest integration level of man's relationship to the environment (with remarks on the phenomenon of altered states of consciousness)]

In recent years mystical ideas have been spreading concerning "altered states of consciousness" as "new dimensions of experience and transpersonal communication". An analysis is given of the class-conditioned character of these concepts deriving from the insecure social conditions existing under moribund imperialism. This is contrasted with the dialectical materialist concept of psychic phenomena as the highest integration level of man's relationship to the environment. Psychic phenomena are interpreted not as epiphenomena but as an expression of the new quality attained in the evolution of man as a social being in the central control of all functions of man's organism.     

尝析颅内压增高病人护理中的哲学思维

颅内压增高是神经外科最常见的临床病理综合征,若得不到及时的诊断和救护则可诱发急性脑疝而死亡。“三分治疗,七分护理”,护理的作用是不可低估的。在护理中必须遵循科学的哲学思维,以辨证规律指导错综复杂的护理工作,才能制定和实施严密的个体化整体护理计划,以取得良好的护理效果。