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Uwiruwiru hwazuro nhasi namangwana muunganidzwa wemanyukopfungwa atinopakurirwa nananyanduri vane unyanzvi hwekudzamisa ndangariro nekuumba zviumbwapfungwa zvinotekenyedza. Mashoko ari munhetembo idzi anoputika senhondo dzemusasa achitanda sedandemutande pakubata mazera ose uye zviitiko zvakasiyana-siyana zvinosanganikwa nazvo mukurarama kwevanhu. Vananyanduri vari mubhuku rino vakashandisa misambo nezvidavado zvinomwisa mvura kuumba nhapitapi dzenhetembo dzinoti kutekenyedza pfungwa, kuvaraidza nekudzidzisa hupenyu hune mutsa. Kuvaverengi vanhasi namangwana, heino mbuva yehupenyu, ibatisisei In this collection, in Shona, are essays by Zimbabwean poets; words in these poems explode like camp battles serving as a web for dealing with all ages and the various events involved in people's lives.
Axel Honneth的認肯理論及其教育蘊義
(2019)
本研究旨在探究Axel Honneth的認肯理論,並闡釋其在教育上的意義。本研究基於運用哲學思考法與文本詮釋學方法對Honneth的認肯理論進行理解、分析與重構出認肯理論的重要面向與實踐意涵。首先,對認肯理論的理 論基礎進行探究,並分析認肯理論的結構與相應原則;其次,將Honneth認肯理論放在其所運用的個體情感發展、社會機制反思與法理政治實踐層面進行具體分析,闡釋對現代性影響下各行動領域之發展與問題的分析;最後,基於前述對Honneth認肯理論的研究,分析在當今民主社會中教育存在之病態與可能性,並在情感、法理與社會層級中,以自愛、自尊與自我實現為目 標,具體從認知、情意與技能三面向提出在教育上的理論面與應用面的蘊義.