Although the ethics of Kant and Scheler there is a considerable difference in form, but both are among the fundamental ethics of self-discipline. Kant's willingness to explore the moral self-discipline, and Scheler's love in order to explore the moral self-discipline. But Kant's rational self-discipline and different, Scheler stressed that personal self-discipline. For Scheler, the good moral character is the carrier of the essence of personality is an absolute time-oriented, and is in the absolute time of their behavior and the behavior (...) by continuing to build in, so the moral good must with absolute time characteristics. She Lelun both Kant and the difference between how much science, they are ultimately concerned about the moral good of the problem. (shrink)

Recently, many universities apply mobile tools to teaching practices. For instance, some teachers may set up groups on mobile social apps and assign course tasks and advise college students to submit papers online. Nevertheless, how these mobile social apps affect teaching practices, especially the process of students’ satisfaction needs to be further explored. To fill this research gap, we build a theoretical model of how mobile social apps’ functions affect course satisfaction from the perspective of Media Richness theory and the (...) Uses and Gratifications theory. A total of 186 valid questionnaires from college students in China were collected, and a structural equation model was built to test our research model. The results show that as: only the communication function has positive impacts on knowledge sharing, while the impact of the information storing function and information distribution function on knowledge sharing is not significant; knowledge sharing does not affect course satisfaction in a direct way, but it can act indirectly through promoting collaborative learning, which shows the mediating role of collaborative learning. The theoretical implications and practical implications of the study are discussed. (shrink)

本书分三个大的部分:人如何认识自己——现象学的"自身意识"与"自我-反思"理论;人如何体知他人与万物——对同情共感与一体感的心性现象学探究;人何以为人——跨文化哲学视域下的羞感现象学与哲学人类学.