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The past cannot be changed, but similar situations may occur in the future, and thus we take our counterfactual thoughts as a learning experience. [1] For example, if a person has a poor job interview and thinks about how it may have been more successful if they had responded in a more confident manner, they are more likely to respond more ...
He thought this idea misleadingly framed Chinese learning as in opposition to Western learning. [21] In 1987, Zhang introduced the idea of "cultural view of comprehensive innovation". He proposed that “the Chinese nation is the main body of building a new socialist Chinese culture, and socialism is the guiding principle of China's new culture.
The relatively high memory load involved in learning Chinese characters required for basic literacy in Chinese has been noted. [3] There are about 6,500 characters in regular use in modern Chinese, of which 3,500 characters are used to write 99% of the words (the majority of which are two-character combinations) in popular reading material.
In an early example of this method, Whorf attributed the occurrence of fires at a chemical plant to the workers' use of the word 'empty' to describe barrels containing only explosive vapors. More recently, Bloom noticed that speakers of Chinese had unexpected difficulties answering counterfactual questions posed to them in a questionnaire. He ...
Li Zehou’s 1987 essay "The Western is the Substance, and the Chinese is for Application", turned conventional contemporary Chinese thought on its head. Li stated that Western Learning encompasses technology as well as conceptual systems and philosophies including Marxism and is the pluralistic and diverse technosocial basis of modern-day ...
The Great Learning is significant because it expresses many themes of Chinese philosophy and political thinking, and has therefore been extremely influential both in classical and modern Chinese thought. The Great Learning represented a key aspect of the Chinese curriculum and can be found in virtually all aspects of Chinese culture.
Since the 16th century, Western learning has spread eastward, sparking a dispute between the East and West.During the Ming Dynasty, Xu Guangqi believed that "it is advantageous for the country, regardless of distance" and pointed out that "in order to surpass the West in science and technology, we must first understand it".
Advocates of counterfactual history often respond that all statements about causality in history contain implicit counterfactual claims—for example, the claim that a certain military decision helped a country win a war presumes that if that decision had not been made, the war would have been less likely to be won, or would have been longer.