自然主义视角下的海德格尔意义观——兼论现象学与自然主义的视域差异

塞尔从自然主义立场出发，批评现象学犯了视角主义的错误，并将其困境解读为“现象学的幻象”，认为海德格尔的意义观就是这种幻象的典型。塞尔的这个解读没有足够注意海德格尔有关语言意义与存在意义的区分。从自然主义视野看，海德格尔将语言意义追溯至存在意义的做法看起来预设了意义的存在，并且陷入了某种循环之中。但海德格尔并没有停留在这里，而是借此循环进一步揭示出意义的时间性结构。反之，通过考察自然主义意义观的基本思路可以发现，意义与真之间也存在某种循环定义或论证的关系。自然主义者没有看到现象学思考的着力点正是此意义与真的相互交织处。与自然主义被动地陷入“循环-定义”不同，现象学主动地接受并展示这个“循环-结构”自身的意义。海德格尔的意义观就是此意义结构的一个生动展示。     

马丁·路德宗教改革的特点及其意义

马丁·路德是基督新教的创始人，也是16世纪德国伟大的爱国者和改革家。在宗教改革过程中，他创立了“三唯”理论，把《圣经》的解释权交给了普通群众；他否认教士阶层在人与上帝间的“中介”地位及种种特权，其坚定的立场具有明显的反封建进步性。马丁·路德的改革思想是逐步形成的。经过终生不懈努力，他成了西方宗教界最为高产的作家，是至今被评论最多的历史人物。他的著述给了分裂的德意志以语言上的统一，他的理论具有一定的革命性，他的功绩具有世界性的广泛影响，对他的总体评价应予以肯定。     

Four Months to System Change

Abstract

This paper discusses the process through which students in a Community Intervention class brought about change in university policy to recognize Martin Luther King, Jr.'s birthday as a university holiday. It includes tactics and strategies used to influence decision makers, to educate the community, and to empower the minority community on the campus. It discusses important lessons for students including the political nature of system change, issues of power and stratification, and the impact of successful tactics on the opposition. This project was able to bring about change in a system that was unwilling to change. In today's social climate, that is often what social workers must do. Experiencing the process of system change during the educational process allows for the lessons of one class to be applied to larger systems of service delivery in professional practice.     

士的“诗意栖居”——李退溪诗中的士精神

采用德国哲学家马丁·海德格尔的诗学思想、实则也是哲学思想来研究李退溪的诗作,同时又利用李退溪诗作和儒家思想来理解和诠释海德格尔的哲学,由二者的双向互释来理解李退溪诗作中的士的精神。海德格尔的"存在"乃是儒家的"生生"、"天地之心"。李退溪以其自觉的归隐实现了本真的存在状态,他的诗作表明,他把握了这个"生生",从而通达了"存在",获得一种与物同体的快乐。这种快乐也包含兼济天下的情怀。由通达存在,士获得了一种影响世人的存在的力量;而海德格尔的通达存在则谈不上是一种快乐,甚至是一种枯寂。     

论《马丁·伊登》的超人思想

杰克·伦敦凭借丰富的人生阅历和得天独厚的生活资源创造了马丁·伊登的艺术形象。在塑造该人物形象的过程中,杰克融合了自己的超人思想、顽强不屈的拼搏精神以及艰难的人生经历,向人类展示了一个追求理想、勤奋刻苦、百折不挠、忠于爱情的青年形象。小说描述了底层人民的生活故事,通过主人公马丁·伊登的成长历程,揭示了资本主义社会庸俗的拜金主义,并以马丁选择大海来结束自己的生命来终结。文章从超人强大的内心和体魄、模糊的阶级属性、权利意志和悲惨的命运四个方面,对杰克的"超人"哲学思想进行了深刻的探讨,进而揭示出资本主义社会庸俗虚伪的出版制度。     

How to teach intersubjectivity

This article presents my dialogical teaching since 2001 at the Department of Social Work at Bielefeld University of Applied Sciences. The following describes my approach to teaching ‘intersubjectivity’ to social work students and my experience with it with reference to Martin Buber's anthropology of the ‘interhuman’ and to relevant discussions within psychoanalysis. Part of this learning programme consists of implementing ‘groups of dialogue’ in order to facilitate the skill of becoming aware of ‘otherness’ and of oneself. My teaching challenges in that it invites people to develop an awareness of the ‘interhuman’ as a living concept of intersubjectivity for the sake of openness to human growth.     

“I Just Want to Do God's Will:” Teaching Martin Luther King,Jr. as a Religious Leader

Teachers often respond to the perils of teaching about religion by simply avoiding the subject. An investigation of secondary lesson plans on three prominent Martin Luther King, Jr. websites reveals little attention to the ideology of the civil rights movement, especially those touching on religious ideas. Ignoring King's religious views risks fundamentally misrepresenting his identity, his ideology, and his motivation for nonviolence. Stride Toward Freedom: The Montgomery Story, King's 1958 account of the Montgomery Bus Boycott articulates three key features of the theological framework that inspired his activism: the spiritual motivation for his leadership, the ethical basis for his strategy of nonviolent direct action, and the theological understanding of human nature that undergirded his leadership and strategy. These points provide a useful model for introducing King's ideas in the classroom. The effort to intentionally and thoughtfully teach religion could contribute one step toward inculcating genuine tolerance among students. Civil discourse is not fostered simply by identifying core principles everyone shares but also through thoughtful, critical engagement with disparate ideas, including what are, for many people, the most heavily freighted ideas.     

索尔·贝娄《洪堡的礼物》中的马丁·布伯哲学

美国诺贝尔文学奖获得者、著名的犹太裔作家索尔·贝娄的代表作<洪堡的礼物>体现了犹太宗教哲学家马丁·布伯的相遇哲学的观点,是其哲学观的形象化表现.小说中主要人物洪堡的"我一它"人生观和西特林"我一你"人生观与其各自的命运都符合马丁·布伯对人性的看法.通过在两个主要人物的塑造中融入相遇哲学的因素,作家贝娄表达了人与人和谐相处的伦理诉求.     

海德格尔解构性话语阐释模式及其语言本质论的意义建构方式

海德格尔存在哲学的语言本质论的意义建构方式是从解构性阐释开始的。运用解构性话语阐释形而上学。这种解构性阐释正是存在哲学的意义生长点,同时也构成了存在哲学的话语系统和言说方式的基本特征。海德格尔在进行存在哲学的意义建构时还运用了语言本质论的意义建构方式,语言本质论构成了海德格尔存在哲学的基础。海德格尔这种话语特征,对现代西方文化产生了深远的影响。     

The General Multivariate Gauss—Markov Model of the Incomplete Block Design

The aim of the paper is to generalize testing and estimation for the multivariate standard incomplete block model (Rao & Mitra, 1971a) to the general multivariate Gauss—Markov incomplete block model with singular covariance matrix. The results of this paper can be applied to particular cases of the multivariate Gauss—Markov incomplete block model, including the Zyskind—Martin model.