期刊文献+
共找到8篇文章
< 1 >
每页显示 20 50 100
阿伦特“批判性思想”的德育启示
1
作者 王晓艳 《文教资料》 2019年第17期83-85,共3页
对于德育教育而言,一个明显的问题是当代大学生并不缺乏关于美德的知识,关键是如何发挥教化作用。他们需要提升将外在道德规范内化为自身生命需要的能力,这种转化能力有赖于批判性思想的开展。思想带有批判性。基于自主开展的批判性思想... 对于德育教育而言,一个明显的问题是当代大学生并不缺乏关于美德的知识,关键是如何发挥教化作用。他们需要提升将外在道德规范内化为自身生命需要的能力,这种转化能力有赖于批判性思想的开展。思想带有批判性。基于自主开展的批判性思想,可以更好地理解并审视既定伦理道德规范,将外在伦理规范还原为个体生命的内在原则,形成伦理规范与个体之间的内在联系。这一理论对开阔德育教育新视野具有启示意义。 展开更多
关键词 批判性思想 道德意识 苏格拉底 康德
下载PDF
本体、现状与建构:对思想政治教育批判性的综合考察 被引量:5
2
作者 陈启超 《理论导刊》 北大核心 2020年第11期118-123,共6页
批判性是思想政治教育活的灵魂,其源于对马克思主义批判性基因的继承、社会发展的需求及人性发展的需要。思想政治教育批判由“于内的学科反思”与“于外的社会批判”构成,二者相辅相成。作为一项社会性共同事业,思想政治教育凝聚起全... 批判性是思想政治教育活的灵魂,其源于对马克思主义批判性基因的继承、社会发展的需求及人性发展的需要。思想政治教育批判由“于内的学科反思”与“于外的社会批判”构成,二者相辅相成。作为一项社会性共同事业,思想政治教育凝聚起全社会的广泛参与,其批判性发挥着学科、社会和思想三方面的建设意义。当前由于对“批判性”内涵的不完整诠释,思想政治教育批判正面临着现实缺位的状态,主要表现在社会批判不足与学科反思不足两个方面。在进行思想政治教育批判性的建构过程中,应深刻把握其内涵的时代新解,在继承发扬马克思主义批判性基因的基础上,培育思想政治教育人的批判性思维,塑造思想政治教育理性,从而生成思想政治教育“建构式批判”。 展开更多
关键词 思想政治教育批判性 学科反思 社会批判 批判性建构
下载PDF
何谓“批判性思维”? 被引量:58
3
作者 武宏志 《青海师专学报》 2004年第4期1-4,共4页
"批判性思维"概念逐渐在我国流传开来,但对它的理解往往倾向于狭隘。批判性思维的内涵十分丰富,定义也有多种。总起来看,批判性思维的主要构成是:批判能力、批判的知识、批判的技巧和批判性思想习性或气质。
关键词 批判性思维者 高等教育 非形式逻辑 批判能力 批判知识 批判技巧 批判性思想习性
下载PDF
批判之后:中国后现代的艰难行程 被引量:6
4
作者 陈晓明 《中国图书评论》 CSSCI 北大核心 2006年第3期15-19,共5页
当代学术语境中,“后现代在中国”始终是一个暧昧不清、令人尴尬的议题。其主要原因在于,“后现代”在西方本就是一个思想繁杂的理论谱系,进入中国后的理论旅行,更使后现代性与现代性、“后现代”与中国当下现实的种种问题缠绕在一起。... 当代学术语境中,“后现代在中国”始终是一个暧昧不清、令人尴尬的议题。其主要原因在于,“后现代”在西方本就是一个思想繁杂的理论谱系,进入中国后的理论旅行,更使后现代性与现代性、“后现代”与中国当下现实的种种问题缠绕在一起。本期推出的三篇文章,意在通过考察“后现代”在中国的历史与现状,梳理“后现代”的谱系特征,捕捉“后现代”的踪迹,以期对当代中国现代性问题的反思提供批判性思想资源。主张差异多元是后现代的题中应有之义,关于后现代的讨论应该有多种视角和声音,以下三篇文章皆是一家之言,同时也欢迎不同观点的对话讨论。 展开更多
关键词 “后现代” 当代中国 后现代性 现代性问题 批判性思想 谱系特征 文艺评论
下载PDF
马克思对费尔巴哈利己主义思想的批判性阐释
5
作者 王禹丹 吴辉 《理论界》 2014年第8期9-12,共4页
马克思哲学的形成建立在对费尔巴哈思想的扬弃基础上,因而理清两者的思想差异有助于更好地理解并廓清马克思思想的批判性维度及其基本视域。而目前国内在对费尔巴哈思想的研究中,对其所涉及的利己主义思想的分析较少。且随着我国社会主... 马克思哲学的形成建立在对费尔巴哈思想的扬弃基础上,因而理清两者的思想差异有助于更好地理解并廓清马克思思想的批判性维度及其基本视域。而目前国内在对费尔巴哈思想的研究中,对其所涉及的利己主义思想的分析较少。且随着我国社会主义市场经济的不断发展,费尔巴哈利己主义思想在某种程度上得到复活和认可。这个现象表明重申马克思对费尔巴哈思想的批判态度及理论依据的内在合理性顺应了马克思主义中国化的时代要求。批判性视域研究不是全盘否定,马克思的批判性阐释将有助于重新厘定费尔巴哈理论的思想史地位。 展开更多
关键词 费尔巴哈 利己主义 马克思批判性思想
原文传递
A Critical Analysis of CCTV News Crossover Discourse
6
作者 HE Meng-jie LI Dong-mei 《Sino-US English Teaching》 2014年第1期18-24,共7页
The discourse we would like to go over and analyze is an episode of crossover. Crossover is a popular program of the international channel of CCTV (Chinese central television) news, which is broadcasted in English. ... The discourse we would like to go over and analyze is an episode of crossover. Crossover is a popular program of the international channel of CCTV (Chinese central television) news, which is broadcasted in English. In this paper, one of these topics, law of marriage is selected for our analysis, in which the interlocutors intend to discuss about the debate among people towards the new addition of marriage law. Corresponding to the development of every aspects of Chinese society, people's ideology, mindsets, and attitudes towards marriage are constantly changing; consequently, some traditional values are collapsed. Therefore, it is of great significance to have an insight into the ongoing changes of peoples' value towards marriage. The participants of this discourse cooperate very well to carry on their conversation in a very interesting way in a broadcast studio. This paper will primarily cover textual analysis, context analysis, and make a clear comparison from other genres of discourse to highlight its characteristics. 展开更多
关键词 DISCOURSE cooperative principle CONTEXT REFERENCE GENRE
下载PDF
Kant's Copernican Revolution
7
作者 Milos Rastovic 《Journal of Philosophy Study》 2012年第1期19-26,共8页
In Critique of Pure Reason, Kant explains his critical method "as an experiment" in metaphysics. The aim of that "experiment" is to establish "an entire revolution" in philosophical thinking, which was initiated... In Critique of Pure Reason, Kant explains his critical method "as an experiment" in metaphysics. The aim of that "experiment" is to establish "an entire revolution" in philosophical thinking, which was initiated by the Copernican revolution in cosmology in order to find the secure path, and its possibility application to metaphysics. Kant's aim in Critique of Pure Reason is to rescue metaphysics from a "blind groping" by undertaking a revolution in metaphysics as Copernicus has brought to cosmology. Kant's Copernican turn consists in the assertion that the possibility of knowledge requires that "the objects must conform to our cognition." From Kant's view, we can know only what we "construct," "make," or "produce" as a necessary condition of knowledge, but we cannot know the mind--independent external world, i.e., the world which is independent of us. Kant's epistemological constructivism is the central point to his Copernican revolution. 展开更多
关键词 EPISTEMOLOGY CONSTRUCTIVISM REPRESENTATIONALISM Copernican Revolution SCIENCE NATURE METAPHYSICS
下载PDF
Empiricism, Moral Philosophy, and Ethical Behavior
8
作者 Peter Bowden 《Journal of Philosophy Study》 2013年第4期282-290,共9页
I argue in this paper that moral philosophers need to incorporate into their teaching and writing a number of empirical findings on ethical practices. Principal among these is clearer guidelines on speaking out agains... I argue in this paper that moral philosophers need to incorporate into their teaching and writing a number of empirical findings on ethical practices. Principal among these is clearer guidelines on speaking out against wrongdoing, as well as the development of codes of ethics that have been proven to work. The adoption of the critical thinking and the analytical methodology of other disciplines is also suggested. Several benefits will result. The most noticeable will be a strengthening of ethical practices and behavior in the institutions and organizations with which we live and work. A second benefit will be the education and employment of a body of people--graduates in moral philosophy--with the skills and knowledge to bring about, and further strengthen, this enhanced ethical environment. A third benefit will be the matching of the claims of philosophical thought with actual reality. 展开更多
关键词 moral philosophy ETHICS strengthening ethics applied ethics teaching ethics ethical behavior
下载PDF
上一页 1 下一页 到第
使用帮助 返回顶部