{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"7e4c841a-b79b-4458-bd26-8f762fabd431","title":"技术与时间 3：电影的时间与存在之痛的问题","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787544726474","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"7e4c841a-b79b-4458-bd26-8f762fabd431","id":"7e4c841a-b79b-4458-bd26-8f762fabd431","uuid":"7e4c841a-b79b-4458-bd26-8f762fabd431","title":"技术与时间 3：电影的时间与存在之痛的问题","normalized_title":"技术与时间3电影的时间与存在之痛的问题","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787544726474","isbns":["9787544726474","1111101000"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":344,"navigation_url":"https://workshop.closeclaw.top/ai/book/7e4c841a-b79b-4458-bd26-8f762fabd431","title_url":"https://workshop.closeclaw.top/ai/title/%E6%8A%80%E6%9C%AF%E4%B8%8E%E6%97%B6%E9%97%B4%203%EF%BC%9A%E7%94%B5%E5%BD%B1%E7%9A%84%E6%97%B6%E9%97%B4%E4%B8%8E%E5%AD%98%E5%9C%A8%E4%B9%8B%E7%97%9B%E7%9A%84%E9%97%AE%E9%A2%98","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/7e4c841a-b79b-4458-bd26-8f762fabd431/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/7e4c841a-b79b-4458-bd26-8f762fabd431/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/7e4c841a-b79b-4458-bd26-8f762fabd431","page_url":"https://workshop.closeclaw.top/api/ai/books/7e4c841a-b79b-4458-bd26-8f762fabd431/page","search_url":"https://workshop.closeclaw.top/api/ai/books/7e4c841a-b79b-4458-bd26-8f762fabd431/search"},"page":{"printed_page":200,"pdf_page":214,"physical_index":214,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"885c9437c3cdf7b854f791326d9f6611a1f26692364fcbdc41c01dd342631e35"},"chapter":"第四章我们的教学机构的动荡","content":"我们说过，各持留机制均为内感官时间流的综合的载体，同时也是行程导向的综合的载体，也就是说是外感官所进行的实践判断和理论判断的综合的载体，它们承载着三重综合，而通过三重综合，出现在直观的时间形式和空间形式中的杂多便在统觉中得以统一，成为概念，这一概念又被作为图型，也即方法而投映出来。这些持留机制在学校里被内在化了，而且为了使方法能够被获取，上述图型的生产就要求人们进行各种实践，这些实践是各种性质的动作行为，例如背诵、听写、撰写、计算、证明、解方程、文本分析、论述、试验、作文，它们被记录在练习簿里，等待着在考试和竞赛中被评判。\n\n此外，在国家教育这个体系中，教授是它的一个要素，练习簿、书籍、教室、黑板等是其他一些要素，所有这些要素导致的结果是将文字这一记忆术体系付诸实践。这些要素构成了一个复杂的持留体系，以法国为例(在法国，学校被公认为既传授各种基础知识，又培养未来的教授),这个持留体系中存在着：\n\n(1)各种考试和竞赛。经历了这些考试和竞赛之后，教授们才被认为具有了运用教学的各种载体的资质，也就是说，使根据学科的规则而选定的各种持留被人接受；\n\n(2)一个学术审查机关和一个一般性的审查机关，它们负责制订\n\n技术与时间\n\n200","previous_page":199,"next_page":201}