蒯因真理观述评

蒯因的真理观是蒯因哲学体系的一个重要组成部分,蒯因对真理和逻辑真理的讨论有力地批判了逻辑经验主义的真理观和语言学的逻辑真理理论,此讨论在哲学界影响很大。本文试图以蒯因原著为依据,以蒯因对真理和逻辑真理的探讨为中心,以蒯因真理观的来龙去脉和逻辑联系为线索,对蒯因真理观进行评析。     

传统知识观解构与生命知识观建构

理性主义知识观与经验主义知识观之间尽管存在着许多分歧和对立,但它们都在人类认知视阈中表述知识,它们在主客二分这一点上毫无二致。实用主义知识观表现出对理性主义和经验主义的超越,它看到了知识的相对性和可变性,但因其过分重视知识的工具价值而背离生命。生命知识观则从一个新的视角解读知识,认为生命知识是人的内在自我经验,是过程性、主观参与性和多元化知识。     

蒯因真理观述评

蒯因的真理观是蒯因哲学体系的一个重要组成部分,蒯因对真理和逻辑真理的讨论有力地批判了逻辑经验主义的真理观和语言学的逻辑真理理论,此讨论在哲学界影响很大。本文试图以蒯因原著为依据,以蒯因对真理和逻辑真理的探讨为中心,以蒯因真理观的来龙去脉和逻辑联系为线索,对蒯因真理观进行评析。     

缄默知识与创新教育

长期以来，人们受经验主义和理性主义纯粹客观的科学知识观支配，把教育活动中的知识狭隘的理解为显性的课程知识，没有意识到和自觉应用缄默知识。为了改变这种状态，为了提高创新教育的实效性，有必要引入当代知识理论，尤其是缄知识理论，来认识和规范教育的内涵，实施与评价。     

真理与权力--尼采权力意志真理观述评

尼采的权力意志真理观是从否定符合论真理观入手的，尼采认为真理是对人类生存有用的工具，是增强权力意志的工具。尼采的权力意志真理观与实用主义的真理现有内在的联系并对实用主义真理观有重要的影响，但二者又有显著不同，尼采看到了真理与权力意志的密切关系。并强调这种关系，这对培养个人的自强精神是大有裨益的，然而，尼采的权力意志真理观从根本上说则是错误的。     

Knowledge and Kinesiology

Epistemology, or ways of knowing, can be used (a) to show that kinesiology employs different but complementary methods for gaining knowledge and that each method has a role to play in kinesiology, and (b) to show how epistemology can be used to organize an introductory kinesiology course or textbook. The epistemologies used to organize the subdisciplines are rationalism, empiricism, science, and subjectivism. An epistemic approach to a foundations course or textbook allows one to answer questions in the subdisciplines regarding how knowledge is evaluated, how knowledge develops, what method should be used to develop knowledge, and how knowledge can best be taught. The goal is to enable students to understand an increasingly diverse field by literally charting how methods of knowledge creation relate to the subdisciplines that compose kinesiology.     

The contribution of Aboriginal epistemologies to mathematics education in Australia: Exploring the silences

Epistemology is a conceptual template for how we think about the world, and the study of how we come to know the world around us. The world does not dictate unequivocally how to interpret it. This article will explore this position on the fluidity of epistemic constructs through two prominent philosophical perspectives, those being derived from the works of Ludwig Wittgenstein and Michael Foucault, respectively. These insights will be used to more deeply unfold the current situation for Aboriginal students within dominant approaches to mathematics curriculum in Australia, and the subsequent approaches to the inclusion of Aboriginal knowledge and epistemologies. It is suggested that the epistemic constructs most valued and thus credited as conveyors of ‘truth’, and therefore positioned as powerful forms of knowledge within dominant curriculum and education policy, are those derived from Western, Eurocentric origins. This privileging of particular epistemological constructs over others is reinforced unconsciously through the articulation of educational goals deemed most appropriate, or ‘socially just’, for the Aboriginal student population. The place of Aboriginal knowledge within such constructs is therefore reflective of broader ideation around the role of education within society and its failure to challenge existing structures of power and injustice.     

Telling Truths: Wounded Truths and the Activity of Truth Telling

It appears that being young and queer seems to be all about woundedness: it means experiencing suffering, including the risk of suicide, increased drug use, homelessness and violence. Yet how are these wounded truths told, and further, why is it that people in education seem to tell them "unproblematically"? This paper considers these questions by analysing wounded truth telling in the recent debate over the Western Australia Lesbian and Gay Law Reform Bill. Using <citeref rid="b7">Foucault's (2001)</citeref> discussion of Greek parrhesia (truth telling), the Western Australian debate is analysed in terms of its problematisation of wounded truth telling. Questions are raised regarding the implications of unproblematised educational practices that engage in the telling of wounded truths.     

略论经验论和唯理论的历史与逻辑的统一

近代认识论转向以来,哲学家们关注的目光从关于“存在的存在”的学问,转向了知识的来源问题。围绕这个问题,经验论和唯理论哲学家们分别从不同的角度对之进行了研究。尽管二者的观点存在着分歧和对立,但是,通过历史和逻辑相一致的方法来对经验论和唯理论进行考察,就会发现二者在对立中蕴含着统一的因素。     

试析经验论与唯理论之争

经验论与唯理论是欧洲近代哲学围绕认识论问题所展开的一场重要之争,在欧洲哲学史上产生了深远而又广泛的影响。进一步探讨经验论和唯理论的产生,它们的本质区别与各自的片面性、进步性以及对人类认识发展的启发作用,具有重要的理论价值和重大的实践意义。     

认识标准再沉思

实践是检验认识是否是真理的手段、途径和方法。人类全部实践的结果才是检验认识是否具有真理性的标准。而且它要真正成为现实的标准，还离不开已有的正确认识、理论来判定。“实践是检验真理的唯一标准”这一提法理论上并不完全周延，行动上容易导致经验主义、实用主义。     

教育统计学的思维方式及其基本思想

每一门相对独立的学科都拥有其自身的思维方式与相应的基本思想.教育统计学的思维方式是,理性主义指导下的经验主义、演绎主义关照下的归纳主义、以及整体(本质)主义预设下"从部分到整体"的思维方式.其基本思想则是,在上述思维方式的运作下,定量地揭示教育世界中"寓于偶然性中的必然性",即教育统计规律,以为教育研究者提供概括性的"经验命题"之一,或者为教育管理者提供科学性的"决策依据"之一,或者为教育实践者提供一般性的"理论指导"之一.     

由经验实证到理性思辨方法论原则的成功实践——邵炳军教授《春秋文学系年辑证》诗歌研究成就评介

邵炳军教授《春秋文学系年辑证》（全四册,180万字,高等教育出版社2013年版）采用“系年”与“辑证”结合的研究范式,恪守“由经验实证到理性思辨”的方法论原则。邵炳军教授《辑证》从两个方面着手:一是实证型的诗歌作品断代研究,二是思辨型的诗歌作品理论研究。《辑证》不仅堪称是一部“诗经学”研究领域的扛鼎之作,而且是科学方法论的一次成功实践。     

The role of educational context in beliefs about knowledge,information, and truth: an exploratory study

Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students’ beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings. Undergraduates from two educational contexts, in the USA (n?=?240) and the Netherlands (n?=?72), participated in this study. While students in the USA were enrolled primarily in lecture and discussion classes, students in the Netherlands followed a problem-based learning curriculum. Beliefs about knowledge, information, and truth and their interrelations were examined across these two contexts through graphical and written justification tasks. Results from this exploratory study indicate that Dutch students were more likely than American students to depict knowledge, information, and truth as subjective and to define knowledge and information as synonymous. Commonalities and differences associated with educational backgrounds are considered in relation to instructional implications.     

康德的知识来源论解析

康德哲学的基本问题之一是知识问题,它围绕着什么是知识,知识如何可能,人类理性的界限在哪里而展开。在康德之前,哲学家形成了关于知识来源的两类学说：经验论和唯理论。康德通过提出＂先验感性论＂对此实现了综合和超越,完成了哲学上的＂哥白尼式的革命＂。     

休谟怀疑主义述评

大卫·休漠是十八世纪英国著名的经验主义哲学家,他的怀疑主义对他以后的许多哲学家都有重要影响。休谟怀疑主义在哲学上的最大意义在于揭示出近代唯理论和经验论的内在困难与局限,以及由此对如何达到确实性知识问题的深入研究,从而对近代认识论的发展产生重大推动作用。     

Knowledge relations and epistemic infrastructures as mediators of teachers' collective autonomy

This paper examines how teachers' knowledge relations and the profession's epistemic infrastructure shape collective autonomy. Professionals' autonomy derives partially from their responsibility for a specific knowledge base. This responsibility is currently challenged by educational policies and complex knowledge landscapes. Existing research has shown how epistemic policy instruments impact teachers' autonomy. However, less attention has been paid to how professional autonomy is informed by teachers' knowledge relations, and to collective, rather than individual, aspects of teachers' autonomy. Implications include how teachers can define the role of knowledge resources in professional work, and how the profession can navigate epistemic and political landscapes.     

康德的知识来源论解析

康德哲学的基本问题之一是知识问题,它围绕着什么是知识,知识如何可能,人类理性的界限在哪里而展开。在康德之前,哲学家形成了关于知识来源的两类学说:经验论和唯理论。康德通过提出"先验感性论"对此实现了综合和超越,完成了哲学上的"哥白尼式的革命"。     

关于谬误的探究

真理和谬误是人类认识中的一对矛盾，二者既有着原则的界限或本质的区别，又相比较而存在、相斗争而妇，并且在一定条件下相互转化。黑格尔曾指出：真理由错误而产生，只是由于发生错误，真理才会出现。所以，深入探究谬误的有关问题，揭开谬误的底蕴，有助于我们坚持真理，修正错误。     

共识真理论的教育学启示

共识真理论与相应真理论有着不同的思想主张,它认为真理是自为的,而不是自在的,真理的证成依赖于交往共识,而不是与客观现实在相符,真理的发展有赖于主体的演绎,而不是建基于“基本现象”。从共识真理论的一系列思想主张及思维方式出发,将建立起民主化师生关系的现实基础,学生的经验将由封闭走向开放,知识教学将由构成走向生成,教学的主观效应将得以突显。