论古希腊怀疑主义对专制的消解

古希腊怀疑主义对传统形而上学、认识论和伦理学的颠覆不仅对整个西方哲学产生了极其深远的影响,而且更为重要的是作为一种早期的哲学创设,古希腊怀疑主义对三大领域的批判也消解了专制的形而上学、认识论和伦理基础,进而使得民主的观念和思想一直或隐或现于西方前资本主义时期的历史长河之中。     

论怀疑主义及其当代意义

怀疑主义是一种独特而久远的哲学学说, 怀疑方法是一种具有重要意义的创造性思维方法。长久以来, 怀疑主义倍受误解, 其真实意义也经常受到遮蔽, 这严重影响了人们的认识和实践, 怀疑思维的创新本质和现代意义不容忽视。有必要重建马克思主义的合理怀疑方法。     

古希腊怀疑主义论式探究

古希腊怀疑主义的产生是直接针对独断论的,论式是怀疑主义用以批驳独断论的武器,在怀疑主义的发展中,出现了早期的10种论式和晚期的5种论式,数量上减少了然而质量却提高了,表现在概括性和抽象性的具有哲学意义的飞跃.论式在古希腊怀疑主义中的作用十分重要,它是怀疑主义精神历程的起点,是古希腊怀疑主义理论大厦的基石.     

怀疑主义、科学怀疑精神与科学信任--论现代专家信任系统的建构基础

专家信任系统是信任的制度保障的重要一环.专家信任系统是建立在科学的基础之上的,而科学应当是一项诚信的事业.专家信任系统具有两个重要的基础:认识的确定性和科学家品质的可靠性.但怀疑主义对认识的确定性的冲击,近年科学界本身出现的种种科学不规范行为对科学家品质可靠性的置疑,使得公众对这一系统的可信任性产生怀疑.如何消除公众的怀疑心理,建构现代专家信任系统?这需要重新界定怀疑主义、怀疑精神,并构建一条从怀疑走向信任的科学通道.     

当代知识论怀疑主义的论证结构分析

关于当代知识论怀疑主义,国外知识论者已有很多探讨,但是,这个问题目前在国内还没有得到充分的研究,因此,还有许多问题没有得到解答。认真考察怀疑主义的论证结构,分析怀疑主义论证中的非充分决定性原则和确证的闭合原则的关系,以探讨何种知识论原则才是这种论证所需要的,何种形式的论证结构才是怀疑主义论证最基础的结构,在当代知识论研究中具有重大意义。     

从中希比较探究古希腊怀疑主义成因

怀疑主义在西方哲学史上占有十分重要的位置，而古希腊的怀疑主义是近代西方怀疑主义的渊源。从地理环境、经济结构和社会政治结构等三个方面进行中希之间的横向比较。以此剖析古希腊怀疑主义的成因。怀疑主义是推动西方社会发展的重要思想动力之一。怀疑主义的缺乏是导致中国古代社会长期陷入凝滞状态的思想原因之一。     

从中西比较探究古希腊怀疑主义成因

怀疑主义在西方哲学史上占有十分重要的位置，而古希腊怀疑主义是西方近代怀疑主义哲学的渊源。章从地理环境、经济结构和社会政治结构等三个方而进行中两之间的横向比较，以此剖析古希腊怀疑主义的成因，进而指出怀疑主义是推动西方社会发展的重要思想动力之一，从另一侧面也揭示出怀疑主义的缺乏是导致中国古代社会长期陷入凝滞状态的思想原因之一。     

从怀疑主义五大论式看因明学说的优越性

怀疑主义思想的发生和西方哲学的发展有关,早期哲学家的思想是怀疑论哲学的思想来源。怀疑论中的思辨探究成分经过皮浪主义的发展,再经过阿格里帕总结最终形成怀疑主义五大论式。该论式形成之后常被哲学家们作为辩论和反思的工具。怀疑主义五大论式被提出具有必然性,其原因包括柏拉图学院派发展的历史状况以及亚里士多德三段论当中的不完善因素,而因明学说的发展包括其从五支变为三支、因三项的规范化则部分解决了西方逻辑发展中产生的这些问题,具有一定的优越性。     

论古希腊怀疑主义对民主的影响

本论述了古希腊怀疑主义通过理性的中介推动了民主的发展、衰亡和重建，同时也指出中国古代君主专制社会的漫长和民主思想的缺乏，其根本原因就在于缺乏怀疑主义的哲学创设。作试图从正反两个方面揭示古代怀疑主义对民主的成长所产生的重要作用和独特影响。     

论休谟的怀疑主义

休谟通过审视哲学史上的各怀疑主义学派,提出了温和的怀疑主义主张,确定了其基本原则和第一原则,以此展开了他的怀疑主义体系,最终逻辑地走入唯我主义的困境,然而当我们沿着自然本身的途径,从其自我中心的迷宫中沿着相反的方向,就能走出困境,同时也能揭示出其中的闪光的思想在哲学史上的地位。     

维特根斯坦“语言游戏说”简论

"语言游戏说"是维特根斯坦的后期哲学思想的核心内容,从形式上看"语言游戏说"只不过是把语言比做游戏,但它解决了很多西方哲学史中令人不解的形而上学难题,尤其是"本质存在问题",因此这一理论意义重大,成为维特根斯坦后期哲学思想的灵魂。研究"语言游戏"说,对于深刻理解维特根斯坦及其他语言哲学家思想有着深刻意义。     

Ethical Confidence in Education

Teachers need grounded ethical confidence: an intellectual virtue analogous to courage. I distinguish this from SCAA's notion of teacher confidence, based on the 'authority of consensus'. Such a notion is challenged by Wittgenstein's later philosophy. I argue that confidence in authority is deferential rather than intellectual, which is not what we want for teachers. As courage (according to Aristotle) is a mean between vices, grounded ethical confidence is a mean between tendencies to excessive and insufficient doubt (forms of 'not knowing one's way about' philosophically.) It is the virtue of thinking well ethically, and knowing that one thinks well.     

论刑事诉讼中的“排除合理怀疑”

“排除合理怀疑”是英美法系在刑事诉讼中采用的证明标准。它从确立之日起,就是否对其内涵进行界定存在着较大争议。我国新修改的刑事诉讼法首次将“排除合理怀疑”纳入到证明标准当中。顺应了实践需要,体现了立法进步。但该标准存在着将“排除合理怀疑”与“结论唯一”、“排除一切怀疑”相混淆,“排除合理怀疑”的内涵不够清晰,证明标准粗放等问题。因此,应从“合理的人”、“合理的证据”、“合理的判断”、“合理的结论”等方面对“排除合理怀疑”的内涵重新解读。在此基础上,要切实提高死刑案件的证明标准,设置出体现阶段性和层次性的证明标准,以及针对不同主体、证明对象适用不同的证明标准。     

试论两大法系刑事证明标准之异同

在刑事证明标准问题上,英美法系国家将其表述为“排除合理怀疑”,而大陆法系国家称之为“内心确信”。两在内质上具有同一性,但也有细微差别。当今越来越多的国家更为推崇“排除合理怀疑”的表述,而“内心确信”的主张日渐式微。     

Negotiating the World: Some philosophical considerations on dealing with differential academic language proficiency in schools

Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language-acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning-as-use theory we show that learning a language requires an activity that relates the subject both to the community of language users, and to the things language is about. In opposition to Luntley, we contend that this does not mean that linguistic development involves linguistic adjustment to the world 'as it is'. It is argued that, in as far as linguistic development involves a process of adjustment, this concerns conceptions about the world as it is presupposed to be—a 'world' that is subjected to doubt and revision time and again. With respect to dealing with differential academic language proficiency, this approach to linguistic development suggests bringing pupils into situations which require active participation in processes of 'negotiating meaning', including negotiating the prevailing presuppositions about what the world is like. This also puts novices in a different position—less assimilatory—recognising their co-constructive potencies at a more fundamental level.     

新刑事诉讼法排除合理怀疑规定评述

《关于修改（中华人民共和国刑事诉讼法）的决定》对刑事证明标准做出了调整,将“排除合理怀疑”写入刑事诉讼法,这是我国对刑事证明标准的理解取得的巨大进步。排除合理怀疑的做法在我国司法实践中早就存在,只是本次刑诉法修改才将其纳入法律规定的框架内。我国证明标准下的“排除合理怀疑”应该有不同于英美的中国式解读,对于其在我国适用时可能出现的问题,也应在我国法律框架下提出解决方案。     

Tacit Teaching

This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. Doing philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as a guide; it is a matter of showing more than saying.
Wittgenstein's approach suggests a model that I will call tacit teaching . Tacit teaching refers to the many forms of informal instruction—some intentional, some unintentional, and some difficult to categorize simply as one or the other—by which skills, capacities, and dispositions are passed along within a domain of practice. Wittgenstein repeatedly uses the language of signposts, of wandering through a city, of being lost and finding one's way, of needing a guide, of learning how to go on by one's self, to refer to the complex web of knowledge and understanding that allows successful autonomous practice in some discipline: most pertinently, in the context of Wittgenstein's own teaching and writing, the discipline of doing philosophy, but with clear reference to teaching and learning in other complex and ill-structured domains as well.     

维特根斯坦论"我相信p"

"我相信p"是一个古老的知识论问题,但在维特根斯坦那里已经转换成为一个语言学问题.本文根据维特根斯坦逻辑哲学的命题理论,对"我相信p"以及与此相关的"我相信～p"和"我知道p"等语句进行了评述.文章认为,"我相信p"与维特根斯坦逻辑哲学命题原则的冲突是促成其哲学转向的理论根源之一,"我相信p"所蕴含的主观确定性为人文科学的可能性提供了条件.     

Why first language learning is not second language learning — Wittgenstein's rejection of St. Augustine's conception of learning

The Philosophical Investigations starts with a quotation from St. Augustine on language learning. The usual reconstruction of Wittgenstein's criticism of St. Augustine's view on language focusses on meaning — that is, the picture theory which he had in common with Wittgenstein's own earlier views. This paper shows that Wittgenstein in discussing ostensive definition, understanding, and the private language argument also attacks St. Augustine's notion of learning. In recent years the Augustinian conception has been resurrected in cognitive theories postulating an innate language of thought (e.g., Fodor), making Wittgenstein's claims that this conception of learning is paradoxical very relevant.