Helmholtz's Kant revisited (Once more). The all-pervasive nature of Helmholtz's struggle with Kant's Anschauung

In this analysis, the classical problem of Hermann von Helmholtz's (1821–1894) Kantianism is explored from a particular vantage point, that to my knowledge, has not received the attention it deserves notwithstanding its possible key role in disentangling Helmholtz's relation to Kant's critical project. More particularly, we will focus on Helmholtz's critical engagement with Kant's concept of intuition [Anschauung] and (the related issue of) his dissatisfaction with Kant's doctrinal dualism. In doing so, it soon becomes clear that both (i) crucially mediated Helmholtz's idiosyncratic appropriation and criticism of (certain aspects of) Kant's critical project, and (ii) can be considered as a common denominator in a variety of issues that are usually addressed separately under the general header of (the problem of) Helmholtz's Kantianism. The perspective offered in this analysis can not only shed interesting new light on some interpretive issues that have become commonplace in discussions on Helmholtz's Kantianism, but also offers a particular way of connecting seemingly unrelated dimensions of Helmholtz's engagement with Kant's critical project (e.g. Helmholtz's views on causality and space). Furthermore, it amounts to the rather surprising conclusion that Helmholtz's most drastic revision of Kant's project pertains to his assumption of free will as a formal condition of experience and knowledge.     

浅谈心理规律在体育教学中的应用

心理规律是以学生感知为基础的全面心理活动的过程。妥善使用心理规律,可以提高体育课的教学效果。本文主要论述了如何掌握并妥善应用学生的个体心理、直观性心理以及团体心理,利用老师在体育教学中的主导作用,充分发挥学生的主体性,有效调动学生的积极能动性,从而很大程度地提高体育教学效果。     

互视法——复杂性科学的新方法

在复杂性科学研究的基础上,提出一种能够充分体现新科学特征的新科学方法：互视法。并对互视法的本旨内涵、思想来源与理论基础、互视法的特点与原则做出界定和分析。最后还揭示和分析了创立互视法的重要性与必要性。     

Learning,Mutation and the Economics of Convention:A Selected Review of Evolutionary Game Theory

Before the present of basic model,one example is given in section 2 to illustrate the economic intuition behind the SSE. The general model,including the three hypotheses,adaptive play setting and basic results is laid out in section 3. Sections 4 study the asymptotic behavior of this model. This review concludes with a comment.     

创新思维在数学分析中的培养

结合数学分析理论与教学实践,从分析与综合、发散与集中、直觉与逻辑这三个方面探讨在数学分析教学中对学生进行创新思维的培养。     

浅谈数学直觉思维及培养

数学直觉思维的实质是一种思维的质的突破,其特征具有整体性、直观性和快速跳跃性,呈现出非逻辑的、智力图像的和渐进的中断与飞跃等特点,这也是创造性思维的重要特征.数学直觉思维主要影响因素是认知结构、思维品质和接受训练情况等.数学直觉是可以后天培养的,在教学中要引导学生仔细观察、大胆假设、合理猜想,并把获得的各种信息作综合考察,从而引发直觉的判断,使问题得以快速解决.     

庄子科技观及其哲学基础

庄子在科技问题上有一种矛盾的态度 :一方面不断提出并思索科学问题 ,另一方面又贬斥科学探索的价值 ;一方面赞叹技术在日常生活中的巨大作用 ,另一方面又顾忌技术的进步会带来人为物役和生态平衡的破坏。庄子这种科技观的形成有其深厚的哲学基础 ,从其哲学的核心范畴、基本原则、认识方法论和思维方式等四个方面明显可以看出这一点     

试论运动直觉思维

运动直觉是体育竞技中经常运用到的一种特殊思维方式，具有非逻辑思维方式的特征．探索体育运动中运动直觉思维形式的重要性，以寻求提高其作为运动员运动思维之一的训练和培养方法．     

一个不可忽略的现象及其引发的一连串理论突破

本文通过追究一个众所熟视无睹的现象与多学科理论矛盾的根源,指出正确解释该现象必将引起多学科理论的革新,因而它是一个不可忽略的极其重要的自然现象。