让巴赫金给巴赫金定位——谈巴赫金研究中的若干问题

本文讨论巴赫金研究中若干令人困惑的问题,如(1)巴赫金在所谓的巴赫金小组中的地位和所起的作用?(2)巴赫金究竟是反形式主义者,还是形式主义者?(3)巴赫金与统治前苏联语言学界长达数十年的马尔主义者有何关系?巴赫金如何应对斯大林1950年对马尔和马尔主义者的批判?(4)如何看待巴赫金斯思想体系中的马克思主义文艺思想和神学思想?文章认为应参照巴赫金本人的观点,特别是对话主义的思想,结合他的家庭背景、个人信仰和经历、同路人的影响、前苏联的统治和他本人的虚弱身体,才能对对巴赫金做恰如其分的定位。     

对话:追求和谐的教育精神

人是作为对话与交往的存在者。对话本真地属于人。对话实质上是不同价值、不同个性之间的精神性相遇。对话教学所展示的并不仅仅是教育教学模式从独白到对话的转型,而且在更为深刻的意义上表达了课程改革对传统教育教学的反思与批判,以及对于师生关系、教育教学过程、教育教学观念的创造性建构。以对话精神建设师生相互尊重、信任和平等的立场,通过言谈和倾听而进行双向沟通的共同学习方式,是对话教学的实质所在。     

The role of social representations in the construction of power relations

The conceptualizations of power, traditionally associated with control, have been nuanced in the past decades by influential authors such as Michel Foucault, Hannah Arendt and Pierre Bourdieu. These authors offer a perspective on power focused on the agency of individuals, with an emphasis on the way the dynamics and relations of power operate. Relying on these conceptual frameworks, we argue that the theory of social representations is of particular relevance to an analysis of the construction of power relations, whether it be to criticize the effects of domination or examine those of emancipation. The results of our research on the social representations of depression illustrate the latter's role in the construction, continuity and transformation of the power dynamics at play in the area of access to healthcare services by people who have experienced a depressive episode.     

对话性：课堂传播生命主体能力的直接生成

对话是适应现代课堂传播需要的新型教学形态,是一个多元因素的作用系统．其最终旨归在于直接生成、提升作为生命主体的学生的知识生长力与自主创造力。     

论多丽丝·莱辛小说《金色笔记》的对话性

《金色笔记》在文本结构上共时性并置话语场,在作者与主人公之间,主人公与主人公之间展开平等的对话,主人公获得清醒的自我意识,完成从分裂走向整合的过程.同时,多声部的文本形式和主题相互呼应,使作品本身也超越了被动的从属性质,成为主动参与人类活动的一种艺术建构形式.     

对话理论与口头文学

巴赫金的对话理论对人文社会科学的很多领域产生了重大启示和影响。在口头文学领域,对话理论为整个表演事件的考察提供了新视角,开辟了新领域,并为口头表述的研究提供了具体的指导原则。文章借助对话理论中的三个核心概念：表述、对话性和对话策略,审视口头表述的过程和性质,揭示了对话理论对于口头文学研究的重要启示和指导意义。     

From historical injustice to local conflict: mobilization-countermobilization dynamics surrounding the 2005 Melbourne ‘Trianon Protest’

This article explores the key to the successful mobilization process of the Trianon demonstration, organized by local Hungarians in Melbourne’s CBD in 2005. I argue that mobilization–countermobilization (hereafter MCM) dynamics holds the key to the understanding of the relatively high number of protest participants. In particular, I argue that we need to take a closer look at the dialogic framing activities within the MCM dynamics in order to understand this case of mobilization. It was not until a particular form of frame developed within the MCM interplay between the organizers and the protest opposition that the mobilization attempts gained a clear local focus and target. Equally importantly, it is argued that emotions, embedded in and as a reaction to particular framings, significantly contributed to the success of the mobilization. The article shows that as a response to the CM framing toward the end of the mobilization process, a strong moral outrage was generated and felt, which allowed the supporters to focus their blame and anger on their opponents and to create a particularly resonant enemy figure.     

Cross-Cultural Empathy and Training the Contemporary Psychotherapist

The diversity of today's client population has required that psychotherapy training confront the importance of cultural competence in graduates. Approaches in this area of education create dynamic tensions between stressing therapist openness to diversity and therapist knowledge of clients' cultures. This paper proposes that this attitude-knowledge dilemma in psychotherapy education can be reconciled by helping trainees develop an empathic response capable of transcending cultural differences. Cross-cultural empathy helps provide the therapist with a coherent and familiar means of maintaining affective receptivity in the therapeutic encounter with clients while making use of a repository of information about clients' cultures. Such empathy can also be a base for building the skills needed to develop collaborative relationships with clients who are often disempowered and distrustful. The paper examines approaches and resources for training psychotherapists in cross-cultural empathy.     

Being other: Intersubjectivity,allocentrism and the possible

This paper engages with the issues of intersubjectivity by raising three main questions about it: What is the status of the other and of the perspective of the other? How would a social ontology that starts from the other look like? and What is the relation between intersubjectivity and the possible? In addressing these questions, I propose four main approaches to self–other relations, each one focused on a different set of theories of intersubjectivity: cognitive (being self), pragmatist (becoming other), dialogical (becoming self), and allocentric (being other). Their main premises, processes, theories and proponents, as well as implications for ethics and the emergence of novelty, are reflected on in turn. Allocentrism emerges as a useful way to shift the focus from self to other in discussions of intersubjectivity, as an ontological condition of the possible, but also as a difficult position to adopt in practice, particularly in polarized societies.     

艺术解释的向度

主观性、历史性、对话性、无限性是艺术解释活动中的四个重要向度,它们决定着解释的方向、结论以及解释的广度和深度。在此向度上进行艺术解释活动,可以使主观与客观、传统与现代、自我与他者、现实创造性以及未来指向性之间的张力或冲突,得到相应的缓解或解决。