Philosophy,philosophy of education,and the education of teachers

The role of philosophy of education has become seriously blurred with constant cries for practical and immediate answers. The nature of the discipline is such that when practical solutions are demanded of it, it loses its vitality. Philosophy is an intellectual and contemplative exercise; it is a true activity of leisure, one which needs to be enjoyed for its own sake. This intellectual and contemplative activity is of service to the practical concerns of education because choice, action, and judgment — the concerns of the practical realm —depend upon intellectual knowledge. Philosophy of education is, therefore, an essential discipline in the education of the student-teacher.     

Philosophy,education, and the explosion of knowledge

In science, and in the teaching of science, knowinghow is as important as knowingthat. The value of theoretical knowledge is limited, especially so in view of the rapid increase in available information. Methodological analysis of concrete problems should play a major role in teaching. Also, students should learn to contextualize problems in disciplines other than their major area of interest. Generalists are badly needed for this, in teaching and in research. However, current forms of interdisciplinary integration must be de-emphasized.     

教育法哲学论纲

法哲学是法制发展的基石,教育立法的完善与提高,应当有其相应法哲学的理论深度与广度。法哲学对教育法学的发展,既是建设的,又是批判的。一方面,它思考教育的基本价值追求,厘定教育立法的方向：另一方面,它又对教育立法进行实践与理论的批判从而促进教育法学的成熟。     

From the Philosophy of Consciousness to the Philosophy of Difference: The subject for education after humanism

Abstract

Biesta has suggested that education after humanism should be interested in existence, not essence, in what the subject can do, not in what the subject is—the truth about the subject—and this is the way inspired by Foucault and Levinas. In this article, I analyze Foucault’s alleged deconstruction and reconfiguration of the subject and Levinas’ approach to human subjectivity and suggest that Foucault’s early and later works have already implied certain concepts of the subject and that Levinas’ approach to human subjectivity does not, as has often been perceived in educational circles, avoid theorizing about human subjectivity. Drawing on the French philosophy of difference, particularly Levinas’ ideas of alterity and subjectivity, I propose a post-humanist subject as a singular existence that ‘announces, promises, and at the same time conceals’, that cannot be exhausted, totalized, and replicated. The singular and unique subject, open and responsible to the world and beyond, is indispensible to the educational mission of subjectification.     

划清马克思主义的哲学与实用主义哲学的界限

实用主义哲学是现代西方哲学中影响最大、流行最广的哲学流派之一,它产生于19世纪下半叶的美国,曾被人们称之为美国的官方哲学”、美国精神”.实用主义一词来自希腊文Pragmatism”,是行动、实践的意思.强调行动、实践,注重功效是实用主义哲学的显著特点,所以,它又被称为行动哲学”或实践哲学”.马克思主义哲学也十分强调实践的伟大作用,把实践的观点看成是自己认识论的首要和基本的观点.全部马克思主义哲学理论都是建立在实践基础之上并为实践服务的.但这两种哲学表面上重视实践的相似之处抹煞不了它们之间的本质区别.     

从历史和哲学视角看高等数学课程思政

课程思政是高等院校为培养新时代中国特色社会主义建设者提出的新理念。探讨高等数学课程的思政问题,从微积分的发展历史入手,结合微积分知识体系的哲学属性,给出了高等数学课程思政建设的路径,为高等数学知识体系的再构建提供了理论依据。     

Philosophy of education in post-Soviet societies of Eastern Europe: Poland,Lithuania and Slovenia

This article explores the role of philosophy of education in three post-Soviet societies of Eastern Europe: Poland, Lithuania and Slovenia. The characteristic themes and approaches of philosophical reflection about education in these societies are explored with reference to three periods: the pre-Soviet, Soviet and post-Soviet periods.     

In search of the public and the private: Philosophy of education in post-war Japan

The focus of this paper is on Japanese philosophy of education in the post-war period. We begin with a historical account, concentrating on developments in ideas and their interrelation with policy, and then go on to discuss aspects of the contemporary scene. Central to our concerns here are the ways in which there has been an impoverishment of the public and private realms, especially with the collusion of private and national interests under the sway of neo-liberal and neo-conservative ideologies. We conclude our discussion by identifying some current trends in Japanese philosophy of education, highlighting ways in which new developments in the subject may lay the way for restoring and enhancing the relationship between the private and the public.     

关于高师中国哲学教材的几点思考

近年来 ,文化问题成了世人关心的重要问题之一 ,而中国传统文化似乎又成为被关注的中心 ,引起了热烈的讨论 ,出现了所谓“文化热”和“国学热”。在这个过程中 ,学术界对中国传统文化和中国哲学进行反思 ,对古代典籍进行这样或那样的再诠释 ,取得了丰硕的研究成果。现在 ,“弘扬中国优秀传统文化” ,已经成为国人的共识。而作为中国文化之核心的中国哲学 ,更应引起人们的广泛关注。学习和研究中国哲学 ,对于锻炼人们的理论思维 ,提高人的精神境界 ,创立新的哲学体系 ,重振民族精神 ,加强社会主义精神文明建设 ,都有十分重要的意义。中国文化…     

哲学的本性与中国哲学

哲学的本性和功能,在于寻求意义、确立价值、启迪智慧、锻炼思维。西方哲学以“本体——现象”为特征的运思范式,曾不可避免地陷入本体与价值、知识与价值的矛盾困惑之中;中国哲学从总体是建立在道德心性论和“天人合一”、“知行合一”、“心物合一”的基础上,尝以“本体——工夫”为基本的运思范式,这样,西方哲学曾有过的困惑,中国哲学因其所特有的价值形上学品性而使其得以消解。从这一意义上说,中国哲学是最合乎哲学本性的一种民族性哲学。     

哲学的创新与创新的哲学研究述评

创新就是抛弃、淘汰旧的观念、旧的技术、旧的事物,创造培育新的观念、新的技术、新的事物。在新世纪,马克思主义哲学的创新,是研究马克思主义哲学必须面对和思考的问题。它要求我们全面、深刻地认识和把握马克思主义哲学的创新原则、创新精神和创新之源。     

政治哲学与邓小平政治哲学

研究邓小平政治哲学,一方面要考虑到政治哲学的基本理论问题,如政治哲学的学科定位、内涵、研究对象等,同时还要结合邓小平政治哲学的自身特点,这样才能把握邓小平政治哲学的内涵、研究对象等基本问题。这些问题的解决有助于建构邓小平政治哲学,对当代中国政治哲学的建构也有重要意义。     

《大众哲学》与哲学的大众化——纪念《大众哲学》发表70周年

艾思奇的《大众哲学》是马克思主义哲学大众化的开山之作。介绍了《大众哲学》写作的历史背景，它在哲学大众化方面的特点和优点，以及在我国马克思主义哲学的宣传、教育、普及工作中的重要贡献，并对我国建国后马克思主义哲学大众化的历史进行了反思。     

哲学本源性情境与马克思主义哲学变革的意义

哲学是对人的生存方式的探究,其目的在于确证人自身,并以这种确证来开创人的合理的生存方式的可能性,使人的生命得以观照,价值得以澄明和彰显,最终融入真、善、美的至境。本文以西方哲学发展历程为视域,对哲学本源性情境作了历史性考察,揭示了哲学的属人性、为人确证的根本特征,进而阐明了马克思哲学变革的伟大意义。