Academic Writing,Genres and Philosophy

This paper examines the underlying genres of philosophy focusing especially on their pedagogical forms to emphasize the materiality and historicity of genres, texts and writing. It focuses briefly on the history of the essay and its relation to the journal within the wider history of scientific communication, and comments on the standardized forms of academic writing and the issue of ‘bad writing’.     

Reading and Teaching Literature as Writing

Christer Ekholm's point of departure in this article is Gert J. J. Biesta's call for a new pedagogical attitude that takes a stand against the current trend in education. At present, the dominant approach is to make what we do in school into something wholly predictable, measurable, and assessable, which (as Biesta argues) misses important aspects of what education actually is or should be. One such aspect has to do with “subjectification,” that is, events where someone makes an appeal to me, singles me out in my uniqueness, and makes me ethically responsible to the other one before me. What role can literary education play in facilitating such events? What kind of reading strategies should be promoted with the aim of such an ambition? On the basis of a critical analysis of the discursive construction of an opposition between reading as engagement and reading as distance, Ekholm argues that the answer to these questions is to be found in an alternative literature didactics, where the work of fiction is understood not as text, but as utterance; not as something written, but as writing; perhaps even, not in terms of object(ification), but of subject(ification)?     

Writing Fables: Genre and Creativity

This article explores the relationship between genre and creativity with particular reference to children's writing. It is argued that, although the programme may have been implemented too rigidly, a key emphasis on genre within the National Literacy Strategy is potentially positive. The fable is offered as a particular example, demonstrating that, although too rigid a conception of a genre's formal characteristics may inhibit children's creative engagement, an understanding in depth of the range of purposes to which a particular form may be put is helpful both in providing a good range of models and in responding sensitively to children's writing.     

历史地分析建构主义的哲学根源

建构主义作为一种认识论 ,其观点的形成具有深厚的哲学根源。本文按照历史的顺序 ,分析了建构主义的哲学基础及其哲学根源 ,以求从哲学的高度进一步了解其思想的历史传承与发展。因为目前 ,建构主义的“以在原有的知识经验基础上的建构为核心”的学习观 ,还有“以学生为中心”的教学论思想 ,已逐渐渗透到与教育有关的各个学科领域。这对我国探索“以培养创造性为核心”的素质教育具有可借鉴之处     

关于"以人为本"的哲学思考

"以人为本"的思想在中西方哲学发展史上具有悠久的哲学历史渊源,马克思主义继承了以往哲学关于人的思想的积极成果,创立了自己"以人为本"的唯物史观。"以人为本"的思想具有深刻的哲学理论依据和实践依据。坚持以人为本,首先要坚持一切从人民群众的需要出发,促进人的全面发展,实现人民群众的根本利益;其次要寻求人与自然、人与社会、人与人之间关系的总体性和谐发展;再次要尊重和保障人权。     

哲学批判概念阐释

从批判的前提,批判的依据或尺度,批判的实质内容,批判的目的,批判的基本特性等层面,对批判概念作了初步的阐释。在此基础上,讨论了批判和哲学的关系,认为,批判是哲学的本性,批判精神是哲学的本真精神;马克思主义哲学无疑是当代最具深度的批判性哲学。在今天,阐扬哲学主要是马克思主义哲学的批判性和批判精神,具有特别重要的现实意义。     

过程语体模式在写作教学中的运用

写作是英语教学中的一个关键环节,学生写作水平的高低直接反映了学生的英语语言水平。简要介绍了在写作教学实践中先后出现的三种教学方法——成品写作法、过程写作法和语体写作法。深入了解这些方法的基本原理与实质对写作教师大有裨益。分析了上述三种理论的长处与不足,并进一步探讨了将过程写作法和语体写作法结合起来以创立一种更有效的写作模式——过程语体法的可能性。     

Teaching and Assessing Writing: an Australian Perspective

This article examines issues of writing instruction and assessment as they relate to an approach to English language education that has been developed in Australia. The approach, put forward by proponents of genre theory, is underpinned by the argument that it is essential for all teachers, and especially English teachers, to have a ‘metalanguage’ about language education. The expectation is that such a metalanguage makes it possible for teachers and students to develop shared understandings of how written and spoken language works in their various forms. The related argument is that the teacher represents an authoritative (as distinct from authoritarian) language user in the classroom and is responsible for teaching the linguistic characteristics of texts as well as the relationship between texts and the cultural and social contexts in which they are produced and received. In this article I examine the ‘genre’ position and consider its relevance to the business of teaching, learning and assessing in the English classroom.     

和谐:素质教育的哲学诉求

和谐指事物之间各种关系的相对平衡与协调,是世界的正常状态与自然本性。以和谐为基本范畴的和谐哲学,包括现有各种哲学体系中包含的和谐思想与当下以和谐哲学为题的专门研究成果。素质教育以和谐为自己的价值核心与哲学诉求,力求从和谐哲学原理中获得若干新的认识和实践启示。和谐哲学内化为教育工作者的人生信仰,将有利于素质教育的有效实施。     

可译性之哲学依据——从维特根斯坦语言哲学观谈起

翻译历史发展到今天,可译性一直是个热门的话题。传统翻译研究对可译性的讨论主要集中在思维、语法、文化等方面,从哲学角度探索可译性的并不多见。文章拟通过分析前期维特根斯坦的图像论和他后期的＂语言游戏＂和＂生活形式＂语言哲学观对可译性进行探索,试图从语言哲学角度探索可译性的哲学渊源。     

哲学观视野的反思

哲学家的哲学观与社会公众的哲学观是分别从不同的视角,以不同的致思方式,形成的对哲学的不同境界的自我理解。我们应关注社会公众的哲学现,不能将哲学“贵族化”,而应大众化;应当使哲学成为一种人人“都可实践”的存在方式,人人都可接受的话语系统,人人都能在生活世界的活动中领悟的生命精神。在哲学的不断发展中,我们既要以哲学家的理性思维去深化哲学,保留哲学形上的致思方式,推动哲学研究的深入发展;又要开启大众的心智,培养其哲学思维,让哲学在大众的生活中绽放出智慧的花朵。     

A Genre-Based Approach to the Teaching of Writing

The essay explains why the writing skill is often perceived to be the most difficult language skill to master; to what extent can a genre approach to teaching writing help students master the skill of writing compare briefly to other skills such as product approach and process approach; and introduce a new approach process-genre approach.     

哲学与哲学教育

哲学陷入困境的原因在于我们以非哲学的方式教授哲学,哲学有自己的特点,哲学的特点就是沉思和分析。哲学本身是一种本体的或形而上学的思;哲学是一种面向前提的思;哲学是一种面向生活世界的思。哲学应体现出对智慧的追求,对人的价值、意义的思考,以及对时代的关注,应引导学生学习哲学的思维方式,进入哲学活动的世界。     

论数学元认知的哲学内涵

数学哲学与数学教育哲学是数学元认知的两个基本哲学内涵。     

关于可拓学的哲学思考

从哲学的角度探讨了可拓学的研究对象、研究方式、逻辑细胞及基本原理 ,并指出了其对哲学发展的意义。     

论GBTLC教学模式及其在英语写作教学中的启示

GBTLC教学模式是建立在语类理论和语类分析实践上的一种教学方法.该教学模式目的在于引导学生掌握语篇结构,了解语篇构建过程,从而帮助学生创作属于某一语类的语篇.语类的起源、概念和定义,探讨了英语写作教学中GBTLC教学循环模式的操作程序、方法及步骤.     

文学中的族裔史--试析汤亭亭的《中国佬》叙事

作为一名蜚声美国坛的华裔作家．汤亭亭的写作与中国有着千丝万缕的联系．她不仅用中国化材料建构起自己的学世界，也用自己的学之笔将华人及华裔历史真实呈现在主流社会读面前。她使用的杂糅的叙事策略．不仅实现了学艺术方面的创新，也实现了叙事在历史层面的价值意义。     

The Application of Genre-based Pedagogy in College English Reading and Writing Instruction

The genre-base pedagogy is based on genre and genre analysis theories. It provides a new direction to improve the teaching effect of College English reading and writing. This paper analyzes the notion ...     

“什么是红学”的哲学辨析

针对周汝昌先生关于“什么是红学”的一些说法,从哲学角度进行了分析。认为红学就是红楼梦研究的简称。红学就是《红楼梦》研究中特殊性和普遍性的辩证统一体,这两方面既有区别,又互相联系,是不可分割的。不能借口特殊性来否定排斥普遍性内容,也不能把两方面互相割裂开来,看成两回事。论述了周先生等研究中的哲学方法和论证逻辑问题。     

隐喻理解的哲学阐释——基于Davidson与Searle为代表的后期语言分析哲学

以戴维森、塞尔、克里普克和杜米特为代表的后期语言分析哲学用数理逻辑的方法研究日常语言,既重视逻辑分析又重视概念分析。基于后期语言分析哲学的隐喻研究发现,意义辨明论、指称、言语行为理论和概念图式对隐喻的判断、源域和目标域以及概念隐喻的理解与认知都起着重要作用。