Literary estheticism as a tendency towards theory of cultural critics 走向一种文化批判理论
2.
So the writer of the paper concludes that locke ' s estheticism has once played its significant part in the english empirical estheticism 洛克的美学思想对英国经验主义美学家产生过重要影响。
3.
The composition can not merely reflect the ability of a student ' s language use , can also reflect its ability of cognitive and estheticism , ideological cultivation and literature artistic accomplishment , etc 作文，不仅能反映一个学生的语言运用能力，更能反映其认识能力、审美能力、思想修养和文学艺术修养等。
4.
Locke is regarded as a pioneer of the english empiricism and estheticism in the following three aspects : the subjectivity in the nature of beauty , imagination of esthetic activity , and utilitarianism of the artistic education 摘要洛克是英国经验主义哲学和美学的开创者，其美学思想表现在三个方面，即美的本质的主体性，审美活动的想像性和艺术教育的功利性。
5.
That mountainous city road is the public exhibition of a mountainous country city , affecting the whole image of the city , but the necessery gardenlization streets sight design is a means to increase city image . however , city that front with several design how to beautify the sport for the characteristic with the estheticism , to mountainous city , the road ' s gardenlization streets sight design results in ecology problem , and more roads are not widespread thought of 山地城市道路是山地城市的公共展廊，它影响着城市的整体形象，而必要的园林化街景设计是提高城市形象的手段。然而，当前以几何设计和唯美主义为特征的城市美化运动，对山地城市园林化街景的设计，造成生态环境问题，而更多的街景设计未被普遍重视。
6.
Enlightened by how the people ' s activities divided in philosophy , the activities in the activity - teaching view was divided into the following four kinds : activity emphasizing on practice , on cognition , on a estheticism , and association activity loaded by the former three kinds of activities . the writer discusses the purpose , the content and the teaching organization in each of the former three kinds of activities , on association activity , the writer discusses the necessity to carry on it , and put forward some suggestions on organizing the association activity 第三部分新数学课程中活动教学的实施本部分主要受哲学对人类活动类型划分的启发，把活动教学视野中的活动划分为侧重于实践的活动、侧重于认知的活动、侧重于审美的活动和以实践、认知、审美为载体的交往活动，对前三种活动分别从活动的目的、活动的内容、活动的教学组织三个方面展开论述。而对于以实践、认知、审美为载体的交往活动则从开展交往活动的必要性及交往活动的教学组织两个方面展开论述。
