"物化"与"移情"之比较

“物化”与“移情”分属中西文化领域的两个范畴,二者有相似,有不同。相似之处是它们都是关于主客体之间即心物之间的对应关系的范畴;不同之处却是根本的,二者发生的背景及文化氛围不同,其各自所包含的美学内涵和实质不同。“物化”的实质是“我”与物中“我”之同一,而“移情”实质是“我”与“非我”(物)的同一。     

论劳动的对象化和劳动的异化——读《1844年政治经济学手稿》

马克思在扬弃黑格尔、费尔巴哈的对象化、异化概念的基础上提出了劳动异化理论,认为对象化劳动是劳动的一般本性,是人类生存与发展的永恒现象,而异化劳动只是对象化劳动的特殊情况,是在资本主义社会中劳动对象的丧失和被对象奴役。区分二者对于异化理论,特别是对异化的扬弃,肯定私有财产的积极本质以及对共产主义理想的坚持有重要的理论意义和现实意义。     

论审美领域中的欲望对象化问题

当审美文化的发展逐渐步入到现代、后现代时期，欲望已经越来越成为有关美之边界的争议性问题。面对这一争议，首先需要考察审美领域对欲望的不同态度；其次，欲望对象化理论的演进揭示出马克思的实践主体概念可以连接起不同的欲望观；第三，马克思对审美理想和异化现实关系的分析、精神分析学派对“自恋”的分析，这两种有互补性的欲望对象化理论有助于把美之边界争议的解决思路由静态转化为动态。     

论沈从文作品客观化的泛神论思想

泛神论思想在沈从文的作品中表现得尤为突出,客观的自然环境是其泛神论思想诞生的渊源。在他的作品中受客观化泛神论思想的影响形成了三类人物形象：神性人、半神半人和世俗化的人。     

Speech acts in a semiotic frame

The performance of speech acts requires interpretive conditions that are best conceived within a semiotic frame. Three variables within these interpretive conditions are considered: (1) the options permitted or suggested by the structure of the discourse, (2) the degree to which illocutionary force is made explicit, and (3) the definition of the situation. Each of these suggests promising lines of confluence for the speech‐acts perspective and the rhetorical tradition, both of which focus on the pragmatic uses of codes.     

激励理论在学校管理中的物化

相信人、尊重人和在客观标准面前人人平等是全员激励管理机制的核心。武汉市经济技术开发区第一中学运用这种管理机制进行教育管理，取得了丰硕成果。本着重介绍了该中学运用全员激励管理机制的具体措施。     

Educational semiotic: Threat or menace?

In Donald Cunningham's article for this issue ofEducational Psychology Review, he assumes that there is a need for an educational semiotic. In this paper, I examine that implicit assumption. Upon investigation, I conclude that an educational semiotic is necessary to help develop an inquiry of understanding to complement the current inquiry of knowledge. This inquiry of understanding builds upon the fundamental ideas of both Saussure and Peirce. I conclude by considering an inquiry of understanding as a threat (or menace) to the status quo in educational research and by calling for a broad-based model of research that allows for the new and preserves the best of the old.     

Orchestrating semiotic resources in explicit strategy instruction

Research and pedagogical information provided to teachers on implementing explicit strategy instruction has primarily focused on teachers’ speech, with limited attention to other modes of communication, such as gesture and artefacts. This interpretive case study investigates two teachers’ use of different semiotic resources when introducing second-grade readers to specific reading strategies. We analysed two teachers’ use of speech, gesture and artefacts in their introductory explanation of the declarative, procedural and conditional knowledge necessary to be strategic readers. The importance of this article lies in reconciling the narrow focus on what teachers say during explicit strategy instruction with the repertoire of semiotic resources that the teachers actually use to enact multimodal communication during their explanation of the strategy.     

探究符号学视阈下的修辞理据

不同的翻译视角对修辞理据的都有不同的影响,他们各自有各自的缺陷。通过对解释体从符号学的角度做深入分析,并同时结合语言符号的特点与性质来探究修辞理据的问题,可以得出解释体的特点决定语言符号的特点,即解释体就是修辞的根源的结论。解释体根据自身的性质决定着语言符号系统的性质和分类,并利用这种机制来确立其修辞的理据。     

对象化是理解和把握人的本质问题的关键

基于时马克思在关于《费尔巴哈的提纲》中对人的本质问题的表述、争议的一些问题的提出;揭示出对象化是理解和把握人的本质问题的关键;且对对象化作了界定,认为对象化,事实上就是人的本质的外在物化,是人根据自己的主观需要和主体价值包括审美价值而对自然进行的加工和改造,是人的本质的自我确证,对象化不同于异化;提出了劳动是人的对象化活动的最重要形式。人的对象化的形式或方式是社会实践。通过社会实践才能形成人的对象性关系;人的本质具有的多样性、多重性必须通过相应的对象关系来体现、反映．人的对象性关系的形成和结构都是人对象化的结果。进而反映人的不同侧面的本质。     

从符号学角度谈商标词的翻译

本运用符号学理论，以其翻译标准“意义相符，功能相似”为招手，分析了商标词的意义及其发挥的功能，并着重探讨了社会符号学招手下商标词的翻译实质及其翻译方法。     

Making it happen: Possibilities and pitfalls of Cunningham's educational semiotic

In fundamental agreement with Cunningham's overall thesis, we attempt in this paper to articulate what an educational semiotic might look like on a practical level. For educational psychologists, it should mean an increased awareness of the limited, localized world views offered by current models of cognition and an increased attentiveness to alternate models. For teachers, an educational semiotic offers integration of cognition and affect and instructional strategies that depend upon and facilitate many ways of knowing. For an educational semiotic to be realized, however, there must be much greater attention paid to the roles of motivation and metacognition in semiotic pedagogy.     

Beyond educational psychology: Steps toward an educational semiotic

In this paper, I argue that educational psychology is deeply embedded in an objectivist epistemology, the consequences of which seriously undermine our ability to inform educational practice. In the remainder of the paper, I provide an introduction to semiotics, the doctrine of signs, and offer four global concepts (the sign, semiosis, inference, and reflexivity) that I believe set semiotics apart from other, more or less related, approaches within psychology and educational psychology (e.g., constructivism). I conclude the paper by responding to some of the more frequently asked questions I have encountered in attempting to define an educational semiotic.     

Approaching functions: Cabri tools as instruments of semiotic mediation

Assuming that dynamic features of Dynamic Geometry Software may provide a basic representation of both variation and functional dependency, and taking the Vygotskian perspective of semiotic mediation, a teaching experiment was designed with the aim of introducing students to the idea of function. This paper focuses on the use of the Trace tool and its potentialities for constructing the meaning of function. In particular, starting from a dynamic approach aimed at grounding the meaning of function in the experience of covariation, the Trace tool can be used to introduce the twofold meaning of trajectory, at the same time global and pointwise, and leads students to grasp the notion of function.     

Charles Morris' conception of semiotic: Implications for rhetorical criticism

This study analyzes Charles Morris' claim that the traditional role of rhetoric falls within the province of pragmatics, where attempts are made to understand the relationship of sign to interpreter. It is argued that Morris' conception is incomplete, failing to recognize the role of syntax and semantics in appraising the meaning and force of a given rhetorical work. The article outlines the possible rhetorical stances implicit within each facet of semiotic, suggesting the importance of each to an understanding of an entire rhetorical act. My argument is not that the three categories of semiotic are identical or equivalent to three separate critical postures; rather, each type of rhetorical analysis proceeds and functions at a level analogous to its semiotic counterpart. To contemplate the meaning and force of a given rhetorical act is to be cognizant of the existence and interplay among the three dimensions of language‐syntax, semantics, and pragmatics.     

Sign(al)s: living and learning as semiotic engagement

Cartesian mind‐body dualism, while often explicitly denied, has left a legacy of conceptions that remain highly influential in education. I argue that trends in both analytic and continental philosophy of language point towards a post‐Cartesian settlement in which the distinction between ‘signs’ and ‘signals’ is collapsed, and which thus construes all living (and learning) as semiotic engagement. I begin to explore the implications of such a view for learning theory, teaching and the curriculum, educational and social research, and broader social policy.     

Signs and meanings in students' emergent algebraic thinking: A semiotic analysis

The purpose of this article, which is part of a longitudinal classroom research about students' algebraic symbolizations, is twofold: (1) to investigate the way students use signs and endow them with meaning in their very first encounter with the algebraic generalization of patterns and(2) to provide accounts about the students' emergent algebraic thinking. The research draws from Vygotsky's historical-cultural school of psychology, on the one hand, and from Bakhtin and Voloshinov's theory of discourse on the other, and is grounded in a semiotic-cultural theoretical framework in which algebraic thinking is considered as a sign-mediated cognitive praxis. Within this theoretical framework, the students' algebraic activity is investigated in the interaction of the individual's subjectivity and the social means of semiotic objectification. An ethnographic qualitative methodology, supported by historic, epistemological research, ensured the design and interpretation of a set of teaching activities. The paper focuses on the discussion held by a small group of students of which an interpretative, situated discourse analysis is provided. The results shed some light on the students' production of (oral and written) signs and their meanings as they engage in the construction of expressions of mathematical generality and on the social nature of their emergent algebraic thinking. This revised version was published online in July 2006 with corrections to the Cover Date.