论阮籍的生存智慧与处世哲学

阮籍处在魏晋政治的高压之下,一生如履薄冰。沉醉酒乡、怪诞痴狂、躲入空堂、向往神仙,但理想的追求之路却何其曲折与漫长。生存的困境蕴藉了他深沉与美丽的诗文,乱世之中的生存智慧与处世哲学也为后世文人士子开辟了一条在乱世中如何全身全节且不屈不死的人生之路。     

批判教育学解读

批判教育学从产生至今大致经历了三个发展阶段;它的基本认识是"教育应该是政治的",基本立场是站到弱势群体的一边,基本方法是阶级分析的方法.批判教育学把实践理解为在民主授权的合法性前提下规范的政治活动.以上特征使它与其他相关学派之间有着千丝万缕的关系.可以说,批判教育学的产生是必然的,存在是合理的,但发展的道路却不可能一帆风顺.     

Democratic Education and Critical Pedagogy

Critical pedagogy wraps itself in the mantle of democracy, but in six generally accepted attributes of democracy (equality, important knowledge, nature of authority, inclusiveness, participatory decisionmaking, and rights and a seventh, not normally considered but one that has been the essence of the democratic dream—an optimum environment for everyone), critical pedagogy offers no direction. In fact, critical pedagogy, despite its unrelenting assault on the oppressiveness of schooling, may be guilty of diversion, division, illusion, and confusion, which are the major thrusts of oppression in a democratic society. Unlike critical pedagogy, a general theory of education informed by the seven aforementioned attributes of democracy provides multiple avenues for initiation of significant and realistic educational reform in existing public school sites.     

Views on Critical Pedagogy

Instead of being a theory Critical Pedagogy is a way of teaching. It tries to establish a bridge between the classroom and the wider social context, and mainly deals with power, such as social justice and social change through education. Based on the idea that education should be equal to everyone, CP never stops exploring the right way of realizing education equality.     

浅解实践哲学与教育学之缘--兼论教育学的生存困境

实践哲学与教育学有着天然内在的关联，可以说，实践哲学是教育成“学”的根基。近代教育学之所以走向分裂，根本原因就在于忽视了实践哲学。因此，今天重新返视并回归实践哲学和教育学的内在亲缘关系，是教育学摆脱生存困境的根本出路。     

由实践哲学转向理论哲学的翻译研究

翻译研究正在经历从实践哲学向理论哲学的转向。翻译的理论哲学思考集中于翻译本体论研究、主体论研究与存在论研究。其共性是,认为对翻译理论的建构应着重于“翻译之翻译”的理性追问,主张翻译研究应该从“现象翻译”中剥离出来,以便能真正认识翻译的“真值”,从而为翻译理论找到一个恒存的支点。这条路数既可能将翻译研究带上一条简约主义的道路,亦可为自身跻身于人文主义关怀的学术领地开辟道路。     

Critical Pedagogy for Transformative Optimism

This essay critically highlights the main features of a study that attaches importance to the concepts of time and optimism and their effects on the achievement and goals of high and low achievers in a North American and a Brazilian context. The focus on the time factor that serves as a leitmotif throughout the study gives this work its originality. One of the study's most pleasing aspects is that it draws on Freire's ideas as ducation Secretary in São Paulo to suggest options for future education policy intended to provide more democratic and socially inclusive educational programmes. It is argued that these Freirean ideas should be given greater importance in educational administration worldwide than is the case at present. They can serve as an antidote to the technical rational and managerial approaches that seem to dominate the area.     

实践哲学的复兴与教育学的新生

教育学处于危机之中。实践哲学与教育学的源初关联以及当今实践哲学的复兴,为教育学走出危机、走向新生提供了良好的契机。教育学只有回归实践哲学,回归本真的实践,即是说,根植于实践、通过实践并服务于教育实践,才能恢复活力,获得新生。     

An Immanent Critique of Critical Pedagogy

In this essay, Quentin Wheeler‐Bell aims to reframe recent attempts to rethink the core principles of critical pedagogy. He argues that these attempts have been unsuccessful because they reproduce a deeper problem — specifically, an identity crisis — within critical pedagogy. The source of this problem, he contends, is that those working in this tradition have, over time, become more distant from and forgetful of its roots in critical theory; as a result, critical pedagogy is now in a state of dilution and fragmentation in which critical pedagogues are unable to bring the plurality of critical education approaches together theoretically around a set of shared principles. In order to address this problem and begin to reframe the core principles of critical pedagogy, Wheeler‐Bell first briefly sketches the debates around Max Horkheimer's classic essay “Critical Theory and Traditional Theory,” focusing on why critical theory grew into an interdisciplinary tradition situated between philosophy and social science. Then he explains why the recent attempts to rethink critical pedagogy rely upon a problematic, albeit dominant, narrative of the critical education tradition — a narrative that only tacitly recognizes a connection between critical education and critical theory. This dominant narrative contributes to the identity crisis within critical education because it supports a collective memory loss regarding the importance of both philosophy and social science to critical theory. Finally, Wheeler‐Bell attempts to develop a thin definition of critical education: one that connects critical education back to its roots in critical theory, while respecting the plurality of critical education approaches.     

葛兰西实践哲学中的历史性

葛兰西的实践哲学对于文化和政治的看法令世人瞩目,其中最令人关注的是历史性要素在实践哲学中的运用。葛兰西用实践哲学代替马克思主义,视它为一种绝对的历史主义。这种历史主义不仅通过马克思吸收了德国历史主义的传统,也容纳了克罗齐绝对历史主义的精髓。葛兰西以建构历史的方式来沟通理论与实践,使之成为一个连续的同一体。他同样擅长运用历史建构中形成的历史性力量,例如:从历史之具体性中激发的想象力;在历史与逻辑一致性建构中生成的推断力;由历史与现在、未来沟通中形成的意志力。葛兰西运用这些历史性力量时的深刻自觉,令实践哲学表现出有别于西方哲学传统的卓越的实践能力和深远的影响力。     

批判教育学的困境与出路

批判教育学的发展面临着三大困境:为谁批判的立场困境;如何批判的风格困境;批判必要性的价值困境.只要那些处于受苦和异化环境的人存在,教育批判就有它存在的必要,批判教育学就能从困境中寻找到出路.