The " relative " objectivism standpoint refers not to the fixed invariable objectivism standpoint , but the objectivism standpoint which changes along with the objective reality and changes through science criminal policy guidance ; while formulating the criminal law , the unification of the subject and the object tells us that the criminal law is the unification of crime facts and the legislator subjective will , therefore , the pure subjective will ’ s factors should be limited through all kinds of indirect or direct object factors , most basically , should be limited through the right procedure ; and we also should pay more attention to the reasonability and the validity of the pure fact factors 其中, “相对的”客观主义立场,并不是指固定不变的客观主义立场,而是随着客观现实的变化,通过科学的刑事政策的引导,而适时改变的客观主义立场;在刑法规范制定上,主客体统一表现为:刑法规范是犯罪的客观事实与立法者主观意志的统一。所以,在制定和运用刑法规范时,对于纯粹的主观意志的因素应当通过各种间接或直接的客体因素加以限制,其中最根本的是通过正当程序加以限制;对于纯粹的客观事实的因素应当注意其合理,合法性。
This paper reviews the exploration of the subjectivity issues in the history of western philosophy ideology , and makes further research of the process of the establishment and development of methodology of the human sciences in the western philosophy , especially in the traditional literae humaniores of germany philosophy . besides , this paper deeply and thoroughly analyses and criticize the contribution of the objectivism research attitude which is gradually getting rid of the thoughts of " the dichotomy of subject / object " and " rational dogmatism " hi philosophy research , history research and pedagogy research 研究系统考察了西方哲学思想史上有关主体性问题的探索，重点考察了人文科学方法论在西方哲学、尤其在有着人文思想传统的德国哲学中的形成发展过程，对哲学研究、史学研究和教育学研究逐步摆脱“主客二分”和“理性独断”思维方式及客观主义研究态度做出的贡献进行了比较深入、全面的批判分析。
The possibility of non - objectivism moral education is to establish the philosophy of existence - survival which holds that man breathes together with the world and to create relatively ideal , unbiased educational circumstances and to inspire the spontaneous origination of moral consciousness through direct behavioral contacts and equal talks 非对象化道德教育之可能就在于确立人与世界一气流通的存在论生存论的哲学，并创设相对理想化的、无成见的教育情境，通过直接的行为交往和平等的对话激发人原发性道德意识的产生。
