从弗洛姆的"社会无意识"理论看庄子对儒家之"礼"的解构

用弗洛姆的社会无意识理论审视先秦儒道之争可以从一个全新的视角理解庄子对儒家思想持反动态度的深层心理原因及文化内涵.儒道之争是对人性的不同理解,是对社会无意识控制权的争夺.     

理代气兴:汉代初年的儒道、法道之争

河上公以道家无名思想结合孟子气论,形成了儒道派哲学。韩非以道家无欲思想变荀子礼乐为理法,形成了法道派哲学。秦用法道,暴政虐民;汉用儒道,与民休息。儒道、法道之争,本质上是理气之争与君权民本之争,这构成汉初系列历史事件的哲学动因。窦婴与田蚡斗争失败,则标志儒道派政治上的崩溃。董仲舒虽试图在君主专制之下最大限度保留儒家民本思想,却又以理代气,最终使儒道派哲学消亡。此后的汉代思想斗争就由儒道、法道之争转入汉代新儒家内部的王霸义利之争,君民博弈的天秤也日益向君主一方倾斜。     

丧失自我的“土生子”——集体无意识对黑人的挤压和同化

以社会结构为载体的同类经验的积淀最终会转化为集体无意识，不合理的社会结构的固化会强化不合理的集体无意识，种族歧视正是建立在不合理社会结构所导致的集体无意识之上，并逐渐被扩大到社会的各个领域以及人性的各个层面。通过理查德·赖特的《土生子》中主人公性格与命运的悲剧，可以理解白人社会的集体无意识与黑人身份构建之间的矛盾；同时通过分析这种集体无意识的产生根源可以消解种族歧视产生的心理和社会因素，进而实现民族平等并促进世界多元化发展。     

论儒道哲学中“道”之差异性

“道”是儒道哲学体系中的核心概念,怛“道”的含义在儒道哲学中有很大的差异。从“道”的明晰性与模糊性、主体性与本体性、人文性与超越性等方面对儒家之“道”和道家之“道”进行比较辨析,以便准确理解中国古代的一些哲学问题、深刻把握整个儒道哲学体系中的核心价值。     

女娲神话的“集体无意识”功能

集体无意识理论认为,神话是民族精神内涵的显性展示和核心表达,是人类集体无意识的原型载体,是社会精神气质的活化石。女娲神话作为中华民族最古老的神话之一,以故事的形式传输了中国传统政治伦理、宗法伦理、族群意识,展示了初民对社会、人生的理解与思考,是解读中国传统社会秩序的原初密码。女娲的丰业伟绩,指导着华夏族的精神理念从差异走向趋同,是展现中华民族不怕牺牲、崇尚英雄、敢于殉道济世等民族品格的精神化石。女娲神话作为一种具有虚构性质的文学形态,又具有一种超脱性的价值追求,它推崇天人合一、阴阳相谐、和悦共生,是中华民族审美取向的重要文化图腾。女娲神话所表现出来的集体无意识既是折射中华民族历史的镜子,也是照亮中华民族未来走向的灯塔。     

从“调情理”看冯友兰的儒道观

冯友兰先生在《新世训》"调情理"篇中,评述了儒道两家对于情与理关系分析的各自特点,从中可以看到冯友兰先生对于儒道两家思想的理解与态度,两家思想虽有不同,但在发展过程之中是相互影响、融合的,因而冯友兰先生的新理学思想是接着儒释道思想融合成果——宋明道学讲的。     

试论孔、庄之“道”

文章以《论语》和《庄子》文本为依据,就孔子和庄子对于“道”的不同理解为切入点,分析了儒道融合的可能性和现实性,最后得出二者融合后的现实意义。     

语文教师“讲透”惯习的成因分析

有必要先解释一下"惯习"的概念."惯习"不同于"习惯",界定"惯习"有几个依据:一是与"习惯"的个体性相对,"惯习"一般理解为特定群体的共性"习惯";二是与有意识行为积累和建构相对,"惯习"一般理解为长期环境陶冶和影响下的无意识和下意识的行为;三是与无意识和下意识紧密相关,"惯习"具有文化基因的遗传性.[1]     

儒、道、释的“天人合一”观与生态文明的构建

儒、道、释的"天人合一"观是古代农业文明条件下的别样的生态思想,它保留了人与自然和谐相处的思想样本.从儒道释的"天人合一"观的阐释、儒道释"天人合一"观与生态文明的联系及对生态文明建设的意义三个方面说明了儒道释的"天人合一"观对于当代重塑人与自然的和谐关系,构建生态文明社会的借鉴意义及其深远的理论意义.     

“雅”的文化生成与文化品格

“雅”作为中国传统文学中一个重要的审美范畴,它的产生是与中国传统儒道文化的长期浸染、熏陶有着直接的关系。而我们理解“雅”的审美内涵,也必须以此为前提,否则就难以真正把握“雅”的本质。     

浅析“问题与主义”之争中胡适的思想及启示

20世纪初,面对我国种种社会矛盾问题,在新文化阵营领导人内部发生了分歧,并引发了“问题与主义”之争.这场争论对探索当时中国的出路产生了深刻影响.今天,回顾“问题与主义”之争的社会背景和历史过程,梳理胡适的思想并对之进行评价,能够为我们解决当前社会现实中的各种矛盾和问题带来一定的启发.     

Life,liberty, and the handgun: The function of synecdoche in the Brady Bill debate

This essay identifies the debate over the Brady Bill as part of a longstanding public argument rooted in two conflicting views of handguns that conceptualize competing social realities, and it argues that the social constructions of the handgun, in divergent synecdochic forms, shape the debate and maintain controversy over gun control. The divergent representations of the handgun in the debate are viewed as tactical components of competing discourses that function to sustain the practice of handgun ownership rights on the one hand, and to replace that practice on the other. Thus the critical task in this essay is to identify these synecdochal representations of the handgun as vital to both the construction and maintenance of competing social realities in the debate over the Brady Bill, and to demonstrate how such representations serve as divergent rhetorical constructs for competing interests.     

热辩中的冷观——科学史学派缺席三大论战原因探析

20世纪20年代末至30年代初,中国思想理论界围绕着中国社会性质问题、中国社会史问题以及中国农村性质问题展开了论争。这场大论战持续时间长,影响也很深远,而且参加论战的人员比较复杂,牵动着社会各个阶层和群体。但令人不解的是,当时史学界的“正统派”——科学史学派却对这场论战态度冷淡,几乎无人参与其中。究其根源,主要是因为：论战的起因和目的都带有浓厚的政治色彩;科学史学派不是马克思主义者,他们不会参与马克思主义者之间的争论;论战的议题不在科学史学派的研究范围内;论战的参与者并没有被主流学术圈接纳;科学史学派与论战各方在治史方法上有着巨大差异;论战的起源、发展都与苏联和共产国际有着密切的关系,论战的党团性使得科学史学派对它敬而远之。     

Curricular reform and the changing social role of public higher education in Costa Rica

This paper traces how various dominant social, economic, and political philosophies are played out in debate over and changes in the general studies curriculum at the University of Costa Rica. This investigation reveals a close link between dominant ideologies and the general studies curriculm. Specifically, the general studies program implemented in the 1970s which emphasized teaching about national problems and social responsibility, is currently being challenged by neoliberal policies and perceived competition from private universities. Latin American universities have traditionally served as battlegrounds of competing social, political, and economic philosophies. The debate over general studies serves as a unique opportunity to observe how competing social roles of higher education are played out in the university setting. The author concludes that the debate over general studies is really about the role and status of the University of Costa Rica in an environment thatvalues privatization; individual, as opposed to societal, benefit from higher education; and professions such as management.     

Inclusive education: a prerequisite for equity and social justice

Asia Pacific Education Review - Whether education fosters equity and social justice, as it is said to do, is a matter of debate. Whatever the outcome of the debate, education has a better chance of...     

古君子辩论中的价值取向给我们的启示

我国古代君子在辩论的过程中特别强调"以公心辨(辩)",以秉持道德和追求真理为价值取向。先秦典籍中的许多寓言,如盗跖为君子所唾弃、孔子诛少正卯等即鲜明地反映了该立场。古代君子辩论的这一价值取向对于当今盛行的辩论和辩论赛有诸多启示,无论是辩论的组织者还是参与者,都应该为追求真理而辩,为完善人格和推动社会发展而辩。     

Sozialpädagogik als Bildungstheorie und Bildungspolitik im Kaiserreich. Der Sozialpädagogikbegriff in der Deutschen Schule zwischen 1897 und 1914

“Deutsche Schule”, the journal of the German Association of Teachers, was an important forum for the social education debate during the German empire. The author describes this discussion, which took place between 1897 and 1914, on the basis of essays published in the “Deutsche Schule”. Central is the relation between educational task and theory. Within the generally accepted educational task of strengthening the unity of the cultural nation, this early social education debate developed into a controversial discussion over the social and sociological elements of education policy and theory.     

Using African American Narratives to Analyze Social Policy

Abstract

This paper explores how African American literature can enrich the analysis of social policy in social work graduate courses. The historic debate between Booker T. Washington and W.E.B. Du Bois about black progress, and its reflection in subsequent works by Richard Wright, Ralph Ellison, Shelby Steele, and Cornel West, illustrate that the debate remains present in contemporary affirmative action and welfare reform policies. Using ethnic narratives can expand adult students' ability to analyze the purposes, consequences, and values underlying social policies and help social workers formulate, document and buttress new policy positions. Such abilities are especially critical for social policies in which race remains a critical influence.     

All Social Welfare Policy Is Rational

Social work's professional commitment to working toward social justice for vulnerable groups is well known. However, as a profession, social work has been criticized for proposing professional perspectives that may be interpreted by some as political indoctrination. The purpose of the current study was to examine social work students' perceptions of political debate in the classroom. An additional goal was to examine whether students believed that colleagues who hold certain sociopolitical beliefs should be prohibited from receiving a social work degree. Four hundred and ninety-seven undergraduate and graduate social work students from 10 programs were surveyed. Results show that a majority of respondents were comfortable with the discussion of sociopolitical content in the classroom. Nevertheless, students who self-identified as politically conservative were more likely to report that they perceived the classroom environment as less open and hence less conducive to debate. Finally, overt racism was identified as the only attitude that should prohibit someone from receiving a social work degree. Implications for social work education are discussed.