笛卡尔“自我意识”哲学对康德“先验”哲学的影响

"自我意识"哲学在古希腊哲学中具有深刻而悠久的思想渊源,"自我意识"哲学从本体论向认识论转变中内涵发生了多重变化,构成了传统与现代、本体论与认识论交汇的哲学关节点,笛卡尔"自我意识"主体性哲学的确立对康德先验哲学产生了深刻影响。     

Education and Transcendental Enterprises

Abstract

Teacher careers in secondary schools have been transformed over the last 25 years. Established careers paths, based originally around the distinction between graduate subject‐specialists and non‐graduate teachers, have been progressively eroded and in recent years typical career progressions have given way to idiosyncratic work histories. Careers in teaching are being replaced by ‘careering’ teachers. As well as making it more difficult to plan a career, the ‘disestablishment’ of teacher careers has profound implications for the relations between teachers with different academic backgrounds and for patterns of influence within secondary schools. The progressive disestablishment of teacher careers has helped undermine traditional organisational patterns in secondary schools. It has strengthened still further the powers of patronage available to headteachers and brought particular benefits to the members of the burgeoning management groups who now assist them with their widened responsibilities. This increase in the influence of those with broader curricular and administrative responsibilities is at the expense of heads of traditional subject departments. More generally, the position of traditional subject graduates, with postgraduate teaching certificates, has deteriorated in relation both to those with degrees in education and to non‐graduate teachers.     

庄子和尼采的超越哲学观

作为叛逆哲人,庄子和尼采哲学都是超越哲学,出于对生命之热爱,他们对传统思想观念作了深刻的反省与批判并致力于转换。对两人的本体论、认识论、人生观进行比较,发现尼采提倡昂然的生命力和奋发的意志力与庄子的无争、顺应自然以提高精神境界大异其趣,但他们在各自超越思想中所倡导的个性独立之精神无疑为时代发展带来了强烈的心灵震撼,体现出一种人本主义精神。     

哲学与教育:论唐君毅的教育哲学

对唐君毅哲学进行教育哲学的考察有着现实的可能性和必要性。唐君毅认为,教育哲学是哲学在教育领域的具体运用,它包含教育知识论、教育存在论和教育价值论三个部分。在唐君毅看来,教育是世界(或"境界")的一部分,其本质是自我与外界(包括他人)感通的产物;而现实的教育现象的发生,则根源于人的教育意识。唐君毅认为,解决时代问题需要个体理想人格的培养,这是理想教育应该达成的目标,也是哲学的主要功能。在现代新儒家当中,唐君毅较早认识到了作为专门学术领域的教育哲学的独立性,他在教育存在论和教育认识论方面的诸多观点也颇有特色。     

科学哲学及其实在论本质的先验分析

科学哲学以及相关的自然科学在本质上是关于实在的知识。但这一结论本身只有在先验的视域中才能显示出清晰的含义,一般关于实在论的讨论也只有在先验视域中才能有逻辑的结果。然而在这一视域中的考察也表明,科学哲学的“超验性”问题又是与其实在本质直接相关的,先验哲学在研究其发生发展规律的同时又承认这一点。整个20世纪科学哲学进程都表明了一个科学的经验实在（论）的性质,同时这一进程也证实了先验哲学关于先天知识（先验逻辑）的普遍有效性的论述。     

儿童哲学:一种基于“关心”的教育

儿童哲学对于培养儿童批判性思考能力的工具性价值是毋庸置疑的,但其原初意义上对于儿童的"关心"更值得重视。以诺丁斯的关心伦理学作为引导来表明儿童哲学并非仅仅是一项"批判性思维教育"的项目。当哲学为儿童创造了一个充满游戏性和创造性的对话空间,成人与儿童在哲学探究活动中一起重拾对世界的"关心"时,儿童哲学更应该是一种基于"关心"的教育。     

康德哲学中先验自由与实践自由之关系新释——批判的建构性道德哲学之基石

康德的自由观构成了其实践哲学的基础,而先验自由与实践自由的区分是其自由观的一个核心性的区分。本文对康德哲学中的实践自由与先验自由两个概念的内涵、差异、共同点和内在联系进行了全面的考察,说明康德在保持其哲思的严格性本色的同时,以作为先天的自律能力的实践自由(而非本体的先验自由)为实践哲学奠定自由意志的基石,从而超越传统的独断论的意志自由论和经验主义决定论,建立了先验主义自由观,为实践哲学提供了富有合理性与意义的理论基础。     

Counselor Education: A Touch of Martin Buber's Philosophy

Although the work of Martin Buber has touched the lives of many people, few can benefit so completely from his ideas as counselors. This article explores some of the concepts he has introduced and their appropriateness for the training of present-day counselors.     

法哲学视角的观照:高等教育必须坚持以人为本

以人为本的法哲学理念在高等教育中的体现应该从两个方面去把握：一是人才培养模式的创新必须凸显学生的主体价值,解决大众化教育与精英教育的矛盾,稳步提高教学质量,努力为大学生的全面发展创造条件;二是教育管理模式的改革必须确立权利至上理念,切实保障大学生法定权利的实现。在促进与弘扬法治现代化的宏观环境下,高校教育管理必然赋予“以人为本”以新的内涵,即不再是单纯的规范人、管理人、教育人,而是为了人、尊重人、服务人。     

生命哲学视野下的教育反思

生命哲学被认为是一种具有生命力的哲学。以此为视角，对教育现实中的教育者角色强化、教育的控制性行为以及教育价值的外在诉求等问题进行了反思，以期唤起教育实践工作者的重视。     

体验:教育哲学新的生长点

“体验”是最为重要的哲学范畴。以存在论的视野,从体验的存在论特征、体验的存在论价值和当下的精神状况三个方面论述体验的存在论意涵。在理论分析的基础上,强调指出教育在理念和实践层面都放逐和遗忘了个体体验,而使受教育者受制于机械论和目的论。体验在当下的时代精神状况下的教育学价值正在于它深切的人文关怀和厚重的历史感觉。教育必须回归到人的体验上来。体验论是教育哲学的新的生长点。     

Philosophy of Vocational Education in China: A Historical Overview

Historically, Chinese educational philosophy has been dominated by Confucianism and, since 1949, by Marxism. However, rapid industrialization, ideological demands, and loyalty to traditions have now led to a situation where various Western philosophies have been adopted into vocational education in hopes of moving the country forward without challenging the status quo too vigorously. The result is that China presently has no clear philosophical foundation that can help the country make solid decisions on how vocational education shall contribute to economic growth and social improvements. Awareness of one's philosophy, however, is important for vocational educators so that they can make well‐founded decisions about their teaching. The authors hope that by presenting an overview of which philosophies have been adopted in the past and the influence they have had on practitioners and policymakers, scholars can engage in a debate on which vocational education philosophy can help train China's workforce most effectively and support continued economic growth.     

Philosophy as Education and Education as Philosophy: Democracy and Education from Dewey to Cavell

In the contemporary culture of accountability and the 'economy' of education this generates, pragmatism, as a philosophy for ordinary practice, needs to resist the totalising force of an ideology of practice, one that distracts us from the rich qualities of daily experience. In response to this need, and in mobilising Dewey's pragmatism, this paper introduces another standpoint in American philosophy: Stanley Cavell's account of the economy of living in Thoreau's Walden. By discussing some aspects of Cavell's The Senses of Walden that suggest both apparent similarities and radical differences between Thoreau and Dewey, I shall argue that Cavell discovers rich dimensions of practice in Thoreau's American philosophy, ones that are overshadowed in Dewey's pragmatism: that he demonstrates another way of 'making a difference in practice'. Cavell, as a critical interlocutor of Dewey, from within American philosophy, offers a way of using language in resistance to the rhetoric of accountability and in service to the creation of democracy as a way of life. I shall conclude by suggesting that the enriched tradition of American philosophy from Dewey to Cavell is to be found in their promotion of philosophy as education and education as philosophy.     

对于伯顿·R.克拉克高等教育系统三要素的历史检视

从大学发展的历史阶段性维度考察克拉克的高等教育系统三要素,即工作、信念和权力,同时,对每一时期具有鲜明特色的要素从高等教育哲学的角度进行分析和探讨,这将有助于我们揭示高等教育系统要素的时代特征,深化我们对于大学理念和精神特质的认识,更好地把握大学发展的历史脉络,也有利于我们探索把高等教育系统的具体要素和知识特征与我国的文化传统、具体国情和现实问题结合起来,创建具有自己民族文化特色的世界高水平大学。