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311.
312.
Tomasz Szkudlarek 《Studies in Philosophy and Education》2011,30(2):113-125
In this text I concentrate on semiotic aspects of the theory of political identity in the work of Ernesto Laclau, and especially
on the connection between metaphors, metonymies, catachreses and synecdoches. Those tropes are of ontological status, and
therefore they are of key importance in understanding the discursive “production” of identity in political and educational
practices. I use the conceptions of both Laclau and Eco to elucidate the operation of this structure, and illustrate it with
an example of the emergence of the “Solidarność” movement in Poland, expanding its analysis provided by Laclau. I focus on
the moment when one of particular demands assumes the representation of totality, which, in Laclau, is left to “circumstantial”
determination. This moment inspires several questions and needs to be given special attention if Laclau’s theory is to be
used in theory of education. It is so because theory of education cannot remain on the level of the ontological (which is
the core of Laclau’s achievement), but has to theorize “non-ontological” dimensions as well, that is the ontic (i.e. “content”
of education), the deontic (duty, obligation, and the normative in general), as well as what I call the deontological—the very relation between “what there is” and “what there is not” (including that which should be) as the locus of education. 相似文献
313.
The literature on quantum logic emphasizes that the algebraic structures involved with orthodox quantum mechanics are non
distributive. In this paper we develop a particular algebraic structure, the quasi-lattice (
\mathfrakI{\mathfrak{I}}-lattice), which can be modeled by an algebraic structure built in quasi-set theory
\mathfrakQ{\mathfrak{Q}} . This structure is non distributive and involve indiscernible elements. Thus we show that in taking into account indiscernibility
as a primitive concept, the quasi-lattice that ‘naturally’ arises is non distributive. 相似文献
314.
315.
Claudia W. Ruitenberg 《Studies in Philosophy and Education》2011,30(2):97-100
In recent years the French philosopher Jacques Rancière has addressed the predicament of artists and curators who, in their
eagerness to convey a critical message or engage their viewers in an emancipatory process, end up predetermining the outcomes
of the experience, hence blocking its critical or emancipatory potential. In this essay I consider Rancière’s writing on this
topic and draw out the parallels with the predicament of teachers and curriculum designers who have critical and emancipatory
objectives. The risk of education that strives for emancipation is that it can become so directive in steering students to
the “right” outcomes that it does not leave these students any intellectual room. Rancière’s work is helpful in reminding
us that teachers and curricula with explicitly critical, political, emancipatory objectives can defeat their own purposes
and become stultifying if they do not leave the student room to use her or his own intelligence. 相似文献
316.
André Elias Mazawi 《Studies in Philosophy and Education》2011,30(2):169-183
The present paper offers a reflection on school textbooks produced and introduced by the Palestinian Authority in the West
Bank and Gaza Strip from the year 2000 onward. The aim is to examine the debates over these textbooks, by situating them over
the backdrop of larger geopolitical dynamics and intra-Palestinian social and political struggles. 相似文献
317.
318.
Matthew Ratcliffe 《Synthese》2011,178(1):121-130
This paper addresses Bas van Fraassen’s claim that empiricism is a ‘stance’. I begin by distinguishing two different kinds
of stance: an explicit epistemic policy and an implicit way of ‘finding oneself in a world’. At least some of van Fraassen’s
claims, I suggest, refer to the latter. In explicating his ordinarily implicit ‘empirical stance’, he assumes the stance of
the phenomenologist, describing the structure of his commitment to empiricism without committing to it in the process. This
latter stance does not incorporate the attitude that van Fraassen takes to be characteristic of empiricism. Thus its possibility
serves to illustrate that empiricism as an all-encompassing philosophical orientation is untenable. I conclude by discussing the part played by feelings in philosophical stances and
propose that they contribute to philosophical conviction, commitment and critique. 相似文献
319.
Herner Sæverot 《Studies in Philosophy and Education》2011,30(6):557-572
This article aims at making a case for the role of seduction in existential education, that is, education that focuses on
the pupil’s life choices. First, the article attempts to show that the relationship between the teacher and the pupil can
be understood as a form of seduction. Secondly, the article examines how such a relationship functions in practice. Thirdly,
the article warns against dangerous aspects related to seduction, and lastly, the article offers five conditions for how seduction
can be used in a justifiable manner in existential education. 相似文献
320.
Cris Mayo 《Studies in Philosophy and Education》2011,30(5):471-476
Troubled times in education means that philosophers of education, who seem to never stop making defenses of our field, have
to do so with more flexibility and a greater understanding of how peripheral we may have become. The only thing worse than
a defensive philosopher is a confident and certain philosopher, so it may be that our very marginality will give us renewed
energies for problematizing education. Occupying our marginal position carefully and in concert with other marginal inquiries,
I think, will do our field good. Because of its attention to what it takes to be willing to learn and to approach theoretical
and real world obstacles with open if cautious interest, philosophy of education is about holding concepts and movements in
tension, bending the implications of commonplace, commonsensical ideas about education, and carefully examining the all of
these maneuvers for the exclusions they wittingly and unwittingly produce. Problematizing the certainties derived from majoritarian
positions, be it whiteness, Westernness, or any other dominant perspective, can provide us with a diversity of claims to scrutinize
and epistemological positions to be wary of. 相似文献