马克思主体性概念的两个维度

在近代西方哲学的“认识论中心主义”主导倾向的影响下,人们习惯于从认识论维度出发去阐释马克思的主体性概念,从而忽略了马克思主体性概念的本体论维度。本文认为,马克思的主体性概念有两个维度,即本体论维度和认识论维度。其中本体论维度是始源性的,而这两个维度统一在实践的基础上。重新研究马克思的主体性概念具有重要的理论意义和现实意义。     

关于马克思实践本体论的再思考

实践是社会与自然相互作用、相互制约、相互渗透的中介 ,是人类世界得以存在和发展的根据和基础。马克思确认实践是人类世界的本体 ,同时确认实践是人的生存的本体。马克思的实践本体论即生存论的本体论 ,把人的存在本身作为追求的目标 ,开辟了一条从本体论认识现实的道路。斯大林把马克思哲学归结为自然本体论 ,遮蔽了实践的本体论意义和人的主体性。卢卡奇恢复了历史唯物主义面貌 ,但把自然本体论作为社会存在本体论的前提和基础。 2 0世纪的历史运动凸现了实践本体论的内在价值和马克思哲学的现代性及当代意义。     

The praxis of ethnic studies: transforming second sight into critical consciousness

This article focuses on a youth participatory action research (YPAR) program called the Social Justice Education Project (SJEP) that fostered young people of color’s critical consciousness. Their critical consciousness emerged through praxis (reflection/action) while focusing on preserving ethnic studies in Tucson, Arizona. Because the SJEP home was in ethnic studies, the youth also struggled to keep their program alive. The Arizona Department of Education claimed the program bred ‘radicals’ who wanted to overthrow the government and therefore lobbied the state legislature to ban K-12 ethnic studies in public schools. In January 2012, the ban went into effect, shutting down ethnic studies classes as well as the SJEP. Young people’s qualitative research on their struggle led to action to save the education that gave them hope for a more equitable and just world. The article addresses the praxis of YPAR, which sparks a thought process leading to the drive to take action. Observing and documenting educational injustices inspire the need to seek radical change of Self and schools. Through the reflection and action facilitated by YPAR, young people of color construct a message about the importance of ethnic studies for individual as well as social transformation.     

实践的自由是审美的根本——与杨春时同志商榷

实践范畴是马克思主义实践美学的基础,马克思主义创始人对它作了科学的规定,绝不是什么乌托邦,倒是以“主体间性”为根基的后实践美学的精神个体的超越性才是乌托邦。实践不仅是社会本体论的本体,而且是审美、美、艺术的本体。当社会实践达到一定的创造的自由程度时,自然的人化和人的人化使得人类超越实用关系、认知关系、伦理关系而生成人对现实的审美关系,这种审美关系显现在对象之上就是美,显现在人的身上就是美感,艺术则是审美关系的集中表现形式。离开了科学的实践观就无法揭示审美的根本,从离开实践的主体间性来解释审美就只能远离真理。     

Ethical Considerations in Management Research: A ‘Truth’ Seeker''s Guide

Within a growing Knowledge-Management context, it would appear that Management Research calls for researchers to explicitly understand their own values, have increasing capacity for reflexivity and anticipate various ethical dilemmas that emerge from the research endeavour. This paper provides an overview of the philosophy of ethics and focuses on a researcher's ethical reasoning. It provides a framework for understanding causes of ethical dilemmas in the context of management research and provides strategies for a way forward through such dilemmas. The paper, finally, outlines exercises pertinent to research ethics and ‘hands on’ research praxis. This revised version was published online in July 2006 with corrections to the Cover Date.     

Paulo Freire in the Composition Classroom

The composition classroom in which students can relate and assess their attitudes and suppositions about sexuality and gender through building on the narrative of their lives, is vital to transforming homophobic attitudes and social structures. Paulo Freire's theories of transformative education and his concept ofpraxishelp to create this classroom. The author discusses how she createspraxisin her classrooms, which she believes is essential to social, legal, and political change: to consolidating and expanding increased equity for lesbian, gay, bisexual, and transgender people, indeed to all marginalized peoples.     

Researchers Behind Policy Development: Comparing ‘Age-Friendly Cities’ Models in Quebec and Wallonia

Based on a reflexive method, this article explores the roles of researchers behind Age-Friendly Cities and Environments. Referring to Michael Burawoy's division of sociological work (professional, critical, policy and public sociology), it is structured around the international comparison of two empirical case studies: Walloon region (Belgium) and Quebec (a province of Canada). While the first case shows some difficulties faced by a limited policy sociology perspective with little room for research, the latter presents a more developed public sociology approach with larger involvement from research. If both cases started with policy links, the latter presents a special interest for praxis, through knowledge transfer as an ongoing public dialogue. Based on this comparison, the article concludes with a twofold use of praxis: on one side – knowledge in action – a public sociology position offers an original perspective on what AFC/AFE may mean and produce to avoid a limited field of actions focusing only on some stakeholders or advocates for older people. On the other side – action in knowledge – policy and public sociology question professional and critical sociology facing AFC/AFE programmes: is a purely academic knowledge of such a programme epistemologically realistic or should it necessarily be empirically fuelled?     

论实践作为哲学概念的理论意蕴

由于对生活实践的态度不同,西方哲学史上出现了理论哲学和实践哲学两大传统。马克思哲学属于实践哲学传统。由于理论把握实践的进路不同,出现了理论把握实践的三种范式,即伦理—行为范式、技术—功利范式以及马克思唯物主义所代表的生产—艺术范式。对实践概念的解释贯穿着中国的马克思主义发展史。准确理解实践概念的理论意蕴,对当前马克思主义哲学的发展具有重大意义。     

情本体——实践美学的个体生存论维度

自马克思开始,哲学已从认识论转向了实践论,此后,又转向了生存论。哲学的作用不在于探讨世界的本质,而在于探讨人生和命运问题。从“人活着”这一基本事实出发,向“人为什么活”,“活得怎样”延伸。“人活着”是哲学的出发点。“为什么活”,涉及人生的意义和价值问题,是伦理学问题。而“活得怎样”,则是美学问题。哲学的追问最后走向了美学,而历史的发展也同样走向了美学。发掘工具本体的诗情画意,实现自由而诗意地生存成为历史向今天的人们提出的现实任务。在工具本体所造成的物质力量之外,建设一种价值论、意义论的人生本体,已成为当务之急。这种人生本体,在信仰崩塌、道德形而上学同样归于失败的当今之世,只能是对人的普泛之爱和对自然的感恩、敬畏、尊敬与欣赏。     

论亚里士多德的实践概念--兼及与马克思实践思想的关联

亚里士多德是西方实践哲学的创立者,他把人类知识和活动三分为理论、实践和创制。其中,理论主要指求知自然的普遍原理的思想活动,实践主要指追求伦理德性和政治公正的行动,创制主要指生产生活资料的劳动。理论和实践都以自身为目的,是自由人从事的活动,创制则以其产品为目的而以自身为手段,主要是奴隶从事的活动。马克思的实践是亚里士多德的劳动和实践的结合,同时又与科学理论具有统一性,这是对亚里士多德传统的一次综合创新。