1. Tongju ŭi kukche chŏngch'ihak, chŏngch'i sasang -- 2. Tongju ŭi kŭndae kukche chŏngch'iron -- 3. Tongju ŭi kwŏnyŏngnon kwa chŏnp'a iron -- 4. Tongju ŭi oegyosa, minjokchuŭiron -- 5. Tongju ŭi mirae segye chŏngch'iron.

本书不仅介绍了藏传因明的产生发展,而且也介绍了作为藏族文化重要组成部分的藏传因明的理论意义,以便能探讨藏传因明的深层内涵,挖掘其理论价值。.

1. Kwangja chŏngsin e kwanhan kich'ojŏk ihae -- 2. Yuga ŭi kwanggyŏn'gwan -- 3. Toga ŭi kwangŏn kwa kwangja chŏngsin -- 4. Ŭmju munhwa wa Wi-Chin ŭi imt'anjŏk kwang -- 5. Songdae ihakchadŭl ŭi kwangjagwan -- 6. Yangmyŏnghak ŭi kwanggyŏn'gwan -- 7. Chosŏnjo yuhakchadŭl ŭi kwanggyŏn'gwan -- 8. Chosŏnjo yuhakcha ŭi yokki yŏnggwi ihae -- 9. Sŏhwa tot'ongnon kwa kwanggyŏn esŏ chunghaeng ŭro -- 10. Kwanggyŏn mihak ŭi munyejŏk chŏgyong -- 11. Chungguk hoehwa e nat'anan kwanggyŏn mihak -- 12. Chungguk (...) sŏye e nat'anan kwanggyŏn mihak -- 13. Chosŏnjo hoehwa e nat'anan kwanggyŏn mihak -- 14. Chosŏnjo sŏye ŭi kwanggyŏn mihak. (shrink)

3. Han-Chung kŭnse chŏngch'i sasangsa pigyo.

P'ŭrollogŭ : t'ongil ŭi sahoe iron ŭrosŏ hana nolli -- 1. Huch'ŏn chŏngsin kaebyŏk kwa ch'ŏnjiin habil : hana nolli ŭi ironjŏk paegyŏng kwa chŏnmang -- 2. Hana nolli ŭi hyŏngsŏng : na ŭi ironsajŏk maengnak -- 3. Hana nolli ŭi kuch'uk : charyo, kach'i chŏnje, punsŏkt'ŭl -- 4. Hana nolli ŭi Tong Asiajŏk t'odae -- 5. Hana nolli ŭi ironjŏk t'ŭksŏng kwa chihyang -- 6. Munmyŏng chŏnhwan ŭi kil : huch'ŏn chŏngsin kaebyŏk ŭl nŭkkyŏ poja -- Ep'illogŭ : (...) kurŭm yori wa sinsŏn norŭm. (shrink)

1. Yŏnŭn kŭl -- 2. '3' wŏlli ŭi ŭimi wa kŭn'gŏ -- 3. Tong, sŏyang mit chayŏn ŭi '3' wŏlli mosŭptŭl -- 4. Hanminjok ŭi '3' wŏlli mosŭptŭl -- 5. '3' wŏlli ŭi ch'angjojŏk hwakchang mit hwaryong -- 6. Naganŭn kŭl.

In this survey of feminist theory, Rosemarie Tong provides coverage of the psychoanalytic, existential and postmodern schools of feminism. The author guides the reader through the complexities of even the most notoriously difficult thinkers. Students will meet and become familiar with many of the essential figures in the feminist tradition, from Wollstonecraft and Engel, on through de Beauvoir, Dinnerstein, and Daly, and up to Mitchell and Cixous. The text treats all views with respect and encourages students to think critically (...) and sympathetically about a wide range of views that have a direct relevance to their own lives. (shrink)