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方星移 《韩山师范学院学报》2003,24(2):145-147
悲剧性的人生意识贯穿了苏轼的创作,体现出苏轼具有强烈的悲剧生命意识.他认同和接受儒家思想,保持坚定的人生信念和对国家对人民的责任感,在生存困境中坚持东方式的道德自律;他选择了佛道思想对主体心态的调节功能,抛弃其虚无.用"譬如法"消解苦难,用一切从零开始的思维方式,回到生命的起点重新开始人生.他对待生命的方式在宋代是最独特的,苏轼因而也成为宋代文化最杰出的代表. 相似文献
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在中国古代文学史上,苏轼为词的发展做出了创造性贡献,不仅给后人留下了许多脍炙人口的词作,还在词中浸透了其独一无二的生命意识,给后人以无限的深思和启迪.在苏轼现存的词作中,体现其生命意识的占据了很大比例.苏轼独特的生命意识的形成也和其曲折多艰的人生经历有关.深受儒释道三教合一思潮影响的苏轼积极追求自己的人生价值,但其建功立业、致君尧舜的抱负却与现实严重相背,继而追求自己精神的自由和人格的独立;面对人生的风雨坎坷,苏轼又表现出了一种随遇而安的处世哲学;在生命本体上,苏轼还认为人生若寄如梦,应理性地看待人生的分合集离与衰老死亡.这些都在其词作中有着鲜明的体现和证明. 相似文献
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雷莹 《锦州师范学院学报(哲学社会科学版)》2011,(4):59-61
毕淑敏等的＂人生笔记＂系列是女性作家表达自我生命体验的文字诉求。八位女作家对自我人生经历的重新演绎,为的是抚慰心灵的创伤,同时也流露了相似的自恋情结。她们独特的生命体验孕育并体现着成熟的女性意识和深刻的死亡意识,她们对其生命历程的反复叙述其实是实现自我救赎的特殊方式。 相似文献
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论苏轼诗词中"鸿"与"鹤"意象的审美意蕴 总被引：1，自引：0，他引：1
方星移 《黄冈师范学院学报》2001,21(1):51-55
苏轼诗词中鸿、鹤两种意象具有深厚的文化底蕴,前者具体化为飞鸿、孤鸿、归鸿,分别象喻了苏轼人生历程中的青年、壮年、老年阶段的生命体验,后者以"驯鹤"为主要形式,象喻了主体的品格. 相似文献
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生命的探求是对于社会进步的伟大贡献。作为一代文坛领袖、独领风骚四十年的苏轼，其人生态度于当时具有极大的影响力，并也因此成就着他的伟大。他以博学的、学者的眼光，以及诗人的敏锐，夹杂着人生的坎坷，对生命进行了审视，结构了自己恢弘灿烂的生命历程，形成了魅力无穷的文人品格。 相似文献
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成镜深 《四川职业技术学院学报》1995,(3)
苏轼饮酒,与他儒、释、道等复杂的思想影响和坎坷的命运密切相关,他借酒来显示自己的人格力量、人生方式、艺术方式和生命哲学,研究中国的酒文学、酒文化均不能忽视苏轼. 相似文献
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北宋文豪苏轼的一生即人生价值与意义展现的一生,他的诗词之中,无不暗藏着生命教育的真谛.本文将以苏轼的《定风波·莫听穿林打叶声》为例,从生命所具有的三个属性:自然属性、社会属性、精神属性出发,解读成长的三个维度,即坚强生存完成人生长度、顽强生活实现人生宽度、坚毅心灵升华人生高度,通过诗词分析对学生进行生命教育的启迪. 相似文献
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王振彦 《南阳师范学院学报》2004,3(11):48-51
荣辱两忘、苦乐齐观是苏轼的处世哲学，反映在他的诗歌中，主要可以从三个层面去把握：一是他认为人生处处有悲苦，但并不是只有悲苦，悲苦和欢乐是循环的，同时存在着的，因而人们应该扬弃悲苦；二是苏轼承认悲苦是人生不可避免的要素，是人生必然的组成部分，因而人们不能执于悲苦，而应从悲苦中解脱出来；三是苏轼一反往代诗人把人生看成倏忽即逝的悲观甚至绝望的观点，而把人生看成一个漫长的持续的时间过程，因而有到处为家的意识，始终能泰然自若地委身于持续的波涛之中，表现出一种昂扬乐观的精神。 相似文献
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陈蓉 《绵阳师范学院学报》2012,31(3):28-31
苏轼、秦观在词中通过泪、月、春景、秋景等意象,把个体的生命悲剧感引向命运慨叹的深度。词里既承继艳情思致,又结合各自身世表现出各自的人生观,进而在这个外忧离愁内忧生命的模式中渗透了生命的悲剧意识。虽然苏轼、秦观二人的家世、经历境遇大同小异,但由于人生观不同,他们的生命悲剧意识也是互有异同。苏轼的豪放旷达,让他超越现实,使其理想、抱负酣畅淋漓地宣泄。秦观始终无法摆脱现实的困扰,因而感伤凄婉,令人凄绝。 相似文献
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李玲 《语文学刊:高等教育版》2014,(1):42-43,122
南渡诗人吕本中用他的诗歌创作真实写照了宋代儒释道三教思想高度融合的文化盛世.在诗歌创作中,诗人把儒释道三教与不同的社会环境有机融合,演绎着特殊历史时期里不一样的人生篇章.他遵循儒士“学而优则仕”的理想信念来济世,尽管现实不如意,依旧保持自身忠孝的儒士节操.用禅学思想抚平动荡年代的心灵创伤,再以庄子逍遥自由的道学思想作为外儒内佛的调和剂.三教人生哲学有机融合,共同完成人生与文学共荣的生命历程. 相似文献
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肖祥 《广西大学梧州分校学报》2010,(1):43-46
“生活”是马克思主义历史唯物主义的基本概念,对生活的关注体现了现代哲学的基本精神。对马克思主义生活概念的理解必须放置于中国社会生活的现实中,这是马克思主义当代性的体现。 相似文献
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Dr. Matthias Euteneuer Prof. Dr. Uwe Uhlendorff 《Zeitschrift für Erziehungswissenschaft》2014,17(4):723-742
Against the background of a growing diversity and fluidity of family life in modern western societies, the arrangement of everyday family life has become quite demanding for individuals and families. The reflection of individual notions of family as well as the development of concepts of a fulfilling everyday family life has become a recurrent challenge throughout the life course, particularly relevant during transitions in family life (e. g. the transition to parenthood, the reentry of the main caregiver into the labor market, or the transition into post couple parenthood after separation or divorce). Although family theory recently developed the concept of ‘doing family’ to highlight the need to maintain and arrange family life day after day, there is little knowledge on how individuals develop family concepts and how these concepts are adopted to changing life circumstances. In this article we present a research approach which allows to empirically study the reflection and development of family concepts and to work out family concept-related processes of learning and ‘Bildung’. We will illustrate our theoretical and methodological considerations by presenting results from a case study that is part of an ongoing longitudinal study. 相似文献
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平飞 《山西师大学报(社会科学版)》2005,32(4):10-14
卢梭的自由观奠基于他对人类本性和人生困境的洞察领悟。在卢梭眼中，自由本质上是自主性的自由、平等式的自由、历史性的自由。紧扣三重内涵的自由，卢梭围绕人何以不自由进行了深刻的人性反思和现实揭示，围绕人如何再自由展开了独具一格的理论建构和制度设计，围绕自由当归依何处展示了完美的社会理想和人格理想。卢梭的自由观充满了对人的深切关注，并蕴涵了深刻的价值命意。 相似文献
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Jaakko Hilppö Lasse Lipponen Kristiina Kumpulainen Anna Rainio 《International Journal of Early Years Education》2016,24(2):157-171
This socioculturally informed study investigated children’s sense of agency in relation to their everyday life in preschool. The empirical data comprised focus groups reflection situations wherein Finnish preschool children (n. 19, aged 6–7) reflected on their everyday life with the help of photographs and drawings they made. Building on a situative and discursive take on the sense of agency, the results of this study highlight the different forms of the sense of agency talked into being in the focus groups. The results also provide evidence of the different activities within which children’s sense of agency was embedded. In addition, the study also engages with the notion of radical passivity to theoretically explore the borders of the concept of the sense of agency. In all, the study demonstrates the mundane side of children’s sense of agency and its subtle dynamics in day-to-day life in preschool. 相似文献
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李长伟 《湖南师范大学教育科学学报》2005,4(2):12-16
“生命实践教育学”的内涵以及建构，是一个值得反思和批判的问题。因为无论是在生命内涵，理解生命的方式，还是在以之为核心的教育学体系上，都存在诸多疑问。从根本上讲，“生命实践教育学”对待生命、实践的态度都远离了二者的真义，从而使“生命实践教育学”成了“技术教育学”。 相似文献
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Luigina Mortari 《Teachers and Teaching》2013,19(5):525-545
The notion of reflection has become an object of attention in education, but the research on this topic is often reduced to mere reflective practice. A relevant part of educational literature portrays reflection as a wholly beneficial practice for practitioners, but also for researchers. In the nursing field, in particular, reflection is largely practised and deeply examined. Reflection is specifically encouraged in teacher education, where ‘how-to’ manuals are widely used to explain strategies for turning teachers into reflective practitioners. In some cases, a specific kind of reflective approach is proposed, such as critical reflection. From the analysis of this technical literature, I observe that a wide range of approaches for fostering reflection have been applied, but little research evidence shows how effective these approaches are. Taking this problem into account, this article presents a research study on reflection. It first introduces a specific and unusual concept of reflection – that of phenomenological conception – and then goes on to develop an empirical investigation that enacts a phenomenological method of inquiry and is aimed at exploring the potential of the use of journal writing as a tool for enhancing reflection, and documents the data that emerged. The research was developed in a university context where the student teachers were asked to ‘reflect on the life of the mind’, in order to learn how to take a reflective stance. The student teachers wrote entries in a reflective journal in which they were requested to describe the lived experiences of the mind as they came to their reflective attention. The data emerging from the experience were made sense of through a qualitative method of analysis. The findings of the research are useful for designing an effective method for enhancing reflective practice. 相似文献
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教育叙事:从教育研究方法到教师专业发展方式 总被引：25，自引：0，他引：25
教育叙事是一个相当模糊混乱的概念.本文通过追踪教育叙事的来龙去脉,历时性地揭示教育叙事概念的变迁以及分析我国教育界对教育叙事认识误区,认为对于教师而言,教育叙事是促进专业发展的方式.教师进行教育叙事能锻炼观察日常教育生活的能力,帮助洞悉个人实践知识,提高反思探究能力,提升课程意识. 相似文献
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INTRODUCTION Electrodes or grooves in the path of surface acoustic wave (SAW) propagation give rise to SAW reflection and cause SAW scattering into bulk acous- tic wave. This is a fundamental SAW problem on which had been conducted many studies. It is espe- cially important for designing SAW radio frequency identification tags (RFID). Global SAW Tag (GST) (Hartmann, 2004) has many advantages over tradi- tional SAW RFID, but requires accurate knowledge of the reflectivity and … 相似文献