CIP /. 2003.11 ISBN 7-04 - 013639-2 Ⅰ.... Ⅱ.... Ⅲ.1 - - - 2 - - Ⅳ.1C955.2 2G64 CIP 2003 093476 010-64054588 4 800-810 - 0598 100011 http / /www. hep. edu. cn 010-82028899 http / /www. hep. com. cn 850 1168 1 /32 1 10.375 260 000 18.00

1 1 1 1916

Ⅱ 2002 7 18 2002 7 30 1 1.. 2002. 7. 18

Ⅲ

Ⅳ 1 2 3 4 92 12.. 1999. 7 34.. 1994. 8 271

Ⅴ 1936 20 50 1963 25% 10%

Ⅵ

Ⅶ 2002 7 23 1 1994 4 1 2002. 7. 28 ~ 30

2002 12 Ⅷ

1 1 1

2003 1 10 Ⅱ

1982 9

Ⅱ

Introduction In the Symposium on National Philosophy and Social Science Plan held in Sep. 1982 Hu Qiaomu pointed out in his speech that there was a tendency existing in teaching of science and technology universities that specialized education was paid important attention but humanistic education was neglected. He thought that it was very difficult for the students to study traditional Chinese culture and it was also unbeneficial for the students to grow up because they can only know little about Chinese history. Therefore they had to become incomplete Chinese. In fact it exists the thought that science is more important than arts in primary and middle school. So the liberal education is not taken into account as it should be. The students of primary and middle school cant study knowledge of traditional Chinese culture enough. Consequently these students cant become complete Chinese also. We can divide all social relations into five according to the theory of Marx on human being which includes the relation between the individual and politics and economy the relation between the individual and civilization the relation between the individual and environment the relation between the inter - individual and the relation between every element of the individuals mind. If a man can make these relations keep harmonious he will

Ⅱ Introduction be a complete Chinese whereas he will become an incomplete Chinese and the relations will be clashing. This thesis analyzes concretely the clashes between the individual and theses relations. There are many reasons why the clashes show. But the most essential reason is that the balance between the humanistic spirit and the scientific spirit on the scale of the individual is broken. Wherefore this thesis gets its hands on the reasons which are that there is the negative in conventional Chinese civilization and western civilization Chinese spirit has been destroyed by the ultra - Left trend of thought we learned the education of the USSR unilaterally and the humanistic spirit of Chinese is dispirited because they eager for quick success and instant benefit. So that as a complete Chinese he must be a citizen of the P. R. China who can make the humanistic spirit and scientific spirit mixed together and hold the conventional Chinese culture far and wide. This thesis emphasizes particularly on the characteristics and cultivation the of the humanistic spirit and scientific spirit. It is believed that a complete Chinese should have five accomplishments which are that he should be awake of building the social system of democracy actively he has a seniority and a prestige to achieve mastery conventional culture from ancient to now through a comprehensive study of the culture of China and the west he has a humanitarian bosom to treat the nature kind - heartedly and love everyone and he has a willpower to become a real man. To cultivate a complete Chinese must begin from training his scientific spirit and humanistic spirit. Firstly the educational idea of achieving mastery through a comprehensive study of the subject may be built up. That is to say the educational goal should be

Introduction Ⅲ humanized the humanistic knowledge and scientific knowledge can be kept balance schools families and society cooperate with each other and the cultivation should be allowed to be multifarious. Secondly fundamental education will be strengthened. It means that the teaching of science and arts should be improved and emphasized the elective can be given in schools and it also means to perfect the curriculum structure of fundamental education pay attention to the teaching of traditional Chinese culture train the students spirit of chasing the truth give up the educational idea of entrance examination abolish the system of dividing the science and arts into two parts in the teaching of senior middle school pay close attention to moral education and aggrandize the students sense of environmental protection. Thirdly academic spirit must be reshaped and liberal atmosphere must be constructed. That includes to set up academic spirit and ideality in order to make the university be a ideal source promulgate advanced thought pay respect to what every class need and train the students who have either humanistic spirit or scientific spirit. Finally civic education should be ameliorated. This paper thinks that civic education means to tell the civic what right they should have develop the citizens sense of meditating heighten womens social status make the civic have a correct views on justice and interest heighten the knowledge standard of the civic and carry out popular science education widely and so on. The results of this thesis are as following the amalgamation of humanistic spirit and scientific spirit in a one s mind is basic feature of a complete Chinese a complete Chinese should be cultivated in primary and middle school and he must study

Ⅳ Introduction traditional Chinese culture widely to form the general mood of society about the freedom of thought and exploring the truth freely is a necessary capitulation to cultivate a complete Chinese to heighten the whole quality of the civic is a consequent requirement to bring up a complete Chinese to join higher education and fundamental education is a inexorable way to cultivate a complete Chinese.

1 1 6 24 43 43 48 61 68 77 83 83 95 100 105 113 120 134

Ⅱ 135 138 142 145 145 ABCD 151 154 158 162 162 166 168 173 173

175 178 181 185 185 189 197 205 208 213 214 216 219 222 226 226 240 245 Ⅲ

Ⅳ 250 255 255 261 264 274 274 276 278 285 291 304

20 1982 9

2 1 1948 1.. 2001 144

3 1858 11874 2 27 2 Hebert Marcurse 1964 one dimensional man one dimensional society one dimensional thought 1987 1 2 3 12 T. H.... 1990 138

4 4 5 6 1 1912 2 3 4 1.. 1998 3 24... 2000 147 3

5 1840 1 2 12.. 53

6 1 2 21 12.. 53

7 1906 1 2 1. 4. 1988 309 2. 4. 1988 310 315

8 1 2 3 4 5 6 7 12. 4. 1988 310 315 34... 4. 1988 321 56. 23.. 4 1988 310 7.. 1996 52

9 1 2 3 4 5 6 7 124. 56.. 4 1988 310 3. 4. 1988 310 5... 4. 1988 310 67. 4. 1988 311

10 1 1895 2 3 1.. 1991 480 481 2.. 1987 389 3. 21. 1998 18

11 1 1.. 1991 480 481

12 1912 1 1.. 1987 397 399

13 1 2 1917 1 15 3 544 12.. 1987 397 399 3.. 1991

14 1 1.. 2001 144 154

15 1 2 12.. 2001 144 154

16 1 2 3 1. 1 231 T. H... 1990 85 23 T. H.... 1990 85 106

17 1 2 12 T. H.... 1990 114 158

18 1 2 1... 1983 8 2... 1980 147

19 1 2 20 20 12.... 1986 120 114

20. 5. 1993 494 ~ 496 1. 2. 1 2 3 4 5

21 3. 4. 5. 6.

22 1996 11 1992 6 1990 4 1989 5 2000 4 25 2000 3 1999 4 1997 20 80 90 1999 6 13

23 21 1 2 3 1. 1999. 6. 13. 1999 4 3 2.. 2001 3 8. 2001. 12 4

24

25 1 2 3 4 5 6 124 3 56

26 18 18 J. P. 1 1.. 1987 697

27 1 2 3 4 J. 123 4. 8. 1997 228

28 1 1. 1. 1972 24 ~ 25

29 1 1. 1. 1972 18

30

31

32

33

34 b n

35 1 2 3 4 13.. 1999 2 ~ 3 24.. 1999 12 144 ~ 146

36 1 2 12.. 1999 12 144 ~ 146

37 1 2 1.. 1999 2 2.. 1999 12 144 ~ 146

38 1 2 12.. 1999 12 144 ~ 146

39

40 1 2 3 16 65 1.. 2000 47 14 2.. 2000 43 3.. 2001

41 1 2 56 1.. 2000 43 16 2.. 1956

42

44 1 20 1 32. 1960 15

45 1 1949 1. 2 1991 699

46 1 1949 20 80 1949 20 1 1. 1952 321

47 20 1949

48 Eduard Spranger 1882 1963

49 1 2 3 4 170 1. 5. 1993 421 2.. 1987 3.. 2000 88 4.. 2000 366

50 1 1

51 100

52 20 90 1996 3 12 1995 83 685 608 678 57.6% 40 250 1 21 2001 8 2-1 2-1 2001 8 1 20010814 1.1 20010813 3 629 3 20010812 2 000 20010812 1

53 12 20010810 20010810 24 3 20010810 8 000 20010809 140 20010809 20010809 20010808 5 000 3 20010808 20010808 12 9 11 20010807 1 000 380 20010806 20010806 20010806 52 7 20010806 20010806

54

55 19 1 1

56

57 20 90

58 20

59 1 l992 1.. 2000 72 ~ 73

60

61 20 1970

62 259km 2 1 1988 15 130 20.60 10 1.. 2000 80 ~ 81 94 ~ 95

63 20 90 5% ~ 10% 1991 6 6 1998 35 35 312 7 2 500 20 70 7 0.7hm 2 50m 6hm 2

64 20 70 WHO 300 l /4 20 90 2 500 15 12% 1995 1994 10 1 000 3911

65 20 90 1081 1990 1996 1081 23 1 /3 1997 1998 1997 26 1998 8 5 1081 20 1998 331.7 34.6%

66 80% 262.2 27.2% 2002 3 1.32 20 2 460km 2 540 20 60 100 2 10 4 km 2 1972 1 /4 30 1 /10 28

67 2-2 2-2 1 1995 1995 1995 1989 / / % / % 59.1 21.0 121 3.8 37.3 552 2-3 2-3 2 1995 1995 1989 1995 1989 / / % / / % SO 2 444.1 23.9 359.7 22.6 849.5 50.3 543.0 56.5 1 325.3 67.5 470.0 182.0 21.4 12. 1999. 1999 417 418

68

69 = 20 80 2001 3

70 1 20 90 2 1993 1 13 1989 Z 1988 1990 63 1.. 1999 2.. 2000 320 ~ 324

71 1990 63 922 ~ 928 99A 1990 31 1988 100A 1992 9 1968

72 1997 9 1998 4 30 100 1 100 1 2 3 4 5 1 from http / /www.medical. east. cn.net

73 1 1949 1

74 1949

75

76 1 1949 2 1.. 1997 44 ~ 45 2.. 2001 343 ~ 345

77 80 300 80

78 20 70 ~ 90

79 1949 1 1. 21. 1999 12

80 1 1.. 1996 1

81 1993 5 2-4

82 2-4 1989 1995 1 / /0 1989 75.3 1.3 1990 80.0 1.4 1991 82.9 1.4 1992 85.0 1.5 1993 90.9 1.5 1994 98.1 1.6 1995 105.5 1.7 1. 1995. 1995 547

84

85 1 1.. 1997 304

86 19 1 2 12.. 2001 246 244

87 1 373 1.. 2002

88 1 1

89 1 2 3 4 1 23 4.. 1990 77

90 誆 46? 1 82 1.. 1999

91 1 300

92 19 70

93 1 2 1.. 1985 38 2.

94

95 2 500 1 1.. 1998 10

96 1 1840 1.. 1998 10

97

98 20 80

99 20

100 1949 1956 1 1956 1957 2 27 1.. 2000 397

101 1 2 3 4 12.. 2000 282 34 2001.4.27

102 1 1958 1965 1.. 2001 240

103 1965 395 22 1967 3 7 1 1965 3 1 2 1966 6 13 1966 1967 12. 1949 1982. 1984 412

104 1966 7 12

105 1949 20 20 60 1925 4 15 11928 5 16 1 7. 1958 74

106 11938 5 17 2 1928 1932 1931 1935 1802 1824 1 11. 1955 65 2 В. И. 1938 5 17. 1938 3 ~ 5

107 1847 69 1931 9 5 1 19 1950 6 1 9 1952 12 1953 1.. 1991 18

108 1919 1 18 1 1.. 1980 118 ~ 119

109 1949 1949 1949

110 20 50 1954 10 323 227 000 148 5

111 1951 1 215 119 000 15

112 323 227 000 215 119 000 1949 1933 900 345 20 80

113

114 1995 63 953 19 732 12 835 3 206 2 258 3 972 3 579 49 2 262 27.9% 619 137 2

115 1979 12 31 / 20 70 ~ 80 20 90 1996

116 7 1 1. 21. 1998 54 52

117 19 3 400 1994 35.6% 50 t 1 21 1. 21. 1998 54 52

118 1 2 3 1994 4 123. 21. 1998 151 ~ 152

119 1 7 000 2 3 123 http / /edu. sina. com. cn 2001. 2. 20 9:22

120

121 20 3-1 1 3-1 14 14 ~ 16 17 ~ 18 1.. 1986 102

122 14 14 ~ 16 17 ~ 18 17 ~ 18 1872

123 20 60 ~ 70 19 80 1880 8 2 17 18 17 17 18 17 1702

124 1959 1969 5 ~ 10 5 6 7 ~ 10

125 5 6 7 10 11 13 20 60 1972 11 1 2 3

126 1 1902 2 3 497 1.. 1994 8 23.. 1961

127 1904 1 2 1909 12.. 1961 506 509

128 1 1912 9 2 1912 1 19 3 4 1915 1917 1918 1921 1922 49 547 9% 1922 124.. 1961 518 526 527 3.. 1999 109

129 1929 1922 41% 36.5% 12% 1922 59% 63.5% 88% 1932 1936 1940 1948 20 50 1958

130 1949 ~ 1982 1 1959 1961 1959 1 1958 1959 1961 1961 27 3 495 18.67% 2 1977 1981 1981 4 3 1. 1949 ~ 1982. 1984 233 23. 1949 ~ 1981. 1984 150 152

131 1 1949 ~ 1981 1981 1981 3-2 3-2 1902 1904 2 ~ 2 1904 1909 5 ~ 5 1. 1949 ~ 1981 1984 157

132 1909 1912 3 ~ 3 1912 1915 3 ~ 3 1915 1929 14 ~ 14 1929 1936 13 ~ 13 1936 1948 12 ~ 12 1948 1949 1 ~ 1 1949 1958 9 ~ 9 1958 1961 3 ~ 3 1961 1981 20 ~ 20 1981 2002 21 ~ 21 55 51 3-2

133 1923 1 1.. 1999 92

135

136 1 1999 40 2 1962 1968 1962 3 17 1.. 2001 264 23.. 2002. 9. 5 11

137 1 2 1 2002. 9. 4 284 1 2.. 2000 7

138 1 2 12... 1998 259 ~ 260

139 1928

140 1 1. 21. 2000. 1. 10 1

141

142

143 WTO

144

146 1 20 20 90 21 1.... 2000 233

147 1916 1917 1 1.... 2000 253

148 1 2 3 1916 1917 1921 6 4 5 12345.... 2000 234 235

149 1 1.. 2002 82

150 1 1.. 3 2000. 2. 22

ABCD 151 ABCD 1973 7 10 1 ABCD 1 7 12 14 1. 1949 ~ 1982. 1984 460 ~ 461

152 獉獉獉獉獉獉獉獉獉獉獉 獉獉獉獉獉 獉獉獉獉獉獉獉獉獉獉獉獉獉獉獉獉獉獉獉獉獉獉獉獉獉獉獉 獉獉獉

ABCD 153 ABCD 1 1

154 100

155 1 1.... 1994 1

156 1 2002 1 1.. 2000. 3. 4 8

157 2l 2050 1 1. 21. 1999 12

158 1 2 23 1.. 2001 4 19 ~ 2.. 2000 44 6

159 1 2 1.. 2000 44 6 2.. 2000 11

160 1 2 5-1 1.. 2000 11 2... 1998 6 36

161 5-1 5-1

163 2.6 1 /5 34% 1984 5 418 10 658 1990 14 1994 72.4 1 7 1.. 1997 247

164 1 1. 21. 1999 12

165 1987 1992 21 21

166

167 J.

168 20 50 20 70

169 18 1 1. 21. 1998 266 ~ 267

170

171 M. K.

172 20 70 120 80 STS 1. 21. 1998 266 ~ 267

95% 8

174 1 1.. 1994 101

175

176 1 2 12.. 1986 29

177 180 60

178 1925 4

179

180

181 2001

182 9 11 9 11

183 21 200 1 21 1. 21.. 21. 1997 4

184

186 1 1.. 2002 5 87 ~ 88

187 20 80

188

189 2002 8 26 20 1 000 6.6%

190 1 1.. 2001 11 6 16

191 21 1 1. 21. 1998 147

192 150 10 4% 25%

193 = + 20 1998 3-34 2.67 8.25 7.84 1 1.. 2001. 11 3 4A 28

194 90 9 875 12 570 GDP 13% 17% 1 2 3 4 5 1234.. 2001. 11 3 4A 28 5.. 2001. 11 6 16

195 1840 2002 8 26

196

197 1983

198

199 1 1. 1.. 2001. 13 5 23

200 2. 3.

201 1 2 1 38. 1986 90 2 42. 1979 124

202 1 1.. 2001 245

203 1 + 1 > 2 1 + 1 = 1 1 + 1 < 1 1 1935 1.. 1999 1 ~ 2

204

205 1998 John Rawls obligation

206 19 Samuel Smiles

207 1 2 3 1... 1999 2 23.. 2002 77

208 conscience 19 G. W. F.

209 J. 19 L. 1 1 6. 1961 152

210 1 1.. 2000 11 79

211 1 2 12.. 1997 4 56

212 20 90

214 21

215 1 2 3 4

216 20

217 誩 1949 1 2 12.. 1998 171 ~ 172

218 1 1992 9 1997 8 1 2 3 4 5 6 1.. 1998 171 ~ 172

219 21

220

221

222 9-1 9-1

223 21

224 20 1 2 1982 9 10 12 http / /news. china. com

225 1 2 12.. 1984 362 ~ 363

227 1 2000 12 11 2 5 3 4 1 21CN.. 2000. 12. 23. 2001. 1. 4

228 1 1981 4 2 304 330 180 20 70 80 239 1988 1. 2001. 1. 4 2. 1985 153 ~ 154

229 1952 4 1 1 32 4 2 32 4 3 32 4 4 28 8 1.. 1996 458 484

230 1978 1 1 3 96 3 90 4 120 13 67% 19 15 1.. 1996 458 484

231 1949 1930 1995 10-1 ~ 10-3 1949 A = 18 10 B = 21 11 C = 22 11 D = 25 6 E = 29 2 F = 30 9 G = 37 H = 1978 1 18 I = 1981 4 17 J = 1963 7 K = 1994 L = 1995 4

232 40 1949 1949 680 936 256 10-1 10-1 1949 1949 10-2 10-2 10-3

233 10-3 1 1966 20 80 60 1949 20 80 80 20 60 90 20 90 1.. 2001 144

234 1 1988 47 25 24.5 l 25 2 25 24.5 l 12.. 1996 298 209 210

235 1 1902 1911 501 1 182 3 847 9 587 1949 20 80 30 1958 8 9 1959 1958 6 1977 8 8 1978 20 80 1. 1911 1949 1995

236 1 2 1 2.. 2

237

238 1 2061 5 1.. 2000. 1. 9 3

239 1 2 12.. 2001 233

240

241 1.6 90%

242 1 2000 120 12 2 5 3 1 T. H.. 1990 158 10 23. 2001. 02. 14 11

243 1 2 1.. 1959 291 2.. 2001 155

244 1949 1981 4 1 2 1.. 1985 153 ~ 154 2.. 3 1991 1060

245 70% 20 70 80

246

247 1997 2

248 20 90

249

250

251

252 19 Samuel Smiles 1 2 + 4 1.. 1999 5

253

254 K 1 1 Jill Ker Conway Kenneth Keniston and Leo Marx. Earth Air Fire Water Humanistic Studies of the Environment. University of Massachusetts Press 1999 p.25

256 1 2 1852 1.. 2001 89 2.. 1997 4

257 1 2 1.... 1999 358 ~ 359 2.. 1999 10

258 1 1.... 1999 395 ~ 396

259 1 1.... 1999 358 ~ 359

260 1 1918 11 2 1957 2 27 1.. 2002 79 2. 1922 12 17

261 1 2 1.. 7. 1999 230 2.. 2001 92

262 1 1928 1911 1928 10 1937 1.. 1997 4

263 1941 1 2 1950 1958 1950 1970 1.... 1999 396 ~ 397 2.. 1941. 10. 20 1 16

264 1936

265 1 2 12... 1948. 4

266 1931 1 90 2 1.. 1997 4 2 V K Nanda.Science education today. New Delhi J L Kumar for the Anmol Publications 1997 p.62

267 1 20 1. 1997 4

268

269 1 1949 11-1 11-1 59 34 93 63.4 36.6 26.8 1949 68 49 117 58.1 41.9 16.2 1 T. H.... 1990 158

270 1952 102 40 142 71.8 28.2 43.6 1954 97 37 134 72.4 27.6 44.8 1956 116 40 156 74.4 25.6 48.8 1958 494 71 565 87.4 12.6 74.8 1960 880 117 997 88.3 11.7 76.6 1962 402 65 467 86.1 13.9 72.2 1964 259 70 329 78.7 21.3 57.4 1971 227 26 253 89.7 10.3 79.4 1973 233 33 266 87.6 12.4 75.2 1975 254 33 287 88.5 11.5 77.0 1977 264 43 307 86.0 14.0 72.0 1979 359 71 430 83.5 16.5 67.0 1981 384 92 476 80.7 19.3 61.4 1990 478 165 643 74.3 25.7 48.6 1992 478 167 645 74.1 25.9 48.2 1993 488 170 658 74.2 25.8 48.4 1994 499 171 670 74.5 25.5 49.0 1995 478 164 642 74.5 25.5 49.0 1996 466 161 627 74.3 25.7 48.6 1997 460 161 621 74.1 25.9 48.2 1998 448 159 607 73.8 26.2 47.6 1949 78.5 21.5 57.0

271 11-1 26.8 16.2 1952 1971 79.4 1990 48% ~ 49% 1949 57 21.5% 78.5% 1 /3 1869 1945

272 6 8 1 /4 8 10 2 485 40% 31% 29% 3 + X 3 + X 3 X 6

273 1 3 + X X 2002 SATs 1. 3 + X. 2000. 4. 28

275 1 1.. 2001 328 ~ 329

276 1 1.. 2001 242

277 1 2 3 1.. 2001 242 23.. 1987 386

278 1 8.10 8.04 7.95 72% 0.01% 5.18% 21.12% 4.8 1907 6 1.. 1990 1996. 1997. 4. 5

279 1975 11.7 0.8 1.42% 8.04% 23.34% 37.06% 14.99% 12.0% 6.4% 4.5% 1988 1949 15.1 35.4 2 1975 520 1975 200 1976 2 104 1976 197.3 1976 137.8 10 1 1949 20 1996 68 1975 1 758 1977 948 1970 139 106 9.7% 1.3% 30% 1949 80% 1949 1.. 1998 6 1

280 1964 38.1% 1982 23.68% 1987 20.6% 1996 12% 1.4 1987 12 14 36.8% 15 40 50.9% 6 11 56.9% 1996 29.6 1 569 3.5% 1.3% 52% 3.7 9 90% 6.3 12 40% 1.9 9 20% 1988 500 900 1 1.. 1997 121

281 1 1960 17 1.. 1999

282 1 2 3 1 Black C ed. Comparative modernization New York The Fnee Press 1976 148 ~ 149 2.. 1998 6 3

283 1 1.. 2001 245

284 1 2 12.. 2000. 1. 9 3

286 1949

287

288 1 1.. 2001 159

289

290

1... 2000 2... 2000 3... 2000 4... 1997 5... 1999 6... 1998 7... 1998 8... 1996 9.. 21. 1999 10... 1999 11... 2000 12...

292 1997 13... 1990 14... 1995 15... 1991 16... 1991 17... 1990 18... 1987 19... 1985 20... 1988 21... 1999 22... 1999 23... 1961 24... 1987 25. S. G.. 2000. 1996 26. 21..

293 1996 27... 1997 28... 1996 29... 1999 30... 2000 1992 31... 32... 1996 33... 1996 1999 34... 2000 35... 2000 36... 37... 1997 38... 1985 39... 2000 2001 40... 41... 1990 42.. 21

294. 1998 43.. 1 1972 44... 1987 45.. 5 1993 46... 1987 47... 1999 48... 1956 49.. 1949 ~ 1982. 1984 50... 2001 51.. 1949 ~ 1981. 1984 52.. 1982 ~ 1984. 1986 53.. 1985 ~ 1986. 1988 54.. 1988. 1989 55.. 1989. 1990 56.. 1990. 1991

295 57.. 1991. 1992 58.. 1984. 1985 59.. 1990. 1991 60.. 1991 ~ 1992. 1992 61.. 1993. 1994 62.. 1994. 1995 63.. 1995. 1996 64.. 1996. 1997 65.. 1997. 1998 66.. 1998. 1999 67... 2000 68... 2000 69... 2001 70... 2000 71... 2000

296 72... 2000 2000 73... 74... 2000 75... 2000 2000 76... 77... 1996 78... 1994 79... 1992 80.. 20. 1988 81... 1994 1990 1996 82... 83... 84... 1996 85... 1996 86... 2000

297 87... 1999 88... 1998 89... 1999 90... 1999 91... 1998 92... 1997 93.... 1996 94... 1987 1987 95... 96... 1990 97.. 8. 1997 1991 98. 32. 1960 99. 2 3. 100... 1999 101... 1997

298 102.. 1996 103.. 1995. 1995 1990 104... 105... 1999 106... 1986 107... 1980 1998 108... 109... 1997 2001 1987 110... 111... 112... 1983 113... 1986 114... 1999 115... 1998 116.. 1.

299 1990 117... 1996 118.. 1911 ~ 1949. 1995 119... 1999 120... 1999 121. 4. 1928 122... 2002 123... 1990 124....1999 10 125.... 2000 6 126.... 1998 6 127.... 2000. 4. 25 1999 12 128... 129.... 2000 47 130... 2000 43 44 131... 2000

300 132.... 2000 7 133.. 21. 1999 12 134... 1998 10 135.. 21. 2000. 1. 10 136.... 2000 11 137... 2000. 1. 9 138... 2000. 10. 30 139.. 3 + X.. 2000. 4. 28 140... 1998 6 141... 2000. 1. 9 142. C Bell. The Reforming of General Education The Columbia College Experience in Its National Setting. New York Columbia University Press 1966 143. P J Faraco et al. Chemical Education in Europe. The Chemical Society London Burtington House 1976 144. J G Gaff. General Education Today a Critical Analysis of Controversies Practice and Reform. San Francisco Jossey-Bass 1983 145. D Green. International Developments in Assuring Quality in Higher Education pp. 168 ~ 177. London The Falmer Press 1994 146. Harvard Committee. General Education in a Free Society. Cambridge Massachusetts Harvard University press 1945 147. R M Hutchins. The Higher Learning in America. New Haven

301 Conn Yale University Press 1936 148. E J McGrath. Liberal Education in the Professions. New York Teachers College Press 1959 149. F A Vught. Western Europe and North America International Developments in Assuring Quality in Higher Education pp. 3 ~ 17. London The Falmer Press 1994 150. Jill Ker Conway Kenneth Keniston and Leo Marx. Earth Air Fire Water Humanistic Studies of the Environment. University of Massachusetts Press 1999 151. N L Gupta. Humanistic Tradition of India. Dehli Gate Daryagari New Dehli - 110002. Mohit Publications 1999 152. V K Nanda. Science Education Today. New Delhi J. L. Kumar for the Anmol Publications 1997 153. Lester K Brown ed. State of the World 1990 A World Watch Institute Report on Progress toward a Sustainable Society. New York W. W. Norton 1990 154. William Cronon ed. Uncommon Ground Toward Reinventing Nature. New York W. W. Norton 1995 155. E O Wilson. On Human Nature. Cambridge MA Harvard University Press 1978 156. Bill McKibben. The End of Nature. New York Random House 1989 157. Bina Agarwal. A Field of Ones Own Gender and Land Rights in South Asia. New York Cambridge University Press 1994 158. Michael Smith. Pacific Visions California Scientists and the Environment 1 850 ~ 1 915. New Haven Yale University Press 1987 159. Karl Polanyi. The Great Transformation. Boston Beacon Press 1980 160. James F Veninga. The Humanities and the Civic Imagination

302 Collected Addresses and Essays 1978 ~ 1998. Denton Tex. University of North Texas Press 1999 161. Tobin Hart L Peter Nelson and Kaisa Puhakka. Transpersonal Knowing Exploring the Horizon of Consciousness. Albany N. Y State University of New York Press 2000 162. Grote E John. Paideia Agonistes the Lost Soul of Modern Education. Lanham. Md. University Press of America 2000 163. G Marian Kinget. On Being Human and Pleasure and Pain Two Humanistic Works. Lanham Md. University Press of America 1999 164. John Rowan. Ordinary Ecstasy the Dialectics of Humanistic Psychology. London Philadelphia Brunner /Routledge 2001 165. Freedman O James Idealism and Liberal Education. Ann Arbor University of Michigan Press 1996 166. Paul D Simmons. Freedom of Conscience a Baptist /Humanist Dialogue. Amherst N. Y Prometheus Books 2000 167. Paul Kurtz. Embracing the Power of Humanism. Lanham Md. Rowman & Littlefield Publishers 2000 168. Christopher Martin Bache. Dark night Early Dawn Steps to a Deep Ecology of mind / Christopher. Albany N. Y State University of New York Press 2000 169. Eisler Riane Tennenhaus. Tomorrows Children A blueprint for Partnership Education in the 21st Century. Boulder Colo. Westview Press 2000 170. Michael Peters. After the Disciplines the Emergence of Cultural Studies. Conn. Bergin & Garvey 1999 171. Charles J Sykes. The National Review College Guide America s Top Liberal Arts Schools. New York Simon & Schuster 1993 172. Atwill Janet M. Rhetoric. Aristotle and the Liberal Arts

303 Tradition. Ithaca NY Cornell University Press 1998 173. Proctor E. Robert Defining the Humanities How Rediscovering A Tradition Can Improve Our Schools with a Curriculum for Today s Students. Bloomington Indiana University Press 1998 174. F Carlos. Global Perspectives for Educators. Boston Allyn and Bacon 1999 175. Robert Orrill. Education and Democracy Re-imagining Liberal Learning in America. New York College Entrance Examination Board 1997 176. Norma Berkowitz. Humanistic Approaches to Health Care Focus on Social Work. Birmingham Venture Pr. 1996 177. Wise Jessie. The Well-Trained Mind a Guide to Classical Education at Home. New York W W Norton 1999 178. Silver Mitchell. Respecting the Wicked Child a Philosophy of Secular Jewish identity and education. Amherst University of Massachusetts Press 1998 179. Karabell Zachary. What s College for The Struggle to Define American Higher Education. New York Basic Books 1998 180. Barr Jean. Common science Women Science and Knowledge. Bloomington In Indiana University Press 1998 181. John Wallis. Liberal Adult Education The End of An Era Nottingham Continuing Education Press University of Nottingham 1996 182. Sousa W. Ronald. The humanities in Dispute a dialogue in Letters. West Lafayette Ind. Purdue University Press 1998 183. Digumarti Bhaskara Rao. Science Education in Asia and the Pacific. New Delhi Discovery Pub. House 2000 184. Helga Behrendt. Research in Science Education-Past Present and Future. Boston Mass. Kluwer Academic Publishers 2001

80

305 SPSS

306 Ruth Hayhoe 2003