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中国的马克思主义哲学教科书诞生之日,就是传统马克思主义哲学教科书范式的形成之时(“形成期”),而传统马克思主义哲学教科书范式形成之时,又是传统马克思主义哲学教科书范式的发展(“发展期”)和创新之日(“创新期”)。这就意味着,中国马克思主义哲学教科书范式的分期只能是“宏观”意蕴上的,而不能是“数学”意蕴上的,或者说,中国马克思主义哲学教科书范式的各个时期和不同阶段并没有明确的界限,即“你中有我,我中有你”。正是因为其分期与划界的理论困难,学术界对中国马克思主义哲学教科书范式分期这一重大课题,明显缺乏应有的关注。全面和深层梳理教科书范式的发展史,不仅有利于寻找教科书范式背后的深层问题意识,而且有利于发现当代中国马克思主义哲学研究的正确道路。
The birth date of China’s Marxist philosophical textbooks is when the traditional Marxist philosophical textbook paradigm was formed (the “formation period”). However, when the traditional Marxist philosophical textbook paradigm was formed, it was also the traditional Marxist philosophical textbook paradigm Development (“Development Period”) and Innovation Day (“Innovation Period”). This means that the staging of the Chinese Marxist philosophical textbook paradigm can only be on the meaning of “macroscopic”, not on the meaning of “mathematics”, or in different periods of the paradigm of Chinese Marxist philosophical textbooks There are no clear boundaries between stages, ie “you have me, you have me.” It is precisely because of the theoretical difficulties of its staging and demarcation that academics clearly lack due attention to the important issue of staging the paradigm of Chinese Marxist philosophy textbooks. A comprehensive and deep review of the history of the development of textbook paradigms not only helps to find out the deep-seated questions behind the textbook paradigms, but also helps to find out the correct way to study Marxist philosophy in contemporary China.