The process of modernization in China and the approach of the era of global knowledge economy have not only triggered a discussion on humanistic spirit, but also the importance of humanistic quality education has spread throughout the whole society. The words "humanity" and "humanity" finally entered Chinese at the end of the 20th century. But how to understand the theoretical connotation of these name concepts (from "humanistic spirit", "humanistic quality" to "humanistic science")? They fundamentally belong to the principles of humanities. As far as its main aspects are concerned, humanism belongs to the category of ideological history, and there are humanitarianism, humanism and humanistic spirit in the same category, which are manifested in social thoughts and ideological positions; Humanities belongs to the classification of pedagogy teaching disciplines, and the concept of humanistic quality is located in the educational principle of humanities. Humanities is a theory that systematically studies the principles of human activities from a philosophical perspective, including humanism and humanities. ?

The above three kinds of research can not replace each other, for example, the humanities can not replace the functions of the humanities. On the contrary, the three are always interrelated: humanism always depends on the educational form of humanism and must have the value position of humanism. ? Generally speaking, the formation and prominence of humanism, humanities and humanities are modern phenomena in the process of modernization. Although humanism and humanities have their classic forms in the East and the West, if they are divorced from the background of modernization, the ancient humanistic tradition without history will be metaphysical, which will only blur and obscure the modernity of humanistic thought. Humanism is a response to modernization. Humanism's resistance to the mainstream of modern science and technology business is reflected in academic and educational thoughts, and humanities and humanities are consciously different from natural science and social science. This distinction continues to this day. As the academic classification of disciplines, the words "humanities" and "humanities" did not enter the China cultural circle with Chinese mainland, Hong Kong and Taiwan as the core until 1980s, lagging behind the modern classification of natural science and social science, and entered China for nearly a century.

To reflect on modernization and its scientific and technological thinking mode and value orientation in daily life, and then coordinate and standardize modernization from a broader and complete humanistic perspective, it is necessary to have a theoretical basis of a humanistic system different from natural science and social science. Whether at home or abroad, it takes a long time for the whole society to understand the concept of humanities. So far, there is no unified and mature theory of humanities in international academic circles. At the beginning of the theoretical study of humanities, it is necessary to realize the frontier and exploratory nature of this field. This feature also shows the vitality of humanities in the ascendant. In the era of "knowledge economy" in which professional skills and knowledge structure are rapidly updated, higher requirements are put forward for the "transfer" ability of the core structure of principled knowledge, so that what is more fundamental is not the existing knowledge, but the humanistic subjective wisdom, will and emotional quality of innovative knowledge. Humanistic quality is not only knowledge, but also the basis of value judgment of all human behaviors including knowledge application. Therefore, the humanities will occupy an unprecedented important position in the 2 1 century. However, the modernity of humanities can not be attributed only to the competition with modern scientism. Unlike romantic humanism, which opposed human nature and scientific and technological production activities and limited it to traditional culture and daily life, Marx regarded human nature as an objectified activity based on labor, so modern science and technology is the most important object of humanities. The humanities criticized the one-sidedness of human and social development caused by scientism, even the crisis from interpersonal relationship to natural ecology. At the same time, it reveals the humanistic value dynamic system and the humanistic essence of scientific spirit, and how the dialectical historical development of scientific and technological activities produces humanistic quality. Humanities and natural sciences are contradictions of unity of opposites cultivated under modern historical conditions. Under the situation of contemporary science and technology and humanities, they have tended to penetrate and depend on each other. Marx therefore predicted: "The future natural science will include science about people, just as the science about people includes natural science: it will be a science." [ZW (]1844 Economic and Philosophical Manuscripts, Volume 42 of the Complete Works of Marx and Engels, People's Publishing House, 1979.

, page 128. Grasping the humanities in the relationship of unity of opposites with science and technology is the central clue to study and study this field. As the principle of humanism and humanities, An Introduction to Humanities discusses the historical origin and morphological evolution, objects and methods, categories and logics, functions and modern significance of humanism, humanities and humanities itself from the perspective of combining history (modernization-modernity) and logic. ?

Humanistic education is an activity from preschool education, primary and secondary education to higher education, and even runs through people's life. The pillar or foundation of humanistic education is the practice of emotional enlightenment, which focuses on the juvenile stage. As a concept or theoretical form of humanities education, with the improvement of adult's rational status, its influence will be stronger. In the 2 1 century with unprecedented significance of humanities, we should not only deepen and integrate the majors of normal universities and liberal arts departments, but also base ourselves on the balanced and healthy development of the future society, that is, educate the backbone of the future society on the principles and concepts, and carry out humanities teaching in all higher education. For graduate students of arts and sciences, the principle of humanities is a comprehensive training on the edge of arts and sciences in the depth of knowledge genesis, which is of creative significance. In a more general sense, the principles of humanities and related knowledge provided in this book should be an indispensable part of the knowledge structure of China intellectuals in the 2 1 century. ? The humanities endow the complex historical experience forms of humanism and humanities with the unity of principles, so that they can be accurately positioned in a deeper and more universal system connection. For example, a widely influential viewpoint in the study of contemporary China's ideological history is that China's Marxist humanism in the 1980s was mainly attributed to the anti-feudal enlightenment, thus asserting that humanism lacked the ability to reflect on modernization. Critics failed to distinguish the different modernity between Renaissance and Enlightenment humanism and19th century humanism, and failed to observe the complexity of the coexistence of two kinds of humanism in different stages of China's contemporary ideological emancipation movement, thus failing to understand the historical position of humanism, especially Marxist humanism, in the modernity criticism beyond capitalist modernization. ?

For another example, at present, there are few books on the introduction of humanities, and almost all of them have the problem of replacing the principles of humanities with specific subjects of humanities. Due to the lack of clear and unified principles of humanities, such works may even not distinguish between social sciences and humanities, but understand humanities as a so-called "liberal arts", and confuse social sciences such as economics, law and sociology with the history, literature, philosophy, art, aesthetics, education and ethics of traditional writers and historians, making them neither fish nor fowl (seemingly close to an encyclopedia), but collectively referred to as ". Or although the humanities and social sciences are separated, the humanities are still fixed based on the traditional liberal arts concept. This compilation angle does not understand the variability, fluidity and uncertainty of the scope of the humanities: the classical humanities even include arithmetic, geometry and astronomy in modern science, while grammar or linguistics, a traditional discipline in the humanities, has become increasingly blurred with physics after being quantified as the analysis object of electronic computers in the contemporary era. On the other hand, if you study advanced mathematics to develop your thinking ability, in this particular state,

Advanced mathematics is a typical humanities subject. Behind this judgment is a solid principle standard of humanities. The compilation of external clustering of liberal arts without the principles of humanities can not only constitute a unified principle book, but also because these subjects have been taught one by one in primary and secondary schools, there is no reason for them to re-teach them in such a crude way. Emphasizing the unity of humanities principles for humanities does not mean that humanities principles can replace many disciplines teaching of humanities. Humanities bears the practical function of cultivating humanistic quality from the perspective of various disciplines, which is irreplaceable by the humanistic principle in the form of conceptual theory. First, the practicality of humanities education (including informed sensibility) must be reflected in the practice of various humanities disciplines; Secondly, the concreteness and individuality of humanities, which are closely related to this practical process, limit conceptual thinking. Therefore, humanistic education must permeate the whole process of general education with compulsory education as its main task; The teaching of humanistic principles in higher education is only the concept and theoretical part of the overall project of humanistic education. ?

The more profound limitation is that the practicality, concreteness and individuality of humanities can not be summarized by some abstract conceptual theory system. In this sense, modern philosophy of linguistic analysis criticizes abstract concepts and arrogantly generalizes the essentialist errors of individual things, which is of warning significance to the functional scope and limits of the principles of humanities. This means that even if the conceptual principle of humanities tries to avoid or weaken the rigid framework of the conceptual logic of natural-social science, it is still related to the humanistic quality "fact itself" of the living moving body (the slogan of Husserl's phenomenological movement: "Back to the fact itself"! ) can't finally match and maintain indelible differences. Therefore, if the principles of humanities don't want to be ossified into an abstract conceptual symbol system, we must keep an inseparable tension relationship with humanities while creating our own unique categories, logics and methods: if humanities don't keep the principle differences with humanities, they will dissolve their own theoretical forms and cease to exist; If the humanities does not maintain its affinity with the humanities, it will lose the inherent agility of life in the logical concept system of the humanities and cannot be distinguished from the natural-social sciences. [zw] See You Xilin: "Humanity and its Modern Significance", Chapter IV Section 7, "Back to the fact itself", Shaanxi People's Education Publishing House, 1996. [ZW] This latter point, for those who are about to enter the humanities field, means a suggestive requirement: not only to prepare the abstract and sublimated thinking of the brain, but also to open a heart that is sensitive to introspection and contains passion for the ideal of beautiful humanity.

2. Social science: it is the science of studying social phenomena. Its task is to study and expound various social phenomena and their development laws. Social science covers subjects such as politics, economics, military science, law, education, literature and art, history, linguistics, ethnology, religion, sociology, journalism, etc. In the development of modern science, the new scientific and technological revolution has provided new methods and means for social science research, and the trend of mutual infiltration and interconnection between social science and natural science has been strengthened.

3. Natural science: the science that studies the form, structure, nature and motion law of natural substances. It is a summary of human production and natural science experiments. It takes nature and natural phenomena as the research object, and its purpose is to remind the nature of various phenomena, understand their laws of motion, use and transform nature according to natural laws, and benefit mankind. Natural science comes from and serves production practice. It develops with the development of production and actively promotes the development of production. Natural science is the productive force of knowledge form. Natural science is characterized by inheritance and non-class. Modern natural science is generally divided into basic science, technical science and applied science. Basic science is a science that studies the nature of natural substances and the basic laws of various forms of motion. It is the theoretical basis of technical science and applied science, including mathematics, astronomy, geoscience, physics, chemistry and biology. Technical science is a science that studies the theoretical nature of technology, such as electronic technology, laser technology, energy technology, space technology and so on. Applied science is a science of technical and technological nature directly applied to production and life. Basic science, technical science and applied science are mutually conditional and complementary.