菲利普·罗斯《凡人》的精神分析学解读

当代美国犹太作家菲利普·罗斯的小说《凡人》,其死亡主题和对人性本能欲望的描述契合西格蒙德·弗洛伊德的精神分析学理论,即“死的本能”和“力比多”（Libido）说。     

人本主义理论视阈下的大学英语教学

大学英语教学应结合人本主义教学理论,做到以“学生”为中心,以“学习者”为中心,发挥情感因素对认知的促进作用。     

从“深层历史解读”到“思想构境”——由“拟文本”看文本对象在方法论创新尝试中的作用

＂拟文本＂意指读者在阅读某一文本时,留在文本或摘录式资料上的多种读书批注。它所承载的信息往往是随意与散乱的,缺乏固有的逻辑构架。因此,对拟文本的解读必然要求读者确立对于文本的主导地位,并不可避免地在解读过程中体现出理论生产的主体性,这恰恰为＂思想构境论＂提供了理论印证。＂思想构境论＂创立的目的就是要告别以还原或者逼近客观性为宗旨的传统文本解读方法,坦然承认任何解读都只是读者的一种＂创造性的生产＂过程。＂拟文本＂自身固有的特质与＂思想构境论＂主观要求之间的契合,凸显了文本对象与解读方法之间的辩证关系。     

Before theory comes theorizing or how to make social science more interesting

The basic argument in this article is that sociology and social science more generally are today severely hampered by the lack of attention being paid to theory. Methods – qualitative as well as quantitative methods – have proven to be very useful in practical research (as opposed to theory); and as a result they dominate modern social science. They do not, however, do the job that belongs to theory. One way to redress the current imbalance between methods and theory, it is suggested, would be to pay more attention to theorizing, that is, to the actual process that precedes the final formulation of a theory; and in this way improve theory. Students of social science are today primarily exposed to finished theories and are not aware of the process that goes into the production and design of a theory. Students need to be taught how to construct a theory in practical terms (‘theorizing’); and one good way to do so is through exercises. This is the way that methods are being taught by tradition; and it helps the students to get a hands‐on knowledge, as opposed to just a reading knowledge of what a theory is all about. Students more generally need to learn how to construct a theory while drawing on empirical material. The article contains a suggestion for the steps that need to be taken when you theorize. Being trained in what sociology and social science are all about – an important precondition! – students may proceed as follows. You start out by observing, in an attempt to get a good empirical grip on the topic before any theory is introduced. Once this has been done, it may be time to name the phenomenon; and either turn the name into a concept as the next step or bring in some existing concepts in an attempt to get a handle on the topic. At this stage one can also try to make use of analogies, metaphors and perhaps a typology, in an attempt to both give body to the theory and to invest it with some process. The last element in theorizing is to come up with an explanation; and at this point it may be helpful to draw on some ideas by Charles Peirce, especially his notion of abduction. Before having been properly tested against empirical material, according to the rules of the scientific community, the theory should be considered unproven. Students who are interested in learning more about theorizing may want to consult the works of such people as Everett C. Hughes, C. Wright Mills, Ludwig Wittgenstein and James G. March. Many of the issues that are central to theorizing are today also being studied in cognitive science; and for those who are interested in pursuing this type of literature, handbooks represent a good starting point. The article ends by arguing that more theorizing will not only redress the balance between theory and methods; it will also make sociology and social science more interesting.     

Die Sheldon die: The Big Bang Theory,everyday neoliberalism and Sheldon as neoliberal man

This article is about the very popular American sitcom The Big Bang Theory. It is focused on the ways that the economic assumptions of neoliberalism are made clear in the programme and how much of this process is linked to the character of Sheldon. I argue that Sheldon is a version of the literary trope of the fool. In this case, a person who is lacking in social skills and who therefore speaks the “truth” of his understanding of social situations. It is this understanding which, I argue is neoliberal. I am not arguing that The Big Bang Theory promotes neoliberalism. Rather, I am suggesting that, most probably unintentionally, the show lays out many of the key premises of neoliberalism, such as the importance of contracts, and enables audiences to consider these while laughing at the show.     

当前中国文艺理论发展检讨

检讨当前中国文艺理论的发展,存在学术意识、问题意识与创新意识缺乏等三大病症,针对病根,中国文论的进一步发展,必须立足于当代中国文论发展的现实语境,破除非此即彼的二元对立思维模式与唯我一元独尊观念,并消除对现代性的曲解与狭隘理解,确立“可选择的现代性”这一现代性追求的文论发展与研究的新路向。     

邓小平理论概论课的几点教学思考

本文就邓小平理论概论课程的教学 ,从“以对课程的认识、分专题讲授、教材体系与教学体系的关系”等方面 ,阐述了自己的看法。     

市场社会主义所有制理论演进与评析

马克思的所有制理论具有重大的理论和实践意义,它使劳动与生产资料直接结合,体现了生产资料公有制中人们在占有生产资料上的平等关系。但由于这些理论是高度抽象的,因而排除了社会主义所有制建立和发展中的具体过程和特殊道路,而以高度集中的计划经济体制下的单一公有制为特征的经典社会主义使国家和人民付出了高昂的代价。社会主义实践要求发展马克思的所有制理论。市场社会主义所有制理论具有与时俱进的理论品质,它在市场与社会主义相结合的各个阶段不断深化自己的理论,市场社会主义认为市场是社会主义所有制有效运行的制度基础,而生产力发展水平要求社会主义实行以公有制为主导,多种所有制共同发展的经济制度,这为中国特色社会主义所有制理论的深化提供了可供选择的参考框架。     

欧洲治理与体制一体化

通过强调治理与一体化之间的相互依赖,可以提出一种欧盟治理的新路径。欧盟治理不仅被欧盟政体的新生特质所决定,同时对国家和欧洲层级上的体制形成有重大影响。欧盟治理和体制相互构建的过程可能影响到成员国体制的一体化和一致性。在某种程度上,欧洲"善治"可能威胁到既有国家制度的治理能力和民主质量。可以一种系统的方法评定欧盟治理何时、为何是成员国一致性的绊脚石,或是跨国家一体化的跳板。欧盟治理能够开拓跨越国家边境的政治空间,但在国家层级上.欧盟治理还没有造成任何明显的解体效果。     

上海合作组织的历程、课题与动力——一种地区安全复合体理论的审视

冷战结束后,国际关系出现了明显的地区化趋向,安全研究随之开始从“全球层次“向“地区层次“转移,地区安全复合体理论正值此时产生。这一理论开创性地构建了一种针对地区安全研究的新范式。上海合作组织作为冷战后亚洲地区十分典型的区域性国际组织,它的创建动因、功能结构与动力基础,从地区安全复合体理论审视,主要源自复杂的边界问题、非传统安全的威胁与挑战、大国势力的渗透与博弈以及地区规则与地区认同的建构。上海合作组织的进一步发展与功能扩展,主要取决于区域内国家间经济与防务领域的合作深度以及相互之间集体身份的建构程度。