整体教育视野下学生评价改革探析

整体教育作为一种新的人文主义教育思潮，以“培养整体的人”为教育目标，为学生评价提供了新的学生观和学习观。文章在简要阐述整体教育内涵的基础上，从学生评价的整体性、学生评价的真实性、学生评价的发展性等方面，进一步探讨了整体教育对学生评价改革的启示。     

Quantum entanglement and a metaphysics of relations

This paper argues for a metaphysics of relations based on a characterization of quantum entanglement in terms of non-separability, thereby regarding entanglement as a sort of holism. By contrast to a radical metaphysics of relations, the position set out in this paper recognizes things that stand in the relations, but claims that, as far as the relations are concerned, there is no need for these things to have qualitative intrinsic properties underlying the relations. This position thus opposes a metaphysics of individual things that are characterized by intrinsic properties. A principal problem of the latter position is that it seems that we cannot gain any knowledge of these properties insofar as they are intrinsic. Against this background, the rationale behind a metaphysics of relations is to avoid a gap between epistemology and metaphysics.     

论超越还原论

对还原论和整体论两者各自的特点、本质与来源等进行了比较研究后，认为正确可行的态度是把两者有机结合起来，共同发挥作为基本方法论的重要作用。     

整体论视野中的技术生态化

工业革命以来，科学技术得到了迅猛的发展。它在给人类创造了巨大的物质财富的同时，也给人类带来了严重的生态危机。造成生态危机的深层原因是人们头脑中的还原论思想，这种思想使得人们在技术创新的过程中，将人、技术与自然绝对对立。而技术的生态化转向，则意味着人们的思维从还原论向系统整体论的转变。