等爱

如今,很多70、80后对生活有了自己的认识和理解,她们不再遵循老一辈该如何过一生的想法。她们听从自己内心的声音,宁愿选择单身的生活,也不盲目地走入婚姻。     

LUCE IRIGARAY AND LOVE

This article responds to recent criticisms of Luce Irigaray' I Love to You by inviting the reader to attend to the resources for theorizing being-two in love offered in this book as well as in Irigaray' larger corpus. Irigaray' focus on male/female relationships is a strategic choice that does not endorse compulsory heterosexuality. Her thought on the negative, on silence and on listening contributes to a theory of relational identity that can lead to the building of a new social order.     

EDITOR'S NOTE ON PERFORMING LOVE

Since the first Gulf War, we have witnessed a global repositioning of the visual communication practices, utilities and techniques of the state and media as regards political mobilization, identity formation, geographic perception, political violence, urban planning, public safety and human rights. The circulation, of anthropologically threatening images of violence, terror, covert infection and social suffering has intensified in our public culture. Examining perceptual systems of global risk, this essay asks: what is the visual structure of the historical catastrophe as mediatic event? How do visual cultures and technologies of risk and threat perception stratify sensory experience? How do visual cultures of risk affect how perpetuators and victims of violence and human rights violations depict their political experience as historical truth?     

爱在大理

2005年以前,万可还是身在上海的一位杂志主编,手下掌管着四十个员工。在与一位动漫公司的翻译部职员英国人杰森·皮姆相恋并结婚之后,她的生活发生了巨大的变化。     

LOVE OR THE LECHEROUS PROFESSOR:

We conducted telephone interviews with twenty-five professors and students, or former students, who have been involved in consensual sexual relationships. We examined the extent to which respondents' experiences are consistent with lecherous professor' stereotypes. We also assessed differences in the perceptions and experiences of professors and students, and how these may be influenced by gender, race/ethnicity, sexual orientation, and undergraduate or graduate student status. Finally, we evaluated whether the experiences and perceptions of respondents suggest that these relationships should be controlled by institutional policies. We found little support for the lecherous professor' stereotype based on our respondents' experiences. Two-thirds of the relationships were initiated by a student or were mutually initiated by student and professor. All students said they entered freely into these relationships. For many of our respondents, issues related to race/ethnicity, sexuality, and age brought greater challenges to the relationship than did the professor/student status difference. We found that negative reactions from others tended to be most extreme for those who crossed multiple status boundaries. Students, in particular, cited the power difference between professors and students as the greatest detriment in these relationships, although both students and professors tended to refer to power issues in abstract rather than personal terms. Although most students and professors said they would enter into such a relationship again, most advised others against doing so. Nearly all respondents thought consensual relationships were inappropriate in supervisory situations, and they supported institutional policies that prohibit them in such circumstances.