Assessing the role of hope in processes of transitional justice: mobilizing and disciplining victims in Sierra Leone’s truth commission and reparations programme

Existing studies have not been able to take the role of hope in processes of transitional justice (TJ) into account, as they focus on how TJ changes institutions and the relationships between individuals and therefore conclude that failed processes of TJ have no effect. In contrast to this approach, a different understanding of power as productive helps to understand how TJ-instruments create hope and which effects this has on how people conceive of themselves and the world they live in. A framework for analysing such processes is introduced that brings together individual meaning-making of hope and hopelessness with the role of the state in the provision of hope in the context of uncertainty. Transitional justice is therefore discussed as a performative project that aims at triggering specific emotions among the persons taking part in it and the broader society and at creating a vision of a better future based on social equality through the protection and fulfilment of human rights. By applying this framework to the case of the Sierra Leone truth and reconciliation commission and the reparations programme, it is argued that hope had a mobilizing as well as a disciplining function in these instruments. The promise of support mobilized victims to provide statements to the truth commission, and therefore enabled the commission to work in the first place. However, it failed in its attempt to discipline victims in their feelings about the past violence. The reparations programme constituted the embodiment of these promises, but victims interpreted its inadequate benefits and bad management as a proof that the state still does not care for them and competition over benefits is the norm despite their entitlement to support. This experience destroyed the hopes of many victims and created social envy among them, preventing the development of solidarity among victims and the chance for resistance against this policy.     

构建大数据视阈下的哲学社会科学人才评价机制

哲学社会科学人才评价机制是促进哲学社会科学创新发展的基础性工作。当前，我国哲学社会科学人才评价机制存在着较多的现实困境。信息技术的高速发展为哲学社科人才评价产生了较大的影响，尤其是大数据有助于提升人才评价的科学化和规范化、准确性和预测性、透明性和公平性。构建大数据背景下的哲学社会科学人才评价机制，需要以大数据环境对社会科学人才评价的应用价值为立足点，以多元化的评价主体、客观化的评价标准、公正化的评价程序为基本内容，重点解决好“谁来评”“评什么”“怎么评”的问题。同时，通过完善人才评价法律法规、建立人才资源数据开放共享和一体化平台等措施，努力推动人才评价的法治化、科学化、规范化发展。     

Was Blumer a cognitivist? Assessing an ethnomethodological critique

A major target of criticism for ethnomethodology has been cognitivism. In its broadest sense this term refers to any account of human behaviour that treats psychological features of agents – including beliefs, attitudes, and interpretations – as factors explaining their behaviour. While much criticism of cognitivism has been directed at neuroscientists and philosophical materialists, the range of targets has been wider than this, even including sociologists such as Herbert Blumer and symbolic interactionists. In this article I outline this criticism of Blumer and assess it. My conclusion is that, despite some misreading, his work does fall into the broad category of cognitivism. However, I question the grounds for the ethnomethodological critique.     

“百年未有之大变局”之哲学分析

当今世界正处于“百年未有之大变局”中。这是中国共产党对于世界新的时代特征的全新、科学和准确的研判。“百年未有之大变局”这一重大论断，具有深厚的马克思主义哲学的本体论基础、认识论基础、矛盾论基础和历史观基础。作为科学世界观与方法论，马克思主义哲学的辩证唯物主义和历史唯物主义为我们深刻认识和精准把握“百年未有之大变局”的深层本质和哲学依据提供了重要的认知性引导、方法论基础和实践智慧支撑。     

以环境哲学为研究视域的文化自觉

以环境哲学为研究视域的文化自觉是站在明确的生态整体主义立场的学科文化自觉。它以哲学为衔接点，把环境与广义的文化联系在一起，努力为环境哲学寻求新的增长点。而弱的非人类中心主义观念作为观念侧翼，更细致地修复破碎染尘之人心。让人类有效地从社会走向自然，又从自然回归社会。审视以环境哲学为研究视域能否实现文化自觉？它必须立足以环境哲学的语境与方式思考文化自觉的可能与必然，并应用环境哲学的方法与逻辑阐释文化自觉的内涵与趋向。环境哲学所固有的自然之翼，是其学科存在的本质特征。但如若停滞于自然界的现象，而无文化元素的参与和交融，环境哲学的困顿将会在现象与抽象之间迷失。而文化元素的加入，又必须在自觉的前提下进行，它一方面是为融合确定边界，另一方面是为渗透找到根据。以对人类与自然界高度负责的精神，文化自觉与环境哲学都有着共同的使命：欣赏人与自然的和谐相处。     

塞尔科技哲学思想的教育启示

新传播科技促进人类文明发生了巨大变化，教育也概莫能外。在塞尔分析看来，新传播科技的虚拟性、流动性、可塑性、柔软的连结性以及轻柔的无限可能性，蕴藏着旧式教育机构无法达到的潜能。塞尔认为，只有通过永不间断、远无止尽、摆脱时空与疆界藩篱的教育过程，通过教育与新传播科技之间的相互联结进而创造社会联结，才能真正达致所谓的正义与公平，从而促进教育学本质的发展与确立；教育教学致力的是社会整体，而非在智识上或是专业上的培育，因此更应注重如何培养“共在”公民这个层面。     

教研同一 道术归一 知行合一——张柏然教授翻译人才培养观研究

张柏然教授关注翻译教学并从事翻译实践、翻译研究与翻译人才培养长达半个世纪，为祖国培养了60名高层次译学研究人才。张柏然教授研究型翻译人才和致用型翻译人才培养的理念可以用“创新引领、中西融通”“国学陶养、通才模式”和“能力导向、质量为本”24字概括，这些思想服务于他的翻译教学与人才培养，遵循从应然经使然再到实然的逻辑演绎路径，实现了翻译人才培养的教研同一、道术归一与知行合一，在“对外讲好中国故事、传播好中国声音”的大背景下，具有重大的实践价值。     

Back to Hegel? On Gillian Rose's critique of sociological reason

Thirty‐five years ago, Gillian Rose articulated a significant critique of classical sociological reason, emphasizing its relationship to its philosophical forebears. In a series of works, but most significantly in her Hegel contra Sociology, Rose worked to specify the implications of sociology's failure, both in its critical Marxist and its ‘scientific’ forms, to move beyond Kant and to fully come to terms with the thought of Hegel. In this article, I unpack and explain the substance of her criticisms, developing the necessary Hegelian philosophical background on which she founded them. I argue that Rose's attempted recuperation of ‘speculative reason’ for social theory remains little understood, despite its continued relevance to contemporary debates concerning the nature and scope of sociological reason. As an illustration, I employ Rose to critique Chernilo's recent call for a more philosophically sophisticated sociology. From the vantage point of Rose, this particular account of a ‘philosophical sociology’ remains abstract and rooted in the neo‐Kantian contradictions that continue to characterize sociology.     

高校哲学社会科学研究评价的本质要求及其制度建设

建设具有中国特色、中国风格、中国气派的哲学社会科学,一直是我国哲学社会科学繁荣发展的根本目的.提升高校哲学社会科学繁荣发展水平,离不开科学有效的哲学社会科学研究评价.坚持党的领导、"二为"方向和"双百"方针是哲学社会科学繁荣发展的根本保障,坚持"质量为本"和"创新至上"是哲学社会科学繁荣发展的必然要求,坚持科学权威和公开透明是哲学社会科学研究评价的现实需要.结合当前高校哲学社会科学研究评价中"量化评价下数量与质量的关系论辩","学术评价与科研管理评价的边界异化"和"学术权力和行政权力的制度规制"三大问题聚讼,文章建议通过强化学术成果质量保障机制、优化学术共同体工作机制、构建学术争鸣长效机制和完善学术成果转化应用机制等制度建设,推动构建科学权威、公开透明的哲学社会科学研究评价体系,以期进一步改善新时代高校哲学社会科学研究评价工作.     

从生成主义哲学谈幼儿园科学教育活动的实践进路

生成主义哲学认为世界与认知者不可分,强调认知与行动、实践与情境的统合。生成主义哲学视域下幼儿园科学教育活 动的价值立场是“属人”,而非塑造“知识人”,幼儿的科学学习彰显具身性与主体间性。基于一个幼儿园大班科学项目活动《鲜花 保鲜》,从生成主义哲学视域分析幼儿园科学教育活动实践进路：科学活动生成的境遇是生活世界与科学世界的统整,幼儿与教 师是科学认知生成的主体,幼儿科学学习的途径是科学实践、“涌现”与对话,并对幼儿园科学教育活动实践展开省思。