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Algebra or Grammar of the To Be(Das Sein,Τὸεἶναι)?Peano and Heidegger
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作者 Giuseppe Boscarino 《Journal of Philosophy Study》 2022年第12期681-689,共9页
In this article I argue how in the history of philosophy the meaning of the term“to be”was disputed over by two research programmes:the Platonic-Aristotelian one up to Heidegger and the Pythagorean-Parmenidean-Democ... In this article I argue how in the history of philosophy the meaning of the term“to be”was disputed over by two research programmes:the Platonic-Aristotelian one up to Heidegger and the Pythagorean-Parmenidean-Democritean one through Hobbes and Boole up to Peano.I call the first of“grammatical”type,the other of“linguistic algebraic”type.As in the grammatical classifications,in the former,formal or linguistic distinctions are mistaken for distinctions of logical type,or even of real or,as it is said,metaphysical type;hence its empty philosophical verbalism.In the latter,the term“to be”is taken in its merely linguistic meaning to build the science of reality,which should be known starting from rational principles,the“ideas”,as Democritus called them,through an adequate language. 展开更多
关键词 BEING not Being and To be formal meaning and real meaning two traditions of thought or research
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小学阶段塑造学生“有意义学习经历”的教学策略研究
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作者 林文毅 徐亚青 汪光珩 《江苏师范大学学报(哲学社会科学版)》 北大核心 2014年第S1期59-62,共4页
随着信息时代的来临,传统的课堂教学方式已不能满足创新人才培养的需求,必须进行调整和改变。教师应通过教学情境生活化、教学内容问题化和教学方式活动化等教学策略的实施,使学生在课堂学习中彰显"投入"、"活力",... 随着信息时代的来临,传统的课堂教学方式已不能满足创新人才培养的需求,必须进行调整和改变。教师应通过教学情境生活化、教学内容问题化和教学方式活动化等教学策略的实施,使学生在课堂学习中彰显"投入"、"活力",并获得有意义的学习"结果"。这一教学模式的改变,既推动了经验学习理论的发展,也反映了新课改的诉求,具有一定的理论价值和实践意义。 展开更多
关键词 有意义学习经历 教学情境生活化 教学内容问题化 教学方式活动化
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