马克思哲学自由观的新解读

在马克思哲学中,自由是一个极其重要的概念;也是一个长期以来遭到误解的概念。传统的马克思主义哲学教科书只是把自由放到认识论中论述,忽略了马克思哲学自由观所具有的价值内涵和本体论(存在论)意蕴,因而也就不能把握住马克思自由观的实质。     

英语上下位概念探析

以心理学、语言学、哲学和方法论为指导 ,探析了英语上下位概念之间关系的认识论意义。确定英语上下位概念依靠语义分析和述谓结构 ,上下位概念的牢固建立和活用可增强学习者对世界和语言的认识和描述能力 ,完善其认识结构 ,拓宽其世界知识     

教育理论思维的公共性诉求

思维方式深层影响着教育理论研究.从方法论的维度看,公共性的极至崇拜和公共性的完全消解的相异思维方式同时影响着教育理论思维.为避免在两极间徘徊,应寻求一个基于实践的公共的教育理论论域,以基于实践的公共性诉求来理解、探求教育理论,并以爱教育的人间关怀使研究充满活泼的生命力.     

简论徐敬德的认识论

韩国哲学家徐敬德,在韩国的性理学发展中起了巨大的推动作用.徐敬德的气哲学是对张载、邵庸和朱熹思想的继承和改造.格物致知,重思考,但不能正确处理感性认识与理性认识的关系,重视对"终极真理"的追求,但以自己无疑惑为最高境界,显然脱离了实践检验真理的标准.     

发生认识论的哲学来源

皮亚杰的发生认识论并不是一个纯粹的发展心理学理论,而是一个关于认知的结构及其发生与发展的理论。发生认识论的建立有其深厚的哲学根源:它是在批判传统认识论中的经验主义和理性主义的基础上建立起来的。皮亚杰看到,无论是经验主义方法,还是理性主义方法对于认知的结构及其发生与发展的解释都是片面的,因为前者忽视了结构,后者假设了结构而没有注意到结构发展的自然进程。皮亚杰在对两者辨证综合的基础上,提出“发生学的结构主义”,指出认识的发生与发展是因为我们作为生物先天地就包含着这样的结构,而且是因为我们作为生物对结构进行主动建构的结果。     

汉语学现代转型的前提批判

在漫长的历史发展过程中,西方语言文字(印欧语)是沿着音声中心/文字弱化的路径演变的,音义二极性是西方语言学的大前提。而汉语言文字自秦汉以来发生的形态类型简化和汉字形声化的整体演变趋势,则是音声弱化/文字中心的演变路径,形音义三极性是汉语学的大前提。由于中西语言文字类型的体制性差异,汉语学理应把现代转型理解成一个包含三重辩证对立同一关系的概念体系:对立于传统,即现代与前现代应在本体论上实现辩证同一;对立于自身,即元语言与对象语言、主观语法与客观语法应在认识论上实现辩证同一;对立于西方,即个性与共性、民族性与现代性应在方法论上实现辩证同一。     

‘A brutal blow against the democratic normality’: unlearning the epistemology of the political

ABSTRACT

The objective of this paper is to rethink our understanding of ‘the political’ through an examination of two novels by José Saramago, Blindness and Seeing. Both novels tackle directly a central, if not the central, signature metaphor of Western political thought, namely that of ‘seeing the light’. This metaphor takes many forms and recurs throughout the tradition of Western political philosophy as a source, legitimiser, and validator of knowing, and perhaps even a guarantor of knowledge. In particular, this metaphor has served to make knowable whatever it is that is signified by ‘the political’. By extension, it also means that whatever might be outside of this epistemological frame is rendered unknowable, if not unthinkable. Both of Saramago’s novels provide a fruitful means to recalibrate how we might know ‘the political’. The novels call into question the epistemic signatures that frame our commonly accepted understandings of ‘the political’ and in so doing provoke us further to question how we might move towards unlearning the epistemology of the political.     

Essentialism and Islamic Theology of Homosexuality: A Critical Reflection on an Essentialist Epistemology toward Same-Sex Desires and Acts in Islam

Although most traditional Muslim scholars condemn same-sex desires and acts, revisionist Muslim scholars have offered a more tolerant approach on this issue over the last two decades. Building on an essentialist approach to same-sex desires and acts, these scholars have argued that Islam accepts difference and diversity, including sexual diversity, as part of God’s creation. Homosexuality, which in their view is an innate disposition to the same sex, is an alternative sexuality and, thus, accepted by the Qur’an and Islam. This article argues that an essentialist approach is not suitable to defend all manifestations of same-sex desires and acts, not only because it is narrow (as it excludes both bisexual Muslims and homosexual Muslims who believe that their sexual orientation is socially constructed), but also because it cannot even argue the case for the view of homosexuality as inborn. This article proposes to open up the debate beyond essentialism and constructivism, which both have their limitations, to accommodate a more inclusive and tolerant Islamic approach to same-sex desires and acts.     

Reclaiming ourselves through Testimonio pedagogy: reflections on a curriculum design lab in teacher education

This article details one teacher preparation course centering Latin American Testimonio narratives of struggle/survival amid structural oppression for use in secondary curriculum. As our class of predominantly Latina/o students and two Latina instructors engaged Testimonio pedagogy, we fashioned a hopeful alternative to our own experiences of intergenerational oppression. While research indicates that the experiences and histories of pre-service Teachers of Color lend pedagogical strength and critical consciousness to teacher education, three Latina pre-service students highlight the ways in which Testimonio became more than a pedagogical approach. Testimonio’s collectivity, resistance, hope, and assertions of voice and dignity moved through them not as educators first but as (great-grand)daughters of oppressed though still-resilient People(s). Testimonio emboldened these Latina pre-service educators to recognize and validate their own inherited multiliteracies, (re)claim their connectedness to land, and articulate their visions for more equitable schooling. This work advances research into the essentiality of engaging race and ethnicity in K-12 and teacher education curriculum and pedagogy.     

认知问题和群知识浅析

研究群知识的形式模型有助于澄清抽象的哲学概念以及概念之间的关系。然而，目前群知识的形式化的处理方法和哲学所讨论的群知识是相脱离的。对群知识的形式化的定义可称为集体知识，是关于公共问题的分布知识以及公共知识和全分布知识之间的桥梁。所有的知识都是基于对主体的不同概念的区分而获得的。为了对认知群和集体知识进行模型，需要引入新的克里普模型，即认知群模型。定义一个好的群知识有助于对基于群知识的更高层次的哲学讨论。