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311.
Andrew William Howat 《Philosophical Studies》2011,156(2):155-172
This paper explores a distinction between two types of response-dependence (RD) account (shallow vs. deep). This distinction
is inherent in much of the existing literature, however it is neither widely nor well understood, and has never been drawn
explicitly. The distinction is often taken to be a metaphysical, or ‘realism-relevant’ one—i.e. deep RD accounts entail qualified
realism (or perhaps anti-realism), while shallow RD accounts are metaphysically neutral. I argue that the distinction is not
reliably realism-relevant. I formulate a weaker version of the distinction that may help prevent some common and understandable
confusion about RD biconditionals and their relationship to realism. The weaker distinction rests on the different roles assigned
to RD biconditionals by the two types of account. 相似文献
312.
Ilhan Inan 《Philosophical Studies》2011,154(2):279-283
I argue that Millianism has the very odd consequence that there are simple direct questions that Millians can grasp, but they
cannot answer them in the positive or the negative, or in some other way, nor could they say that they do not know the answer. 相似文献
313.
Casey O’Callaghan 《Philosophical Studies》2011,153(1):143-160
Recent work on non-visual modalities aims to translate, extend, revise, or unify claims about perception beyond vision. This
paper presents central lessons drawn from attention to hearing, sounds, and multimodality. It focuses on auditory awareness
and its objects, and it advances more general lessons for perceptual theorizing that emerge from thinking about sounds and
audition. The paper argues that sounds and audition no better support the privacy of perception’s objects than does vision;
that perceptual objects are more diverse than an exclusively visual perspective suggests; and that multimodality is rampant.
In doing so, it presents an account according to which audition affords awareness as of not just sounds, but also environmental
happenings beyond sounds. 相似文献
314.
Ruth Weintraub 《Philosophical Studies》2011,152(2):181-188
An impossibility result pertaining to the aggregation of individual judgements is thought by many to have significant implications
for political theory, social epistemology and metaphysics. When members of a group hold a rational set of judgments on some
interconnected questions, the theorem shows, it isn’t always (logically) possible for them to aggregate their judgements into
a collective one in conformity with seemingly very plausible constraints. I reject one of the constraints which engender the
dilemma. The analogy with the lottery paradox, I argue, shows that rational belief needn’t be consistent. So the alleged implications
of the dilemma are dispelled. 相似文献
315.
316.
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
317.
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
318.
319.
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
320.
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