The rejected voice: towards intersubjectivity in speech language pathology

Speech language pathology needs to be linked with philosophy. Those with communication impairments encounter many problems when engaging in conversation with others. Does only the speaker(s) bear the responsibility to make their speech intelligible? In order to answer this question, I suggest that a Wittgensteinian approach offers original insights into speech as an intersubjective phenomenon. By exploring my experiences of having speech difficulties due to cerebral palsy, I shall argue that the unintelligibility of my voice is not simply my failure to achieve the able-spoken standard(s) of speech, but also the failure of others to recognise my utterance as speech. I hope to offer a different account of the voice that defines the human voice as intelligible speech – one that provides a more appropriate philosophical diversity for understanding the ethics of articulation.     

对现象学几个关键词的是非分析

德国胡塞尔创始的现象学,以意向指涉的对象为先验意识的现象,因此他的现象学还原并不能真正走向事物本身,而只能是主观经验的表现。由于现象学在发展中广被多家引发,已不是一个前后统一的学说和学派,要归纳其基本特征非常困难。但它的几个基本范畴,却有相对稳定的原始内涵,而且如意向性、现象、未定点等,虽有解释上的错误,但仍具有现实意义,这是本文以此为题进行是非分析研究的主要目的。     

基于译者主体效应决策模式的认知翻译过程研究

翻译界探讨翻译的主体性和主体间性的比较多,而很少从译者牵头来统一整合翻译过程中所涉及的各方因素的角度,将译者视为决策者身份,采取认知的方式来探讨翻译过程。本文鉴于解构主义对译者身份遭到长期束缚而爆发的极端张扬个性的不足,同时审视此期间反思中又存在的毫无重点突出的情况,从而提出译者主体效应决策模式,从把握整体兼顾个体的辩证观视角,突出译者的决策地位对翻译过程进行认知化研究的观点,尝试用“模式化”的方式来客观描述翻译过程。     

西方主体性思想的历史演进与发展前景--兼评"主体死亡"观点

一些西方学者在所谓后现代主义运动中提出的“主体死亡”的观点是值得商榷的。西方主体性思想在其漫长的历史演进过程中 ,虽然一向内蕴着一些难以解决的矛盾和问题 ,诸如认识外在对象的可能性与主体的绝对被给予性之间的矛盾等 ,但其发展前景却依然会是极其光明的 ,关键在于西方学者能否对之作出更进一层的反思 ,以及能否积极借鉴东方学者、特别是中国学者的有关成果     

网络读写的主体重构

电脑网络作为神经的电子化延伸,改变了人类的感知、记忆与表达方式。实时互动的交流结构使当代阅读、写作和批评模式都发生深刻转变,作者与读者身份日益模糊以至颠倒。电子记忆、屏幕空间和网络通讯不仅作为技术中介,更作为精神交流的基本形态,以“远程在线”的方式重建着文学活动的主体间关系。     

逻辑与经验的张力——卡尔纳普的意义证实理论

卡尔纳普的意义证实理论试图说明科学陈述如何具有主体间可理解的经验意义。在逻辑上,卡尔纳普将主体间的物理学语言作为统一的科学语言,这表明语言的主体间性是由逻辑规定而成;在经验上,他认为语言系统的基本谓词———可观察谓词为科学陈述提供经验内容,并用事物语言来说明可观察谓词的主体间性,事物语言恰恰是日常生活中使用的语言。可见,卡尔纳普试图用逻辑学解决语言的主体间性问题,同时也摆脱不了日常语言的印迹。     

关于教育中“主体间性”的一些认识

韦伯的理解社会学、加芬克尔的常人方法学、胡赛尔先验现象学和哈贝马斯交往行动理论均对科技理性予以批判,但在构筑他们各自的哲学、揭示社会现象与问题时,站在了不同的方法论立场上,导致对"主体间性"认识视角不尽一致.教育中的主体间性是指主体与主体之间相互尊重,在法律、各项学校规章制度与道德规范下的相互理解的关系特征.在学校教育中,科学精神与主体间性应是相辅相承的.为了实现主体间性,要注意运用平等对话与交流及交往等教育方式,但这些教育方式并不能排斥其他教育方式.教育改革过程应树立"主体间性"意识.     

The Search for Fuller Mutuality and Self Experiences in a Women's Psychotherapy Group

This article examines the reconnection experience of four women, mutually sharing their feelings, thoughts, and implicit relational knowing of each other within the group treatment setting. Initially, Carol, Marcia, Helen, and Nancy were in a six-month psychotherapy group, describing and recounting their histories and life narratives of rape, abuse, neglect, and generally traumatic childhoods. Four years later, they met again, just to see how everyone was doing. The social worker hired a camera-woman to film the five hours of this re-engaging group process. What emerged was a dynamic example of intersubjectivity, affect attunement, emotional regulation, and the power of mutuality and intrinsic responsiveness.     

Developing Effectiveness in the Therapeutic Use of Self

Traditional technique guided the effective psychotherapist more toward restraint of self than active use of self. Contemporary trends in technique are moving more toward encouraging the therapist to be aware of and use his or her real self in the relationship with clients, in other words to loosen the rigors of anonymity and neutrality in service of genuine relating and its attendant growth-enhancing potential. The authors of this paper offer the argument that the application of what you know as a psychotherapist (that is the accumulation of knowledge and techniques from professional education and training) can only be helpful and effective if you are aware of how who you are as a person in the room with the client (that is the accumulation of your own personality traits, personal belief systems, and psychology in the relational matrix with the client) is influencing the therapy. Support for this argument from the clinical literature provides the theoretical bases for three processes outlined in the paper which will guide the effective psychotherapist in integrating the personal self with the professional and technical self: 1) inventory of self; 2) development of self-knowledge; and 3) acceptance of risks to self.     

主体间性与教育

主体间性存在于交往之中,它表现为主体间一种双向度的关系,同时又表现为交往时所具备的品质。它与主体性是相互依存的关系。教育是一种交往行为,所以教育中必然存在主体间的问题。教育中的主体间性有着它独有的品质与特点,并且这种主体间性并不能完全取代或否定主客之间的关系事实,相反,用这种主体间性正确地思考教育问题,会使单子式主体性和社会主体得到提升,从而促进整个教育和社会的发展。