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证的概念包括证据与诊断两方面的含义,诊断是证据在头脑中的意识反应,两者不能割舍.用有形无形、客观主观来统一证的理论内涵,认为无形之证是有形之证的意识概括,两者总是在不同层次、不同角度达到统一. 相似文献
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本文就中小学教师对于知识和教学的基本观点以及它们之间的相互关系进行了初步探讨,结果表明:教师们普遍认识到知识是相对的、辩证的和有联系的,认为教学不是知识的简单地灌输而是帮助学生完成意义的建构。教师在知识观的“机械-辩证”和教学观的“接收-建构”两个维度之间存在显著的正相关. 相似文献
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Paul Rusnock 《British Journal for the History of Philosophy》2013,21(4):817-837
This essay presents a new interpretation of Bolzano's account of necessary truth as set out in §182 of the Theory of Science. According to this interpretation, Bolzano's conception is closely related to that of Leibniz, with some important differences. In the first place, Bolzano's conception of necessary truth embraces not only what Leibniz called metaphysical or brute necessities but also moral necessities (truths grounded in God's choice of the best among all metaphysical possibilities). Second, in marked contrast to Leibniz, Bolzano maintains that there is still plenty of room for contingency even on this broader conception of necessity. 相似文献
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