其主义

This essay will review various theories of the dialectic, both Hegelian and Marxist: these tend to sort themselves out into subjective ones and objective ones. It will then turn to issues of the narrative and attempt to translate the Aristotelian plot or narrative categories Ricoeur tried to apply to history into more properly dialectical ones.

提要：本文将回顾黑格尔传统的辩证法和马克思主义传统的辩证法以及相关的——包括主观辩证法和客观辩证法；并将从叙事学方面对利科尔和亚里士多德进行辩证的理解，论述亚里士多德提出的情节或叙事范畴，以及利科尔将其于领域的尝试。

This essay will review various theories of the dialectic, both Hegelian and Marxist: these tend to sort themselves out into subjective ones and objective ones. It will then turn to issues of the narrative and attempt to translate the Aristotelian plot or narrative categories which Ricoeur tried to apply to history into more properly dialectical ones.

内容提要：本文将回顾黑格尔传统的辩证法和马克思主义传统的辩证法以及相关的理论——包括主观辩证法和客观辩证法；并将从叙事学方面对利科尔和亚里士多德进行辩证的理解，论述亚里士多德提出的情节或叙事范畴，以及利科尔将其应用于历史领域的尝试。

This essay will review various theories of the dialectic, both Hegelian and Marxist: these tend to sort themselves out into subjective ones and objective ones. It will then turn to issues of the narrative and attempt to translate the Aristotelian plot or narrative categories which Ricoeur tried to apply to history into more properly dialectical ones.

内容提要：本文将回顾黑格尔传统的辩证法和马克思主义传统的辩证法以及相关的理论——包括主观辩证法和客观辩证法；并将从叙事学方面对利科尔和亚里士多德进行辩证的理解，论述亚里士多德提出的情节或叙事范畴，以及利科尔将其应用于领域的尝试。

From the perspective of theoretical research, the extreme orientation of both philosophy and psychology will lead to the contradiction and breaking of knowledge teaching and students' development. Consequently, the development of all the students to be human being would be lost. From the perspective of teaching practice, both the spoon-fed teaching and experience-constructive teaching, either controlling or indulging students, as a matter of fact, lead to the lost of cultivating students to be human being. Analyzing from the perspective of ideology, Herbart's "educational teaching", Dewey's "experience" curriculum and teaching ideology and constructivism make contributions to knowledge teaching. However, they have, constraints. If we cannot understand both their advantages and disadvantages but simply support or deny them, teaching research and practice will go to an extreme.

从理论研究上看，无论是哲学的极端趋向还是心理学的极端趋向，都会导致知识教学与学生发展的对立与断裂，最终是学生发展成人的总体失落；就教学实践看，无论是&独断一灌输式&教学还是&体验一建构式&教学，要么控制学生要么放纵学生，都在事实上引发了学生发展成人的总体失落；从思想认识上分析，赫尔巴特的&教育性教学&思想、杜威的&经验&课程与教学思想、建构主义理论都有其积极贡献，但也各有范围和条件，不能正确看待它们的理论长处和局限，单纯的推崇或简单的否定，都会致使教学研究与实践走向非此即彼的极端化立场。

Jacques Maritain s statement on moral education is concise and dispersed among his educational thoughts.

雅克·马里坦关于道德教育论述是简略的，散见于教育思想中，但并不能由此而否定其深刻性，他代表着新托马斯主义在教育上的观点。

The difference is that "Correspondence" asa theory is put forward by Baudelaire, which is a theory of philosophy-aesthetics, while "Symbol" as an ism is expressed by Verlaine, Rimbaud and Mallarme after Baudelair, which is a doctrine reduced to a practical level.

其区别在于，前者由波德莱尔提出，而后者是波德莱尔去世后由魏尔伦、兰波和马拉美等所表征出来的；前者是一种哲学美学理论，而后者是一种下降到可操作层面的&主义&。

The connection is that the former is the view of universe while the latter opens the paths for the former to spread into Europe even the whole world, if it is true that what Verlaine and Rimbaud contribute to "Symbol" as an ism lies in the appeal to "music supreme", sound and quality of poetry, then Mallarme's contributions must be the establishment of analogy and suggestion.

其联系在于，前者为后者奠定了宇宙观，而后者则为前者&趟&开了向欧洲乃至全球扩展的具体路径。如果说魏尔伦、兰波对作为主义的&象征&的贡献在于对诗歌&音乐至上&和音色相通的呼唤，马拉美的贡献就在于类推、暗示方法的树立。

But we don't care about Battlegrounds.

但我们并不在乎沙场中的显露。

Ah! don't mention it, the butcher's shop is a horror.

啊！不用提了。提到肉，真是糟透了。