Re - consideration of technical rationality - interpretation of marcuse ' s criticism of technical rationality 解讀馬爾庫塞的技術(shù)理性批判
To the son , with the economic and ethics from separate to the fusion , the technical rationality and the value rationality from separates to the fusion , the human overall rationality is regained favor 到阿馬蒂亞?森時(shí)代,經(jīng)濟(jì)學(xué)與倫理學(xué)由分離到融合,技術(shù)理性與價(jià)值理性也由分離到融合,人類整體理性重獲“青睞” 。
It elucidates the grade and layout of the construction diversion structures , testifies the technical rationality and economic advisability that the alternative of the cofferdam uses to dam up the discharge ( p = 10 % , q = 275 . 2m3 / s ) during the post - flood period , was made by hydraulic calculation , structural design , investment comparison , progress analysis and investment risk analysis 文中說明了施工導(dǎo)流建筑物的等級、水工布置。通過水力學(xué)計(jì)算、結(jié)構(gòu)設(shè)計(jì)、導(dǎo)流方案投資比較、進(jìn)度分析和投資風(fēng)險(xiǎn)分析,說明了四湖溝水利樞紐工程采用圍堰擋汛后時(shí)段洪水導(dǎo)流方案的合理性和經(jīng)濟(jì)性,為施工決策提供理論依據(jù)。
The study of america and chinese primary and secondary cutricula obviously showed the strong influence of technical rationality and utilitarian ideology thus , the contents cannot depart from the simcture , the cultural characteristic of the curriculum structure is its ability to control 通過對美國與我國基礎(chǔ)教育課程的個(gè)案分析,可以明顯地看到技術(shù)理性和功利主義的意識形態(tài)對課程產(chǎn)生的重要影響。當(dāng)然,內(nèi)容離不開結(jié)構(gòu),課程結(jié)構(gòu)的文化特征表現(xiàn)為它的控制性。在此。
In the post - modernistic context , aesthetic quality of art education shows a tendency of plural developments the contradiction between technical rationality and emotion makes aesthetic emotion obvious in art education ; the contradiction between standardization caused by cultural industry and creativity highlights the aesthetic creativity in art education ; the contradiction between information globalization and nationalism makes people concern aesthetic nationalism in art education 在異彩紛呈的后現(xiàn)代語境下,藝術(shù)教育的審美品格呈現(xiàn)出多元化發(fā)展的態(tài)勢:技術(shù)理性與情感的矛盾,使藝術(shù)教育中審美情感得以凸現(xiàn);文化工業(yè)所帶來的標(biāo)準(zhǔn)化與獨(dú)創(chuàng)性的矛盾,使藝術(shù)教育中審美獨(dú)創(chuàng)性得以高揚(yáng);信息全球化與民族性的矛盾,使得人們開始關(guān)注藝術(shù)教育中審美民族性的問題。