| 1. | Aesthetis significance of instrumental rationality in the marketing context
市场语境下工具理性的审美意义 |
| 2. | Quantitative evaluation embodied objective orientation and pursued instrumental rationality
量化课程评价是目标取向的，它追求工具理性。 |
| 3. | The implications of procedural rationality as opposed to instrumental rationality are far reaching for our understanding of economics and economic history
程序理性的含义与工具理性相反，更难理解经济学和经济史。 |
| 4. | According to him , both weber ' s view of intention - instrumental rationality and modern subjective philosophy ' s overstatement on self - consciousness are partial
但是哈贝马斯认为无论是韦伯将理性理解为目的合理性和形式合理性，还是近代主体性哲学对自我意识的过分强调，都是片面的。 |
| 5. | In the aims of evaluation , the ugeshsa is pledged for all kinds of great goals at first when it was rebuilt . because of strong drive from instrumental rationality , however , they are going to be distanced and neglected in practice with time going
就目的而言，在工具理性的强力驱动下，我国高中会考复起时关于她的各种信誓旦旦的初衷，已经与时俱进地被实践疏远和遗忘。 |
| 6. | The ugeshsa ' s value of exist understood anew , it is necessary that through reflectively thinking by itself , it should remove all stacks of blindness of instrumental rationality , and reset its goals : to facilitate all students individual to develop in full way
找回高中会考的存在价值，需要其自身在反省的过程中走出工具理性的迷堆，重塑自己的目的：促进全体学生个体的全面发展。 |
| 7. | Educational modernity has various malaises , so unprecedented tensions have been resulted from the instrumental rationality , imperfect intellectual men created aloof from the normal world , and the well - recognized educational crisis spreading worldwide
摘要教育的现代性存在着种种隐忧：工具理性的张扬使人与人、人与自然的关系空前紧张；不完整的人性观培养的是脱离“生活世界”的“知识人” ；教育全球化带来了认同的危机。 |
| 8. | The author proposes four points about the consequence of globalization : 1 ) the hegemonial nature of free market ; 2 ) the declining and maintaining of multi - culture ; 3 ) the instrumental rationality of globalization dividing the whole personality of human nature ; 4 ) nationalism under the tide of globalization
关于全球化的结果，作者提出四点： ( 1 )市场的霸权性质； ( 2 )多元文化的消失与维护； ( 3 )全球化的工具理性割裂性的完整人格； ( 4 )全球化浪潮中的民族主义。 |
| 9. | Finally , the paper focuses on the concept of training " all - healthy man " as opposed to the alienation of " lopsided man " that is produced in the context of dual opposites between subject and object with the traits of technical production and hierarchy by instrumental rationality and the lack of human subjectivity
最后，本文的理念落实为培养“健全的人” ，以抵御传统的主客二元对立境域中衍生出来的工具理性之技术化生产、科层结构、人文的主体性缺失而导致的“单向的人”的异化。 |
