In traditional philosophy, man is usually treated as a subject of knowledge, not as a subject of activity. This naturally led to an ignorance of his creative side and had its echoes in the models of the world put forw...In traditional philosophy, man is usually treated as a subject of knowledge, not as a subject of activity. This naturally led to an ignorance of his creative side and had its echoes in the models of the world put forward. Thus, when the world was mentioned the world meant was that perceived by man and the world man created or planned to create himself was given either a secondary treatment or else it was completely forgotten. But, as man is carrier of active spirit, the things he creates have their place in this world along those created by God. It is without doubt that things created by man are not produced against God＇s will. Still, human creativity is the corruption of the original creation, of the harmony of the world, of the book of nature. Man brings order, so to speak, to the world. He achieves this however at the cost of corrupting the Great Order within some narrow limits. Man himself is among the many highly interesting books written before and there exist as many variations of this book as there are human beings. What is the most difficult for man is though, to read his own book, to understand himself. In this article, the concept of the culture as a human creation is analyzed in the light of Man-World and Man-Nature-God relations. In this case, the author firstly explains the four different world models and then determines the boundaries of science and culture, as well as the individual and social strata of culture.展开更多
This paper explores the myriad capabilities of that contraption, the computer, and its attendant role in the development of creative thought and logical thinking; skills （we could have used the word ＂knowledge＂ ins...This paper explores the myriad capabilities of that contraption, the computer, and its attendant role in the development of creative thought and logical thinking; skills （we could have used the word ＂knowledge＂ instead of skills; but to avoid the unnecessary ambiguity of the former, we shall drop it and talk of skills instead） which the humanistic disciplines and related disciplines in the social sciences and in natural sciences should inculcate. The process of acquiring these skills assumes that one rational animal-the student develops her/his rational powers by studying the wisdom and folly of other rational animals-the authors of various works and/or disciplines the student is set to study. In a word, what is dealt with specifically in the humanistic disciplines, in swimming and riding bicycles, leave us only when decrepitude invades our minds and bodies. In short, students must learn to think. This is an obvious platitude.展开更多
文摘In traditional philosophy, man is usually treated as a subject of knowledge, not as a subject of activity. This naturally led to an ignorance of his creative side and had its echoes in the models of the world put forward. Thus, when the world was mentioned the world meant was that perceived by man and the world man created or planned to create himself was given either a secondary treatment or else it was completely forgotten. But, as man is carrier of active spirit, the things he creates have their place in this world along those created by God. It is without doubt that things created by man are not produced against God＇s will. Still, human creativity is the corruption of the original creation, of the harmony of the world, of the book of nature. Man brings order, so to speak, to the world. He achieves this however at the cost of corrupting the Great Order within some narrow limits. Man himself is among the many highly interesting books written before and there exist as many variations of this book as there are human beings. What is the most difficult for man is though, to read his own book, to understand himself. In this article, the concept of the culture as a human creation is analyzed in the light of Man-World and Man-Nature-God relations. In this case, the author firstly explains the four different world models and then determines the boundaries of science and culture, as well as the individual and social strata of culture.
文摘This paper explores the myriad capabilities of that contraption, the computer, and its attendant role in the development of creative thought and logical thinking; skills （we could have used the word ＂knowledge＂ instead of skills; but to avoid the unnecessary ambiguity of the former, we shall drop it and talk of skills instead） which the humanistic disciplines and related disciplines in the social sciences and in natural sciences should inculcate. The process of acquiring these skills assumes that one rational animal-the student develops her/his rational powers by studying the wisdom and folly of other rational animals-the authors of various works and/or disciplines the student is set to study. In a word, what is dealt with specifically in the humanistic disciplines, in swimming and riding bicycles, leave us only when decrepitude invades our minds and bodies. In short, students must learn to think. This is an obvious platitude.
