CONFIGURING HISTORICAL FACTS THROUGH HISTORICAL FICTION: AGENCY, ART-IN-FACT, AND IMAGINATION AS STEPPING STONES BETWEEN THEN AND NOW

Abstract The historical fiction novel straddles the factual and the fictive recreation of past motivations that animate historical events. Through reading a work of historical fiction, Ursula Hegi’s novel Stones from the River, Kent den Heyer and Alexandra Fidyk offer a theoretical consideration of the following questions and their classroom implications: What is the role of historical fiction in enabling the imaginative grappling with historical fact? Or, in what ways does historical fiction enable us to come to terms with the ethical imperatives of learning from the past? What role does agency play in historical imagination? These are questions of ethics. They are, therefore, also questions of education.     

OPENING PHILOSOPHY TO THE WORLD: DERRIDA AND EDUCATION IN PHILOSOPHY

In this essay, Steven Burik discusses Jacques Derrida's position with regard to the place of education in philosophy within the university system, and then relates these thoughts to comparative philosophy. Philosophers find themselves constantly having to defend philosophy and the importance of teaching philosophy against pressure from the powers that be. Burik contends that the argument Derrida set forth to "protect" philosophy entails a double bind: Derrida emphasized the value and importance of philosophical thinking while at the same time criticizing the limits of philosophy, both self-mandated and externally imposed. Derrida's defense of philosophy was anything but a protection of the status quo, according to Burik. Derrida ultimately argued that the teaching of philosophy and philosophy itself should be inherently open to new developments. Burik relates Derrida's defense of philosophy and attack on mainstream philosophy to comparative philosophy, demonstrating that both argue for an expansion of thinking beyond the narrow Western confines of philosophy as "pure" reason or rationality by showing how alterity always inserts itself, and that both seek to give this alterity a valid place in educational systems.     

隐私权及其立法

隐私权是一项独立的具体人格权,其主旨在于保护自然人生活的自由和精神的安宁.随着人类文明的演进,人们的自我意识越来越强烈,越来越注重自己的独立人格.而随着现代生活的日趋紧张和复杂,人们的个人生活又越来越容易受到干扰和侵入,因而在现代社会,保护个人隐私就变得尤其重要.加强我国民法对隐私权的保护,建立并完善人格权法律制度,我国目前的立法应确认隐私权的概念并对之进行保护.     

NOW. THEN. TOMORROW. In Memory of Grace Lee Boggs

A poem that highlights the life of Grace Lee Boggs, a Chinese American philosopher, activist, author, and feminist that passed away in Detroit, Michigan at the age of 100 years old on October 5, 2015. Now. Then. Tomorrow was written 2 days before Ms. Boggs’ memorial service. The poem contains the poet's memories of Ms. Boggs and community struggles related to race and class in Detroit, Michigan.     

IAU SEMINAR ON THE RIGHT TO EDUCATION AND ACCESS TO HIGHER EDUCATION

The right to education has been solemnly proclaimed by the United Nations and, in many countries, it is explicitly recognized in the constitutions or legislation.

The real problems are: the exercise of this right and the extent to which it can be seen to be a reality in different types of society; the international consequences of inequalities and differences in stages of development between countries in these matters.

Higher education is not a universal right and cannot be so in the foreseeable future, in many countries. An increasingly large proportion of the relevant age group already considers it “normal” to enter higher education and the time may well come when everyone will be expected to receive some post‐secondary education. Pressure may then be exerted to seek the transformation of this “normal” situation into a legal norm so that the right to education will then come to be interpreted as a right to higher education or post‐secondary education. Although this is not yet the case it may be wise to try to foresee the consequences of such an evolution both for the educational system and for society.

In this context the Vth Seminar of the International Association of Universities (IAU) which was held from 29 May to 2 June 1978 in Halle (GDR) concentrated its discussion on the following topics:

• the right to education for professional employment and the right to education for its own sake; the consequences for access to higher education;

• the specific role of the university in the exercise of the right to education;

• international aspects of access to higher education.

We present below an edited version of the Seminar's aide‐mémoire on its discussion.     

PHILOSOPHY AS TRANSLATION: DEMOCRACY AND EDUCATION FROM DEWEY TO CAVELL

A bstract .  Dewey's idea of mutual national understanding faces new challenges in the age of globalization, especially in education for global understanding. In this essay Naoko Saito aims to find an alternative idea and language for mutual national understanding, one that is more attuned to the sensibility of our times. She argues for Stanley Cavell's idea of philosophy as translation as such an alternative. Based upon Cavell's rereading of Thoreau's Walden , Saito represents Thoreau as a cross-cultural figure who transcends cultural and national boundaries. On the strength of this, she proposes a Cavellian education for global citizenship, that is, a perfectionist education for imperfect understanding in acknowledgment of alterity. Our founding of democracy must depend upon a readiness to deconfound the culture we have come from, the better to find new foundations together. The native is always in transition, by and through language, in processes of translation.     

郑芝龙投明降清原因析论

郑芝龙生逢明末清初朝供更替的乱世,他先以海盗而投明,又以明之国公而降清,究其原因,不外以下几点：（1）传统观念的影响;（2）利益所驱;（3）人心世风的引导;（4）朝廷措置得当。值得特别指出的是：降清与郑芝个人的异域生活经历有相当大的关系。     

网络时代的文学及女性话语权力--兼评九丹的《乌鸦》

九丹用《乌鸦》打破了一段时间以来文坛的沉寂,以“身体写作”为卖点主动迎合所谓的“时尚”,九丹和《乌鸦》的走俏既不体现文学的价值,也不代表女性话语权力的增强,却恰恰证明了网络时代文学魅力的衰落,文学传统功能的降低以及男性话语霸权的根深蒂固。