言说与责任：列维纳斯伦理观念刍议

“二战”以后,法国哲学中最为重要的话题之一就是讨论如何建立新的伦理。在此背景下,列维纳斯提出以他者理论来重新认识言说、责任和主体。语言是自我和他者发生关系的主要场所,言说具有前本源性,是接近他者的运动。列维纳斯主张通过所说向言说还原的方式去认识言说的这种前本源性。在言说中,自我被暴露在他者面前,在对他者的回应中形成了责任关系。主体首先作为责任的承担者出现,其不仅要承担起自我的责任,还要承担起对他者的无限责任。这一思想是对近代哲学主体思想的一次批判,也是对伦理思想的一次重大的反思和重建。     

内省法与第一人称视角

自然化现象学的论题提出以来，认知科学或心灵哲学与现象学这两个所谓的对立阵营都开始积极地思考第三人称视角和第一人称视角之间对话的可能性。这需要首先澄清内省法的基本特征及背后的笛卡尔式“我思”概念，指出笛卡尔式二元论导致的对两个视角的错误划分。在此基础上，通过引入格式塔心理学思考非内省意义上的第一人称视角的可能性。     

让诗意进入翻译理论研究——从海德格尔的“非对象性的思”看钱钟书的“不隔”说

钱钟书的"不隔"说,与海德格尔的"非对象性的思"趋向一致.而后者突破了西方传统哲学对理性的强调,突出了直观的作用与价值,并将人引向与事物的一体化世界.在这一意义上,海氏的哲学可以显示出钱氏观念的跨文化意义,尤其是在翻译理论领域的意义:突出直观意味着,人与人的"不隔",文化与文化的一体化;与此同时,语言已经减弱它作为跨文化媒体的居间分离作用,显现出某种程度的透明度,至少是在理想上.因此,通过"不隔",我们不仅可以将这一世界本能地联系在一起,而且还原它本来的面目--一体化的面目.这也才是语言的可译性的基础.没有这种一体化,翻译就是不可能的,也是不可想象的.这也就意味着,我们在"不隔"中可以找到翻译的始基,它的原点,它的"原本".因此,钱氏的"不隔"说不仅可以指向事物的真实,而且还标志着翻译的可行性,其理论意义是巨大的.在与西方哲学的新动态相互一致的情势下,"不隔"的形而上性格显现出了它应有的魅力.     

艺术真实的存在论阐释——兼论王元骧对艺术真实的系统考察

在对艺术真实的系统考察中,王元骧通过把审美反映论引入到一个动态的系统和活动层面,达到了一种存在论的深度。这使得他对艺术真实的理解与从存在论产生的对艺术真实的理解能够互相阐释。     

Indexicality and experience: Exploring the meanings of /aw/‐monophthongization in Pittsburgh1

In this paper we test the hypothesis that monophthongal /aw/ is semiotically associated with local identity in Pittsburgh. We compare results of an experimental task that directly elicits participants' sense of the indexical value of /aw/‐monophthongization with the occurrence of this variant in the same people's speech. People who hear monophthongal /aw/ as an index of localness are unlikely to have this feature in their own speech, and many of the people who do monophthongize /aw/ do not associate this variant with localness. Exploring how four of these participants talk about this feature and its meanings, we show that the indexical meanings of speech features can vary widely within a community, and we illustrate the danger of confusing the meaning assigned by hearers to a linguistic form with the meaning users would assign to it. We suggest that a phenomenological approach, attending to the multiplicity and indeterminacy of indexical relations and to how such relations arise historically and in lived experience, can lead to a more nuanced account of the distribution of social meanings of variant forms than can studies of perception or production alone.     

Actions,habits and forms of life

After a survey on the work of prominent philosophers within the Western tradition, it can be noticed a tendency to view habits as automatic, unfree and unconscious behaviour. In this context, this article attempts to show that habits are actually much closer to the characteristics that are otherwise attributed to actions. That is, following the dialectical approach of Sartre, I develop arguments to support that habits are conscious actions carried out with a sense of identification towards the form of life that actions, in turn, project as a whole; in this way, each form of life requires a set of habits that the agent performs freely and rationally, understanding the latter as the dialectical procedure by which the act itself brings about a totalizing identity. This vision implies that habits are interrelated and codependent within a network of social behavior, so they cannot be discarded without discarding the form of life to which they belong. That is, a change of habit requires a change in the totality of which it is a part. But that change can only occur if social agents become aware that their habits are a product of their free acceptance and not of necessity. In the article, this latter is paradigmatically exemplified by neoliberal capitalism as a form of life.     

超越认识论美学--康德美学的现象学意义

康德美学的意义在于以一套"隹现象学方法”,实现了对传统美学的颠覆.而这一颠覆活动的一个重要方面,就在于康德美学从三个层面反叛了传统美学的认识论倾向.这就是既反叛了传统美学把美与真相等同的美学立场,又反叛了传统美学把审美活动与认识活动相等同的美学立场,进而反叛了传统美学把美学与科学相等同的美学立场.从现象学的角度对康德美学作出的这一最新解读,把近代的康德美学置于了一个广阔的现代文化背景,从而凸现了康德美学的现代意义,突破了康德美学研究的现有格局和传统理解,为我们与康德美学开展新的学术对话提供了希望和入口.     

Forbidden Knowledge: Public Controversy and the Production of Nonknowledge1

Sociologists, philosophers, and historians of science tend to focus their attention on the production of knowledge. More recently, scholars have begun to investigate more fully the structures and processes that impede the production of knowledge. This article draws on interviews conducted with 41 academic researchers to present a phenomenological examination of “forbidden knowledge”—a phrase that refers to knowledge considered too sensitive, dangerous, or taboo to produce. Forbidden knowledge has traditionally been understood as a set of formal controls on what ought not be known. We argue that the social processes that create forbidden knowledge are embedded in the everyday practices of working scientists. The narrative legacies of past controversies in science are of particular importance, as they serve as a tool that working scientists use to justify, construct, and hide their acceptance of forbidden knowledge. As a result, the precise contents of forbidden knowledge are fluid, fuzzy, essentially contested, specialty specific, locally created, and enforced.     

Experiences of visually impaired students in higher education: bodily perspectives on inclusive education

Although previous literature sheds light on the experiences of visually impaired students on tertiary grounds, these studies failed to provide an embodied understanding of their lives. In-depth interviews with 15 visually impaired students at one university demonstrated the ways in which they experienced their disability and the built environment in their bodies. At the same time, lost, fearful, shameful and aching bodies revealed prevailing gaps in provision for disabled students. Through this research it becomes clear how the environment is acutely felt within fleshly worlds, while bodies do not fail to tell of disabling societal structures. Based on the bodily stories, we thus make recommendations to improve the lives of visually impaired students on tertiary campuses.     

Moving on or moving back? The temporalities of migrant students’ lived versus imagined school careers

In migration research there has not been much work on temporal dimensions of migration experiences (with the exception of Griffiths in this journal). This article investigates migrant students’ temporal framings of their lived versus imagined school careers, drawing on participant observation and interviews with students in language introduction classes in upper secondary school in Sweden. The findings document student experiences of temporal desynchronies: as seen in reports of slow time and repetition, suspended time, temporal uncertainty and blockage. The analyses highlight the students’ experiences of being temporally out of line (in Ahmed’s words). The narratives of their past and future school lives reveal a discontinuity between the students’ lived school experiences, on the one hand, and imagined school careers on the other, contrasting life as lived with both their own hope and plans and with the school careers of other students. The analyses highlight the importance of including temporal dimensions in the analyses of post-migration school landscapes.