西方思想史
西方思想史的相关文献在1981年到2021年内共计111篇,主要集中在欧洲哲学、哲学理论、政治理论
等领域,其中期刊论文110篇、会议论文1篇、专利文献3472篇;相关期刊92种,包括读书、玉溪师范学院学报、文艺研究等;
相关会议1种,包括大学素质教育研究会2013年会暨第三届素质教育高层论坛等;西方思想史的相关文献由106位作者贡献,包括学术前沿编者、李超杰、桑新民等。
西方思想史
-研究学者
- 学术前沿编者
- 李超杰
- 桑新民
- 涂薇
- 龚群
- A.泽尔内尔
- David Pickus
- 丁萌
- 乔戈
- 于浩
- 俞可平
- 储昭华
- 冯月季
- 刘介民
- 刘伏海
- 刘宾
- 刘平
- 刘振江
- 刘曦
- 刘毅
- 功秦
- 单振运
- 史继忠
- 吴照玉1
- 周全田
- 周国平
- 周绍禄
- 周陶萍
- 唐年新
- 唐玉
- 喻中
- 夏忠宪
- 孙向军
- 孙彩文
- 孙清海
- 安琪
- 宗和
- 尚志英
- 尚文华
- 庞燕
- 张凯峰
- 张学强
- 张守奎
- 张宝明
- 张思军
- 张思来
- 张雄
- 徐弢
- 徐贲
- 恩斯特·R·库齐乌斯
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群学君
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摘要:
2600多年前,古希腊诞生了西方思想史上被称作“人类科学与哲学之祖”的哲人泰勒斯,也是历史上一位曾被普通人嘲笑的伟大思想家。那是一个满天星斗的夜晚,泰勒斯走在旷野之间,他夜观乾象,预言第二天准会下雨。可就在他踌躇满志仰望星空的时候,却没有留意脚下的泥坑,一个®E掉了逬去。面对把自己壯来的好心人,泰勒斯依然只顾着说:相信我,明天准会下雨!
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孙清海
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摘要:
一直以来,“自由”都是中国思想界的热门词汇,中国学界关于“自由”的探讨也相当繁杂。自由主义者认为自己秉承的立场和观点才是纯粹“自由”的,而儒家学派谈论自由时,或挖掘中国传统文化中的“自由”因素,或参照西方的“自由”观念,更新或补充儒家的“自由”概念,逐渐形成“自由儒学”这一新秀分支。但不可否认的是,“自由”这个词的现代性根源在西方,对中国传统文化来说,它是一个舶来品。哲学探讨讲究的是溯本追源,那么,“自由”这个词在近现代西方思想史中到底是什么样子?呈现出怎样的发展脉络?
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学术前沿编者
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摘要:
俗语"知人知面不知心""人心隔肚皮"意在形容人心难测。识别人心,在东西方历史文化中一直是最神秘也最具魅力的话题。对人心的探索,本质上是对人自身奥秘的求解。"知人者智,自知者明",明心见性,一直是中国传统思想的重要内核。而从"认识你自己"到"我思,故我在","认识"/"思"也在西方思想史上占据重要地位。
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吴照玉1
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摘要:
分配正义是当前西方政治哲学论辩的焦点之一,从亚里士多德所开创的分配正义传统到罗尔斯视域中的分配正义,其内涵发生了重大变化。审视分配正义的古今之变,其中最为重要的一点就是分配正义开始与财产权相关联,以德性为根基的分配正义让位于以规则为核心的分配正义。将分配正义的概念置于西方思想史的总体境遇中,连接分配正义与财产权的关键纽带就是苏格兰启蒙运动。思想史上,苏格兰启蒙思想家最早对现代产权理论进行了系统阐发,其中最为重要的两位思想家,大卫·休谟和亚当·斯密通过将分配正义与财产权相联系,在对传统分配正义德性原则深刻反省的基础上,基于现代社会产权理论,侧重从规则的向度重构了现代分配正义的理论语境,为当代分配正义理论提供了重要的思想资源。
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唐玉
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摘要:
在西方思想史上,“公民”形象经历了深刻的变迁。在从柏拉图到卢梭的一元模式的公民社会中,公民是履行公共职责和享有政治自由的政治公民。在洛克市民社会与国家分离的二元模式的公民社会中,公民是追求财富和享有个人权利的有产市民。而在托克维尔的市场、国家和社会三元模式的公民社会中,公民则是积极公民和消极市民的混合体。托氏以公民社团弥补代议制政体的参与匮缺的共和自由理想,融合自由主义与共和主义两种公民遗产,而寻求在现代自由民主社会中复兴共和主义公民理想。他试图在现代自由民主秩序中重建公民社会,在社团生活而非政治过程中复兴公民传统。因而在托氏的公民图景中,现代民主社会的公民既不同于管理城邦公共事务的古代“政治公民”,也有别于追求财富和享乐的现代“布尔乔亚”,而是一种在社团中献身公益事务的新型“社会公民”。然而,社会团体能否超越市民社会之庸俗性而成为古希腊式道德公民共同体的替代物,“第三部门”能否成为文明综合的“第三道路”,仍然是一个问题。
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David Pickus
- 《大学素质教育研究会2013年会暨第三届素质教育高层论坛》
| 2013年
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摘要:
Not long ago,a production company in the People's Republic of China released a biography ofrnConfucius.For reasons not difficult to discern,the film spent most of its time covering the thing Confucius most likely did least,namely serving as a political minister,and the least amount ofrnits time portraying the thing he likely did most,namely serving as a teacher.I do not say this as criticism.instructors can be trained to think of education as a transformation and disciplining of energy, and the instructor must know when it is appropriate to deploy this energy, and whenrnthe student is not ready.instructors can be trained to prevent students from thinking in "either-or" terms,and teach them to relate define key concepts in terms of degrees.instructors can berntaught to question their motivations more candidly and honestly than they might otherwise do.rnThis will help they become more aware of how the students experience the teacher, and help themrnrealize more directly when they only think they are doing things to help the students,but arernactually doing things to feed their own vanity.
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David Pickus
- 《大学素质教育研究会2013年会暨第三届素质教育高层论坛》
| 2013年
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摘要:
Not long ago,a production company in the People's Republic of China released a biography ofrnConfucius.For reasons not difficult to discern,the film spent most of its time covering the thing Confucius most likely did least,namely serving as a political minister,and the least amount ofrnits time portraying the thing he likely did most,namely serving as a teacher.I do not say this as criticism.instructors can be trained to think of education as a transformation and disciplining of energy, and the instructor must know when it is appropriate to deploy this energy, and whenrnthe student is not ready.instructors can be trained to prevent students from thinking in "either-or" terms,and teach them to relate define key concepts in terms of degrees.instructors can berntaught to question their motivations more candidly and honestly than they might otherwise do.rnThis will help they become more aware of how the students experience the teacher, and help themrnrealize more directly when they only think they are doing things to help the students,but arernactually doing things to feed their own vanity.
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David Pickus
- 《大学素质教育研究会2013年会暨第三届素质教育高层论坛》
| 2013年
-
摘要:
Not long ago,a production company in the People's Republic of China released a biography ofrnConfucius.For reasons not difficult to discern,the film spent most of its time covering the thing Confucius most likely did least,namely serving as a political minister,and the least amount ofrnits time portraying the thing he likely did most,namely serving as a teacher.I do not say this as criticism.instructors can be trained to think of education as a transformation and disciplining of energy, and the instructor must know when it is appropriate to deploy this energy, and whenrnthe student is not ready.instructors can be trained to prevent students from thinking in "either-or" terms,and teach them to relate define key concepts in terms of degrees.instructors can berntaught to question their motivations more candidly and honestly than they might otherwise do.rnThis will help they become more aware of how the students experience the teacher, and help themrnrealize more directly when they only think they are doing things to help the students,but arernactually doing things to feed their own vanity.
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David Pickus
- 《大学素质教育研究会2013年会暨第三届素质教育高层论坛》
| 2013年
-
摘要:
Not long ago,a production company in the People's Republic of China released a biography ofrnConfucius.For reasons not difficult to discern,the film spent most of its time covering the thing Confucius most likely did least,namely serving as a political minister,and the least amount ofrnits time portraying the thing he likely did most,namely serving as a teacher.I do not say this as criticism.instructors can be trained to think of education as a transformation and disciplining of energy, and the instructor must know when it is appropriate to deploy this energy, and whenrnthe student is not ready.instructors can be trained to prevent students from thinking in "either-or" terms,and teach them to relate define key concepts in terms of degrees.instructors can berntaught to question their motivations more candidly and honestly than they might otherwise do.rnThis will help they become more aware of how the students experience the teacher, and help themrnrealize more directly when they only think they are doing things to help the students,but arernactually doing things to feed their own vanity.
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David Pickus
- 《大学素质教育研究会2013年会暨第三届素质教育高层论坛》
| 2013年
-
摘要:
Not long ago,a production company in the People's Republic of China released a biography ofrnConfucius.For reasons not difficult to discern,the film spent most of its time covering the thing Confucius most likely did least,namely serving as a political minister,and the least amount ofrnits time portraying the thing he likely did most,namely serving as a teacher.I do not say this as criticism.instructors can be trained to think of education as a transformation and disciplining of energy, and the instructor must know when it is appropriate to deploy this energy, and whenrnthe student is not ready.instructors can be trained to prevent students from thinking in "either-or" terms,and teach them to relate define key concepts in terms of degrees.instructors can berntaught to question their motivations more candidly and honestly than they might otherwise do.rnThis will help they become more aware of how the students experience the teacher, and help themrnrealize more directly when they only think they are doing things to help the students,but arernactually doing things to feed their own vanity.
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David Pickus
- 《大学素质教育研究会2013年会暨第三届素质教育高层论坛》
| 2013年
-
摘要:
Not long ago,a production company in the People's Republic of China released a biography ofrnConfucius.For reasons not difficult to discern,the film spent most of its time covering the thing Confucius most likely did least,namely serving as a political minister,and the least amount ofrnits time portraying the thing he likely did most,namely serving as a teacher.I do not say this as criticism.instructors can be trained to think of education as a transformation and disciplining of energy, and the instructor must know when it is appropriate to deploy this energy, and whenrnthe student is not ready.instructors can be trained to prevent students from thinking in "either-or" terms,and teach them to relate define key concepts in terms of degrees.instructors can berntaught to question their motivations more candidly and honestly than they might otherwise do.rnThis will help they become more aware of how the students experience the teacher, and help themrnrealize more directly when they only think they are doing things to help the students,but arernactually doing things to feed their own vanity.