教育理论的人学透视

在人性问题上,孟子提出性善论,荀子提出性恶论,他们各自依其对人性的理解,演绎出两种截然迥异的教育理论-“内发说”与“外铄说”。在人与外界环境的关系上,行为主义主张,人只是环境和刺激的被动承受者,人的行为只是环境的特殊产物,具有很强的被规定性。认知主义认为,人是在与环境的“同化”与“顺应”的过程中,构建起自身的认知结构,促使人认知发展的。人本主义依其对人的独特理解,更加重视人的意识所具有的主动性和选择性。     

基于建构主义理论的网络化大学英语教学模式

网络化大学英语教学是多媒体技术、网络通信技术与现代教育理论相结合的产物。以现代学习理论为指导的学习过程和学习资源的设计是教育技术学的核心内容。建构主义是现代学习理论历经行为主义、认知主义以后的进一步发展。建构主义对教育技术，特别是信息技术网络教学将产生革命性的影响。笔者从建构主义学习理论的特征出发就如何设计以建构主义学习理论为指导的信息化网络教学模式进行了探讨。     

社会建构主义对英语阅读的本质分析

英语阅读理论基石分别受到了行为主义、认知主义和建构主义三大主流思想的影响,对于阅读的本质分析也发生了历次嬗变。现以社会建构主义为理论视角,结合现代阅读理论的合理部分来阐释英语作为非母语的阅读过程,提出英语阅读中的螺旋式更新模型,并指出社会建构主义阅读观的积极意义及局限性。     

语言迁移：从行为主义框架到认知心理学框架

语言迁移作为第二语言习得领域的焦点课题之一同心理学理论的发展关系密切。文中将行为主义和认知主义两种语言迁移观进行了对比,强调后者对于学习者中介语体系的构建具有更强的解释力。     

Was Blumer a cognitivist? Assessing an ethnomethodological critique

A major target of criticism for ethnomethodology has been cognitivism. In its broadest sense this term refers to any account of human behaviour that treats psychological features of agents – including beliefs, attitudes, and interpretations – as factors explaining their behaviour. While much criticism of cognitivism has been directed at neuroscientists and philosophical materialists, the range of targets has been wider than this, even including sociologists such as Herbert Blumer and symbolic interactionists. In this article I outline this criticism of Blumer and assess it. My conclusion is that, despite some misreading, his work does fall into the broad category of cognitivism. However, I question the grounds for the ethnomethodological critique.     

儿童语言获得研究综述

语言是儿童生长过程中掌握的最复杂的符号系统。不同研究学派对儿童如何获得语言进行了深入、持久的研究,从不同的角度揭示了儿童语言获得的机制。文章从生物学、学习理论、语言学、认知主义、社会相互作用理论五个侧面阐述与分析了儿童语言获得的基本观点与研究进展。     

"图林测验"、"中文屋论证"与心灵的本质

对心灵本质的探索一直是心灵哲学和认知科学中的热点问题.以"图林测验"作为切入点,具体分析了塞尔通过"中文屋论证"(Chinese Room Argument)对"图林测验"(Turing Test)所做的批判,紧接着对塞尔的"中文屋论证"做了进一步的反思,力图表明理解人的心智仅看重句法或者语义,都有失偏颇,关键要把句法和语义结合起来,才可能是研究心灵的一条新道路.     

在认知主义传统内的现代道德整合——论哈贝马斯的道德哲学

康德道德认知主义的经典结论是道德之外没有道德动机,而哈贝马斯的道德哲学却赋予民族-宗教生活传统以道德动机的地位。不过,道德之外的道德动机概念的引入并没有动摇理性的自由认知对道德形成过程的决定作用,并没有破坏道德认知主义的基本原则,相反,感性的道德动机重新被理性的道德认知所整合。因此,哈贝马斯的道德哲学是对康德道德认知主义的修正和深化,而不是对后者的放弃。     

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.     

The evolution of competitive capability: a cognition and complex systems perspective

Abstract

This paper explores the ability of four theoretical perspectives on cognition to interpret the evolution of competitive capability in a purposive sample of exemplar firms. Interpretations predicated on managers guiding the flow of events using cognitivist, goal-directed processes are shown to be limited. More satisfactory accounts are achieved when evolution is viewed as the product of complex system dynamics.