rigidify vt.,vi.(-fied;-fying) 使[變]堅硬...
vt.,vi. (-fied;-fying) 使[變]堅硬，使[變]頑固，(使)僵化，使[變]堅固。 n. -fication “rigidimeter“ 中文翻譯： 剛度計“rigidification“ 中文翻譯： 硬化“rigiditas“ 中文翻譯： 強直, 僵硬“rigidi“ 中文翻譯： 里吉迪“rigiditas articulorum“ 中文翻譯： 關節強直“rigidhook“ 中文翻譯： 無彈性針鉤“rigidity“ 中文翻譯： n. 1.堅硬，強直；僵硬；【物理學】剛性，剛度。 2.剛直；頑固，強硬。 3.嚴格，嚴厲，嚴峻，嚴肅；嚴密，精密。 “rigidflask“ 中文翻譯： 整體砂箱“rigidity agent“ 中文翻譯： 硬化劑“rigiddynamics“ 中文翻譯： 剛體動力學
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To realize this great selfish ambition , cultural and educational elite drastically criticized xikun scholars who held important political and educational positions but advocated poetic pursuit to escape from political dangers , and posed many models of educational discursive practice to control , better , and cultivate the full - of - desire societal life being neglected and thrown out of the academic sight by xikun school : firstly , in the early period , fan zhongyan and his followers , sun fu , and shi jie , et al . , believed that confucian principles could be used to reform political , and educational institutions and improve society ; secondly , after fan , wanganshi , being treated as cultural rebel by other traditional moralists and politic competitors , did a failure of national wide educational and political reforms to cultivate financial talents , based on his coarse economics knowledge about how to enrich the central government ; thirdly , ou yangxiu and su shi focused attention on reform the highly rigidified literature and art education system at that time according to their cultural ideal that everybody has the right to express what his daily life , emotions and dreams , which could be seen as an irony by the fact that only themselves “ life and feeling could enter into their literature and art education kingdom , while those who described lowly people “ s experience , such as liu yong “ s sentimental assays written specially for female performers and even the prostitutes , had to suffer from exclusion 但是，在十一世紀的文教空間中，真正值得考古學注意的知識是由理學家發明的，這不光因為，正是理學（而不是范學、王學、蘇學等這些在當時權力更大的知識）日后成了支配中國文教社會生活的權力，更是由于在十一世紀的文教界，只有理學家從一種最抽象的視角，認為十一世紀喧囂混亂的世俗生活及其基本的教化問題，無論多么復雜，都可以歸結為人身上的理性與欲望之間的斗爭。就“哲學”能力而言，在渴望成圣、平天下的文教精英當中，理學家無疑是最出色的，他們能夠想到從“人”的結構出發，來認識世間紛繁復雜的現象，因而只需靜坐一處沉思人本身的秘密，而不必象王安石等人那樣認為到各地去調查，才可以摸清世間的狀況與問題。尤其不可思儀的是，他們的知識竟來源于看上去對教化世俗并不感興趣、只想追求長生不老的道士。 |
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The pursuit for certainty in educational research is confronting jeopardy of rigidifying and to be overthrown by the anti - essentialism supported from the post - modernism 摘要當前，我國教育學對于確定性的追求既面臨著走向僵化的危險，也面臨著來自于后現代主義支撐的反本質主義教育學主張的顛覆。 |