Students and teachers of Chinese history and philosophy will not want to miss Daniel Gardner's accessible translation of the teachings of Chu Hsi —a luminary of the Confucian tradition who dominated Chinese intellectual life for centuries. Homing in on a primary concern of our own time, Gardner focuses on Chu Hsi's passionate interest in education and its importance to individual development. For hundreds of years, every literate person in China was familiar with Chu Hsi's teachings. They informed the curricula of (...) private academies and public schools and became the basis of the state's prestigious civil service examinations. Nor was Chu's influence limited to China. In Korea and Japan as well, his teachings defined the terms of scholarly debate and served as the foundation for state ideology. Chu Hsi was convinced that through education anyone could learn to be fully moral and thus travel the road to sagehood. Throughout his life, he struggled with the philosophical questions underlying education: What should people learn? How should they go about learning? What enables them to learn? What are the aims and the effects of learning? Part One of _Learning to Be a Sage_ examines Chu Hsi's views on learning and how he arrived at them. Part Two presents a translation of the chapters devoted to learning in the _Conversations of Master Chu_. (shrink)

Tianjaou Chu, David Danks, and Clark Glymour. Data Driven Methods for Nonlinear Granger Causality: Climate Teleconnection Mechanisms.

The logical calculus for SAT are not valid for MaxSAT and MinSAT because they preserve satisfiability but not the number of unsatisfied clauses. To overcome this drawback, a MaxSAT resolution rule preserving the number of unsatisfied clauses was defined in the literature. This rule is complete for MaxSAT when it is applied following a certain strategy. In this paper we first prove that the MaxSAT resolution rule also provides a complete calculus for MinSAT if it is applied following the strategy (...) proposed here. We then describe an exact variable elimination algorithm for MinSAT based on that rule. Finally, we show how the results for Boolean MinSAT can be extended to solve the MinSAT problem of the multiple-valued clausal forms known as signed conjunctive normal form formulas. (shrink)

本书是作者的一部遗作。书中对中国国学大师王国维1898-1911年间11种哲学译稿进行了详尽周密考订和主板,可谓王国维研究的可喜成果。作者同时利用加“按”的形式,在许多细微的对比与议论中贯注了自己的审 美意识与世界观,也具有学术价值.

Las reflexiones de Husserl sobre la ética se caracterizan por el intento de hacer de ella una ciencia, pero terminan con la subordinación de los problemas éticos a la metafísica. Tomando como hilo conductor la reflexión husserliana sobre la ética en tanto Kunstlehre, el artículo intenta mostrar cómo el sentido y ámbito de la ética se van ampliando hasta el punto de que su subordinación a la metafísica responde al carácter ético que ha de tener la existencia del mundo y (...) de la humanidad. Con este fin, seguimos el camino que va de la fundación estática de la ética de la primera lección de 1914 a la fundación genética de las lecciones de 1920/24 y terminamos con la consideración de dos textos del inicio de los años treinta en los que Husserl retoma la argumentación de estas últimas lecciones.Husserl’s meditations on ethics are characterized by his attempt to configure it as science, but they end by subordinating ethical problems to metaphysics. Starting by Husserl’s reflection on ethics as Kunstlehre, this paper attempts to show how the sense and scope of ethics expands to the point that its subordination to metaphysics responds to the ethical character that the world and humanity’s existence should both have. With this in view, this paper follows the path that leads from the static foundation of ethics in the first 1914 lessons, to its genetic foundation in the 1920/24 lessons. It concludes considering two texts from the beginning of the 1930’s, whereby Husserl deals again with the arguments of the latter lessons. (shrink)

스무살 젊은이들, 인문학의 다양한 모습을 만나다! 서울대학교 인문대학 교수들이 이제 막 인문학에 발을 들여 놓는 스무살 청년들을 위해 직접 쓴 인문학 입문서『스무살, 인문학을 만나다』. 인문학을 둘러싼 사회의 담론들을 보면서 인문학의 성격 및 사회적 역할에 대해 고민해 온 서울대학교 인문대학의 성찰이 낳은 결과물이다. 실제 인문학을 연구하고 교육하고 있는 인문학자들의 다양한 연구 사례와 성과를 알기 쉽게 풀어내, 인문학에 관심을 가진 스무살 전후의 젊은이들이 인문학의 다양한 모습을 직접 접하고 스스로 답을 찾아갈 수 있도록 도와준다. ☞ 북소믈리에 한마디! 총 3부로 구성된 본문은 24편의 글을 (...) 통해 '사람과 인문'에 대해서 논한다. 1부 생성하는 만남에 실린 8개의 글들은 아직 낯설거나 이름만 들었을 뿐 잘 알지 못했던 타인들과의 만남을 통해 인문학에 친숙해지는 장을 제공한다. 2부 너머의 만남에 실린 8개의 글들에서는 정해진 분과학문의 경계를 넘어 확장되는 인문학의 오늘을, 마지막 3부 공명하는 만남에 실린 8편의 글에서는 함께 소통하며 때론 어우러지기도 하고 때론 부딪치기도 하면서 궁극적으로 새로운 고민과 사유를 낳는 인문학의 모습을 만날 수 있다. (shrink)

本书主要研究的是心理现象的形式、范围、本质、特征、心身关系、心理内容及其根源等,并对常识心理解释模式和心理学进行哲学反思。.

By around the age of 5½, many children in the United States judge that numbers never end, and that it is always possible to add 1 to a set. These same children also generally perform well when asked to label the quantity of a set after one object is added (e.g., judging that a set labeled “five” should now be “six”). These findings suggest that children have implicit knowledge of the “successor function”: Every natural number, n, has a successor, n (...) + 1. Here, we explored how children discover this recursive function, and whether it might be related to discovering productive morphological rules that govern language‐specific counting routines (e.g., the rules in English that represent base‐10 structure). We tested 4‐ and 5‐year‐old children’s knowledge of counting with three tasks, which we then related to (a) children’s belief that 1 can always be added to any number (the successor function) and (b) their belief that numbers never end (infinity). Children who exhibited knowledge of a productive counting rule were significantly more likely to believe that numbers are infinite (i.e., there is no largest number), though such counting knowledge was not directly linked to knowledge of the successor function, per se. Also, our findings suggest that children as young as 4 years of age are able to implement rules defined over their verbal count list to generate number words beyond their spontaneous counting range, an insight which may support reasoning over their acquired verbal count sequence to infer that numbers never end. (shrink)

Numbers. Natural numbers -- Integers -- Real numbers -- Irrational and transcendental numbers -- Funny numbers. Zero -- e : the unnatural natural number -- [Phi] : the golden ratio -- i : the imaginary number -- Writing numbers. Roman numerals -- Egyptian fractions -- Continued fractions -- Logic. Mr. Spock is not logical -- Proofs, truth, and trees : oh my! -- Programming with logic -- Temporal reasoning -- Sets. Cantor's diagonalization : infinity isn't just infinity -- Axiomatic set (...) theory : keep the good, dump the bad -- Models : using sets as the LEGOs of the math world -- Transfinite numbers : counting and ordering infinite sets -- Group theory : finding symmetries with sets -- Mechanical math. Finite state machines : simplicity goes far -- The turing machine -- Pathology and the heart of computing -- Calculus : no, not that calculus- [lambda] calculus -- Numbers, booleans, and recursion -- Types, types, types : modeling [lambda] calculus -- The halting problem. (shrink)

Normal 0 0 2 false false false EN-US ZH-TW X-NONE MicrosoftInternetExplorer4 Normal 0 0 2 false false false EN-US ZH-TW X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:????; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; mso-bidi-font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:????; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-font-kerning:1.0pt;} Learning styles, much related to motivation and cognitive strategies, has been one of the most frequently discussed topics in the field of foreign/second language (L2) education. (...) There is a considerable body of research on learning styles stemming from the domain of psychology to the conceptual field. As individuals learn in different ways from time to time, from culture to culture, and from context to context, findings of such research can only explain a comparatively small group of people’s temporary perceptions of their learning preferences to a selected subject surveyed. Sternberg (2001, p. 250) notes that “the literature has failed to provide any common conceptual framework and language,” while, according to Reid (1998), the concept is still not well understood. An enduring question for language researchers is the effect of individual differences on the efficacy of language learning (Nel, 2008). Much more research has to be done to address the issue of theoretical coherence as well as aiming for well-rounded empirical findings, tested through replication. Therefore, with an intention to contribute more data to cross-country research, this study investigated the differences and similarities of Chinese and Japanese college students’ perceptions of their current English learning styles through a classroom-based survey. Implications for the teaching and learning are discussed in the final section. (shrink)

The transition of gene switch induced by external noises and external signals is investigated in the genetic regulatory system. Results show that the state-to-state transition of gene switch as well as resonant behaviors, such as the explicit coherence resonance, implicit coherence resonance and control parameter coherence biresonance, can appear when noises are injected into the genetic regulatory system. The ECR is increased with the increase of the control parameter value when starting from the supercritical Hopf bifurcation parameter point, and there (...) exists a critical control parameter value for the occurrence of ECR. However, the ICR is decreased as the control parameter value is increased when starting from the subcritical Hopf bifurcation point. In particular, the coherence of ECR is higher and more sensitive to noise than that of ICR. When an external signal is introduced into the system, the enhancement or suppression of the CPCBR and the number of peaks strongly depend on the frequency and amplitude of the external signal. Furthermore, the gene regulation system can selectively enhance or decrease the noise-induced oscillation signals at preferred frequency and amplitude of an external signal. (shrink)

In this study, we built and tested a theoretical model to determine how ethical leadership affects team creativity among teams composed of different characteristics. Following social learning theory and an antecedent–benefit–cost framework, we conducted analyses of multisource data from 50 team supervisors and 186 employees, which revealed an inverted U-shaped relationship between ethical leadership and team creativity. The teams exhibited more creativity when there was a moderate level of ethical leadership than when there were very low or very high levels. (...) Moreover, from an interactional perspective, we found that team faultlines significantly moderated the curvilinear relationship between ethical leadership and team creativity such that the inverted U-shaped relationship was more significant among teams with weak team faultlines. The theoretical and practical implications of these findings are discussed. (shrink)