心理学的

An Austrian critic criticized Brod's viewpoint of connectin g the castle's ruling directly with mercy which is a religious concept in the postscript of the first edition of The Castle. In doing so, Brod gave a precedent to those critics who want to find religious symbols and other symbols in the novel and comprehend Kafka's illusion by theological explaining. In translating art images directly into the languages of theology, philosophy and psychology, it was certain that Brod would lower the value of Kafka's art.

奥地利批评家海因茨·波里策批评布罗德在《城堡》第一版后记中"把城堡的统治直接同慈悲这个宗教概念联系起来的"论点，为那些"想在这部作品中寻找宗教的和其他的象征，并给予神学的解释来理解卡夫卡的幻想"的批评家开了一个先例；布罗德"将艺术的图像直接翻译成神学的、哲学的和心理学的语言"的做法，必然会使其"艺术价值变得平淡"。

Idea of freedom 自由的概念 In the Critique of Pure Reason, Kant distinguishes between the transcendental idea of freedom, which as a psychological concept is "mainly empirical" and refers to "the question whether we must admit a power of spontaneously beginning a series of successive things or states" as a real ground of necessity in regard to causality, and the practical concept of freedom as the independence of our will from the "coercion" or necessitation through sensuous impulses.

在《纯粹理性批判》中，康德区分了先验自由的概念与实践自由的概念，先验自由概念作为一个心理学概念"主要是经验的"，它指向"我们是否必须承认自然始发的一系列先后相继的事物状态"是必然性的真正基础的问题；实践自由的概念则是作为我们的意志独立于"强迫"或"通过感官冲动的强制"的概念。

The author would further argue for the theses listed below:(1) Wittgenstein's"phenomenological period"could be regarded as the beginning of his lasting interest in"the philosophy of psychology"into the end of his life, whereas the interest of this kind didn't appear obviously in Tractatus;(2) By interpreting the"atomic propositions"as the simplest description of the data instead of avoiding illustrating what it is as Tractatus did, Wittgenstein's "phenomenological period"does show us an amazing affinity between his own standpoint at that time and that of the Russellian logical atomism, which is surely under the influence of the empiricist tradition;(3) Wittgenstein's critique of his phenomenology, however, revives the celebrated Tractarian dichotomy between"unspeakablity"and"speakablity"in a new context by denying any attempt to employ any linguistic tool to designate or describe the absoluteness of the data which could be only"shown".

本文所试图论证的要点可以被概括为：(1)维氏的"现象学阶段"可以被视为他关于"心理学的哲学"的长期学术兴趣的发端点——这一兴趣一直延续到他生命的终点，却并未体现于其早年作品《逻辑哲学论》之中；(2)通过将"原子命题"解释为对于感觉予料的最简单的描述（而不是像《逻辑哲学论》那样回避对于"原子命题"之所是的正面解说），维氏的"现象学阶段"乃是向我们展现了他该时期的哲学立场与罗素的经验论版本的"逻辑原子主义"之间的令人惊讶的亲缘关系；(3)通过否认任何试图用语言手段来标示或描述予料的企图，并通过对于予料自身的绝对性的展示，维氏对于他自己的"现象学"观念的批判实际上乃是复活了他在《逻辑哲学论》时代就已作出的对于"不可说性"与"可说性"的二分法。

In macro-perspective views, the popularity of codeswitching in ads reveals people"s psychological tendencies of westernization worship and language superiority admiration; in terms of ads plotting, code choice is usually employed as an effective strategy to call people"s attention so as to fulfill the advertising tasks. In addition, Markedness theory further explains how copywriters use implicatory meanings a code itself conveys to affect the target audience"s understanding of copywriters" purposes and intentions.

从宏观的角度上看，中―英语码转换在中国媒体广告中的流行趋势从心理学的角度体现了人们崇洋的心理及对&优势语言&的崇拜；从广告的创作方面来说，语码的选择是广告撰稿人为了引起顾客的注意从而达到广告宣传目的所采用的一种有效手段；&有标记理论&则从语言学的角度分析了广告撰稿人如何利用语码本身所传递的意义影响广告受众对广告人目的及意图的了解。

It is an objective psychological guarantee system in view of psychology, is a result of utilitarian calculations, and an institutionally and structurally operative system in view of managerial science.

可以这样认为，契约型政府信任关系是在对社会制度和治理秩序的主观设计和建构中历史生成的，从哲学的角度看，它经历了一个从怀疑主义到契约论的过程；从心理学的角度看，它为与国家二元分立中的社会提供了一种客观性的心理保障机制；从经济学的角度看，它是个体功利性计算的集体选择；从管理学的角度看，它的制度化具有组织化的可操作性。

In the process of different people accepting creation education, the characteristics in psychological process and personality's difference are always being neglected the component obstacle is baffling the creation education, education system inner part in narrow sense, analyze the teaching barriers of the creation education in teaching the current course structure exists some problem in itself constructive factor the current course contents escapes from the source of creation education namely the student's living world, the course implement process emphasizes to accept study and memorize or train mechanically, seldom let the student obtain the knowledge through his own activities and practice, the student rarely have the opportunity to express his viewpoint and opinion through his own understanding, this annihilates the student' personality and corpus such instruction process is nearly making the student under control according to the craft process, The student can't creatively express himself, so it constitute the obsatacle of creation education.

社会本位观突出了要求个体奉献社会的一面，忽视了个体突破已有社会秩序与常规的富有建设意义的独创思想与行为对社会发展的价值；同时从心理学的视角，对创造教育的心理障碍进行了剖析，不同的个体在接受创造教育的过程中，心理过程的特点与个性差异的被忽视，构成的障碍阻碍着创造教育；在狭义的教育系统内部，就创造教育的课程教学障碍进行了分析，当前的课程结构在其构成要素上本身存在一些问题；现行课程内容脱离创造教育之源，即学生的生活世界；课程实施过程存在过于强调接受学习、死记硬背、机械训练的现状，很少让学生通过自己的活动与实践获取知识，学生少有根据自己的理解发表看法与意见的机会，这是对学生个性的抹杀，这样的教学过程几乎是根据工艺流程对学生进行控制的过程，学生无法创造性地表现自己，对创造教育构成了障碍。

And in the "system" part, based on the historical tracing and critique, he sublated the classical science represented by Herbart and Spencer; uniting the a...

而在体系部分，他在历史追溯与批判的基础上，扬弃以赫尔巴特、斯宾塞等人为代表的古典教育科学，结合当时人类学与实验心理学的成就，在生命哲学与精神科学整体的基本立场的观照下，建立了较为严整的教育学的科学体系，促成了现代形态的教育科学的诞生。

The author would further argue for the theses listed below:(1) Wittgenstein's"phenomenological period"could be regarded as the beginning of his lasting interest in"the philosophy of psychology"into the end of his life, whereas the interest of this kind didn't appear obviously in Tractatus;(2) By interpreting the"atomic propositions"as the simplest description of the data instead of avoiding illustrating what it is as Tractatus did, Wittgenstein's "phenomenological period"does show us an amazing affinity between his own standpoint at that time and that of the Russellian logical atomism, which is surely under the influence of the empiricist tradition;(3) Wittgenstein's critique of his phenomenology, however, revives the celebrated Tractarian dichotomy between"unspeakablity"and"speakablity"in a new context by denying any attempt to employ any linguistic tool to designate or describe the absoluteness of the data which could be only"shown".

本文所试图论证的要点可以被概括为：(1)维氏的&现象学阶段&可以被视为他关于&心理学的哲学&的长期学术兴趣的发端点——这一兴趣一直延续到他生命的终点，却并未体现于其早年作品《逻辑哲学论》之中；(2)通过将&原子命题&解释为对于感觉予料的最简单的描述（而不是像《逻辑哲学论》那样回避对于&原子命题&之所是的正面解说），维氏的&现象学阶段&乃是向我们展现了他该时期的哲学立场与罗素的经验论版本的&逻辑原子主义&之间的令人惊讶的亲缘关系；(3)通过否认任何试图用语言手段来标示或描述予料的企图，并通过对于予料自身的绝对性的展示，维氏对于他自己的&现象学&观念的批判实际上乃是复活了他在《逻辑哲学论》时代就已作出的对于&不可说性&与&可说性&的二分法。

However, what kind of teacher-student relationship is helpful to students' learning and development? Rogers (1961) indicated that the relationship between teacher and student is similar with that of therapist and client. From the theory of self psychology, could a teacher, as a good selfobject, influence the self and personality development of students?

Rogers认为教学者与学习者的关系类似於心理治疗中治疗者与个案的关系，若从自体心理学的理论来分析，教学者可否如治疗者一样，扮演一个「重要的自体客体」角色，不仅影响学生的学习，且对学生自我的概念，甚至人格的建构有一定程度的影响？

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。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。