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911.
912.
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
913.
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
914.
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
915.
Grzegorz Malinowski 《Studia Logica》2011,97(2):297-312
Referential semantics importantly subscribes to the programme of theory of logical calculi. Defined by Wójcicki in [8], it
has been subsequently studied in a series of papers of the author, till the full exposition of the framework in [9] and its
intuitive characterisation in [10]. 相似文献
916.
Grammar logics were introduced by Fariñas del Cerro and Penttonen in 1988 and have been widely studied. In this paper we consider regular grammar logics with converse (REG c logics) and present sound and complete tableau calculi for the general satisfiability problem of REG c logics and the problem of checking consistency of an ABox w.r.t. a TBox in a REG c logic. Using our calculi we develop ExpTime (optimal) tableau decision procedures for the mentioned problems, to which various optimization techniques can be applied. We also prove a new result that the data complexity of the instance checking problem in REG c logics is coNP-complete. 相似文献
917.
We offer an overview of some ways of examining the connections between stance and rationality, by surveying recent work on
four central topics: (a) the very idea of a stance, (b) the relations between stances and voluntarism, (c) the metaphysics
and epistemology that emerge once stances are brought to center stage, and (d) the role that emotions and phenomenology play
in the empirical stance. 相似文献
918.
919.
Daniel James McArthur 《Synthese》2011,179(3):361-376
In this paper I consider two accounts of scientific discovery, Robert Hudson’s and Peter Achinstein’s. I assess their relative
success and I show that while both approaches are similar in promising ways, and address experimental discoveries well, they
could address the concerns of the discovery sceptic more explicitly than they do. I also explore the implications of their
inability to address purely theoretical discoveries, such as those often made in mathematical physics. I do so by showing
that extending Hudson’s or Achinstein’s account to such cases can sometimes provide a misleading analysis about who ought
to be credited as a discoverer. In the final sections of the paper I work out some revisions to the Hudson/Achinstein account
by drawing from a so-called structural realist view of theory change. Finally, I show how such a modified account of discovery
can answer sceptical critics such as Musgrave or Woolgar without producing misleading analyses about who ought to receive
credit as a discoverer in cases from the mathematical sciences. I illustrate the usefulness of this approach by providing
an analysis of the case of the discovery of the Casimir effect. 相似文献
920.
Christopher Vasillopulos 《Studies in Philosophy and Education》2011,30(1):19-36
It is commonplace to speak of education as a right. Yet it has been seldom defended as a natural right. Natural rights are
pre-social, while education is social intrinsically. This analysis attempts to show how Aristotle’s concept of education can
be conceived as a natural and necessary process to fulfill individual autonomy. In this sense it approaches Locke’s conception
of a natural right. To the degree that it succeeds, the firmest possible basis for education in modern constitutionally premised
social order is established. It will stand on a par with life, liberty and property and will be equally resistant to tyrannical
inroads of either government or majoritarian politics. Moreover, it will refocus society on its absolute duty to treat its
citizens justly, that is, will full regard for their inalienable rights. 相似文献