寻找精神家园--沈从文对人性美的诠释和追求

对人性美的诠释和追求是沈从文生命结构的主要组成部分。以边城的秀丽风景、纯朴的民情风俗而构成的“湘西世界”,呼唤着美的人情人性,这正是他所寻找到的理想的精神家园。本文主要从人性美的角度切入,来探讨沈从文小说中透露出的人性美,以及人性美的具体表现方式。     

论建构主义对创建班级组织的新启示

建构主义学习理论是本次新课程改革的重要理论之一,其主要理念就是教师需重视学生学习的"建构性"。为适应新课改需要,在建构主义影响下,需重新审视学校班级组织的相关问题,从而为学生的学习与活动创造良好的班级环境。     

论小区停车法律责任的认定

由于对小区停车法律关系性质的理解存在巨大差异,无论理论界或实务界对小区停车法律责任的认定始终没有形成统一的意见。文章通过对小区停车法律关系性质的分析,以小区停车场的不同权属为切入点对小区停车法律责任的认定分三个方面进行讨论。     

曲径通幽相看不厌——天人合一与古代艺术散论

天人合一思想是中国传统哲学最基本的命题.本文主要分析天人合一与古代艺术的相互影响与融通.分别从中国古代文学、绘画和建筑三方面来一一论列.天人合一思想影响了古代文学作品的创作,促进了绘画的形成和发展,且渗透到了建筑理念中,它为这些艺术形式提供了一定的思想基础;而一些艺术作品则将天人合一的思想表现得淋漓尽致.二者相辅相成,密不可分.     

防卫过当与正当防卫关系之重构

防卫过当与正当防卫都是一种防卫行为,它们都是从防卫行为开始的,由于其他主客观因素的差异,造成了法律 意义上两种不同的损害结果。它们之间不是一种转化关系,而是一种防卫异质的关系。     

论“开头”——自然,文章最基本的美学要求

文章的写作已经成为今天知识分子的一种徽章,它能将个人的才华性格体现其间。但是,在商品经济的浸弥之下,文章本身的这种精神取向和价值取向被严重地模糊了,一种公式化、模式化的运作,以及矫情而又夸饰的文风四处弥散,甚至影响了当今知识分子的精神取向和高校的文科教育,其负面效应直接影响人着人们的道德、审美和行为方式及社会价值感受。本文以作文的开头为话题,重新提出文章写作应遵循的最基本的美学要求……自然,以此倡导一种健康的作文之风,从而试图树立起一种高雅的作文及文化的审美观念。     

论违反婚约的损害赔偿之债的法律性质

就违反婚约的损害赔偿之债的法律性质,英、美、德、法等国的成文法或判例法大体上可分为属于"侵权行为"的损害赔偿之债、属于"债务不履行"的损害赔偿之债、兼跨"债务不履行"损害赔偿之债和"侵权行为"损害赔偿之债、属于"其他依法律之特别规定"的损害赔偿之债四种.就违反婚约的损害赔偿之债的法律性质,学说大体上可分为债务不履行说、侵权行为说、违反"契约性的婚约"构成债务不履行而违反"事实性的婚约"构成不法行为说、财产损害赔偿基于契约不履行而非财产上损害赔偿基于侵权行为说、特种责任说五类.违反婚约的损害赔偿之债当属侵权行为之债.     

论道家的治国方略--无为而治

道家无为而治的思想源于老子。无为而治的中心价值是自然和自由。无为而治的基础在于以民为本,其中心内容是君主无为,而无为之治的基本方法在于后与柔,其最终目的是无不为,无不治。     

The Trap

A professor is brought before a secret tribunalin his law faculty for the purpose of decidingthe appropriateness of a student's grade. Thegrounds of the grade appeal are that theprofessor had taught critically instead ofpractically and that he had done so with anacademic bias and prejudice. He is also allegedto have taught philosophy rather than law. After many hours of examination andcross-examination as a defendant and as anexpert witness, the professor, Flink, begins adialogue with a spirit in an effort tounderstand the nature and identity of law. Flink comes to appreciate that law is adisplacing discourse rather than a structure ofcategories signified in an official writing. The analytic method familiar to officials incommon law jurisdictions, Flink comes tounderstand, excludes the experiential meaningsthat are manifested through unwritten gesturesand rituals. Officials embody signs withexperiential expectations and past assumptions.The embodiment of meaning brings life intolegal language. But such an embodiment isforgotten as officials decompose textualfragments and reported social events intoanalytic units. Legal analysis is so successfulthat officials even forget that they hadforgotten something so important as theembodiment of meaning.The professor and the spirit also ask whetherjustice is an `ought' and where one can locatesuch an `ought'. They conclude that there is astructure within which legal officials reason.The exteriority of the structure is anunwritten `ought' realm. But the structurepossesses a gap, which enters into such anunanalysable object-less realm. Analyticreasoning has assumed that reason can take anofficial only so far until she or he mustjourney outside the structure to anunanalysable realm of personal values. However, the embodiment of meanings alsoincorporates unwritten collective values ofwhich officials, precisely because of thesuccess of the analysis project in forgettingthat something was forgotten, have never beenconscious. It is such an unanalysable realmthat grounds or authorises the analyticproject. The exterior authorising origin of theanalytic units of the structure rests upon apossibility that requires faith on the part ofthe officials, a faith that there exists afoundation, radically different from theanalytic units, on the other side of thestructure. The officials can, at best, imagineor picture the authorising origin, located asit is in the unanalysable object-less realmexterior to the written language of thestructure. The imagined origin takes the `form'of a bodiless spirit. The officials (and theprofessor and spirit) are haunted by thepossibility that the structure of humanlyposited rules are ultimately authorised by aspirit.     

我国高校第二课堂活动的现状及对策

知识经济的大背景下，国家提出了实现素质教育的目标，对于高校人才培养提出了更高的要求，学校在学生创新能力和非智力因素培养方面应予更多关注。本文以此为基点，分析了高校第二课堂活动的作用，并结合我国高校第二课堂活动的现状，提出了相应的对策建议。