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1.
关于思想政治教育对话的思考 总被引：1，自引：0，他引：1
于洪卿 《温州大学学报(社会科学版)》2008,21(1):106-111
思想政治教育对话是思想政治教育主体在相互尊重、民主平等的基础上,以语言和非语言为中介而进行的话语、精神、思想等方面的双向交流,旨在达成相互沟通与相互理解的一种过程。思想政治教育对话的前提是自由与平等、热爱与谦虚、信任与尊重、倾听与理解、开放与分享。 相似文献
2.
主体间性与文学批评 总被引：1，自引：0，他引：1
张玉能 《华中师范大学学报(人文社会科学版)》2005,44(6):95-99
“主体间性”是20世纪逐步兴起的一个哲学与美学概念,随着西方哲学与美学的“语言学转向”与后现代主义美学和文论思潮,它越来越引起文学理论家的关注,并且发展出“文本间性”(或“互文性”)。这样“主体间性”就成为文学批评的一个行之有效的概念;它可以比较合乎逻辑地解决作者、文本、读者三者的关系,是西方文学理论和文学批评发展的必然结果。不过,“主体间性”也有其适用的场域和限度,过分地运用它势必产生文学本体的混乱。 相似文献
3.
针对我国当前课堂交往存在着的师生交往和生生交往异化现象,分析课堂交往异化原因,立足于主体间性,提出课堂交往的实践策略,提升课堂交往的合理性,还课堂交往以本真,使课堂交往焕发出生命的活力。 相似文献
4.
Hua Zhang 《Frontiers of Education in China》2006,1(2):226-257
To probe into the knowing of teaching/learning, we have to surmount the subject/object dualism based on the level of enlightenment
rationality and trend towards epistemology of the relationship, which means that knowing of teaching/learning should be combined
with its value and be wholly considered. The unique value of students and teachers is made up of their unique knowing. In
knowing of teaching/learning, students and teachers are intersubjective. The so called “epistemology of teaching/learning”
in China is an odd combination of enlightenment rationality and centralized system, which might be good for the mastery and
training of knowledge and skills, but has nothing to do with the formation and development of creative personality.
Translated form Global Education, 2005:6. 相似文献
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6.
张小琴 《徐州师范大学学报(哲学社会科学版)》2007,33(5):41-46
在当今美学转型研究之际,作为中国古典美学源头之一的孔子美学,其方法论的现代转型主要集中在以下三方面:首先在本体论研究上,摆脱了苏联唯物主义与唯心主义的划分模式和西方传统本体论影响,转向非概念非现成性的方法;其次,走出认识论的主体性思维方式,在主体间之维建构存在论意义上的伦理美学;再次,在场—直观—体验的方法。在场就是立足诗意生活世界,孔子认为仁的实现就是成为活生生的道德人,他兼备价值和存在,参与天地的创生造化。孔子以"艺"超越道德概念,把心性修持和体悟当作入道之途径,这都说明孔子美学是在场—直观—体验美学。 相似文献
7.
论主体间性视野下的编辑“六元”关系 总被引：1，自引：0，他引：1
编辑的"六元"关系具有丰富的主体间性内涵,一是社会性交互主体内涵,二是主客体协同内涵.从主体间性的角度来认识编辑活动的"六元"关系,有两方面的意义,一是正确协调处理编辑活动"六元"关系的需要,二是生产优秀定本的需要. 相似文献
8.
庄子哲学思想中的主体间性--兼论主体间性的规定性及其表现形式 总被引：1，自引：0，他引：1
肖妺 《贵州教育学院学报》2004,20(3):21-25
庄子通过寓言和论辩的形式，考察了主体间的评价标准和主体问的感知互通性。就前者而言。庄子给予了本然状态的相对主义的回答；就后者而言，庄子给予了肯定的回答，即庄子肯定了不同主体问具有一定的认识能力，能够互相感知。庄子关于主体间性的观点颇具现实意义。 相似文献
9.
《Journal of College Student Psychotherapy》2013,27(4):55-68
This article examines the role of self-referent inhibition on the psychosocial adjustment of college students. Relationships between self-concealment (the tendency to actively conceal from others personal information that one perceives as negative or distressing) and measures of psychosocial adjustment were examined in a sample of 344 college undergraduates. Self-concealment was significantly correlated with self-reported anxiety, depression, shyness, and negative self-esteem. The tendency to self-conceal was also found to be differentially related to the adjustment variables as a function of sex. Attributional processes and the effects of sex-role socialization on inhibition are described, and implications of the study for therapists who work with college students are discussed. The construct of self-concealment represents a potentially important variable in the study of college student adjustment. 相似文献
10.
《Communication monographs》2012,79(2):176-198
This article examines connections between communication and identity. We present an analysis of actual, recorded social interactions in order to describe intersections between identity and vocabulary selection. We focus on how, in selecting or deselecting particular terms (e.g., cephalic, doula, cooker) speakers can display both their own identities and the identities of others. We show how these identities are constructed in part through speakers' selection and competent deployment of the specialist vocabularies associated with particular territories of expertise, how identities can be challenged when cointeractants presume understanding problems with specialist vocabularies, and how they can be defended (more or less vigorously) against such challenges with claims or displays of understanding. This conversation analytic approach to talk-in-interaction documents how specialist vocabularies can be deployed, in situ, in the construction of social identities. In describing how communication is used in the enactment and construction of identity, our findings contribute to the developing body of research specifying communication practices through which identity is constructed and showing how salient identities are made manifest in interaction. 相似文献