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调控学生心理因素 增强课堂教学实效
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作者 鹿建柱 《齐鲁艺苑(山东艺术学院学报)》 1999年第2期75-76,共2页
课堂教学,从社会心理学的角度来考察,就是教师与学生、学生与学生之间进行一种形成一定社会心理关系的互动过程。双边活动的效果受制于互动中出现的社会心理因素。在诸多的社会心理因素中,一般说来,通过学生表现出来且深刻影响教学... 课堂教学,从社会心理学的角度来考察,就是教师与学生、学生与学生之间进行一种形成一定社会心理关系的互动过程。双边活动的效果受制于互动中出现的社会心理因素。在诸多的社会心理因素中,一般说来,通过学生表现出来且深刻影响教学的主要有:学习态度、学习认知内驱力... 展开更多
关键词 HETERONOMY AUTONOMY MORAL TYPES
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Formalism and Heteronomy qua Logonomy--On Max Scheier's Critique and Development of Kant's Ethics
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作者 ZHANG Wei 《Frontiers of Philosophy in China》 2020年第3期380-394,共15页
How should Scheier's critique of Kant's ethics be interpreted?This paper focuses on two aspects of Scheier's critique of Kant's ethics:1)the problem of"formalism"in Kant's ethics,and 2)th... How should Scheier's critique of Kant's ethics be interpreted?This paper focuses on two aspects of Scheier's critique of Kant's ethics:1)the problem of"formalism"in Kant's ethics,and 2)the problem of the"ethics of autonomy"and"ethics of heteronomy."Generally speaking,Scheier's project has a"modern"starting point;that is to say,his work starts with the rejection or critique of Kant and Aristotle.Most essentially,Scheier's"material ethics of values",(ethics of person)must stay autonomous.Following Kant,Scheier takes Aristotle's theory as an"ethics of heteronomy,"and then competes with Kant within the"ethics of autonomy",and further develops his own"ethics of personal autonomy." 展开更多
关键词 FORMALISM material aphorism AUTONOMY HETERONOMY ETHICS
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