Killing the Buddha: Towards a heretical philosophy of learning

This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end.     

Philosophy with children,self-regulation and engaged participation for children with emotional-behavioural and social communication needs

This study examined the effectiveness of Community of Philosophical Inquiry (CoPI) as an inclusive pedagogical approach by which to support the communicative interaction and opportunities for collaborative dialogue for children with social, emotional and behavioural needs in two mainstream classes. There is currently no empirical work that considers children with these particular needs participating in practical philosophy, particularly in CoPI. Two groups of children, aged between nine and twelve, engaged in CoPI over a period of 10 weeks. The philosophy sessions were conducted as part of the regular class work. The results show that the children were able to engage in collaborative, philosophical dialogue with their peers without being any more disruptive than their classmates. The findings of this study lead to the assertion that it is the structure of CoPI that supported the children’s engaged participation and self-regulation and that this might usefully be considered in creating classroom activities for all children.     

人体科学与哲学革命

人体科学提出用系统方法研究人及人身上的形神关系,其实就是在用与还原论方法截然不同的新的思维方法解释作为理论硬核的哲学基本问题。如果作为理论硬核的哲学基本问题的解释方法由还原论的观点转换为系统论的观点,那么整个哲学理论必将由于理论硬核的范式转换而发生革命性变革。     

以“自治”为核心的西方教育哲学传统——第一期“复旦—伊利诺伊教育哲学高级研讨班”综述

复旦-伊利诺伊教育哲学高级研讨班的主旨在于探讨教育的哲学基础、教育所面临的困境以及可能的解决方案.在对柏拉图、卢梭和杜威理论的研讨中,人们意识到在这三种教育哲学理论中隐含着一个核心理念:自治.     

INTRODUCTION

This article contains a brief set of reflections on the history and development of the International Association for the Philosophy of Sport and of sport philosophy in general over the past four decades.     

戴着口罩掏垃圾箱——纪念熊伟教授逝世五周年

熊伟教授是三四十年代中国研究存在主义的专家之一,在德国哲学的教学研究以及著作的翻译上,有许多贡献。文革后,他抛弃”戴着口罩掏垃圾箱”的精神枷锁, 重新研究存在主义,培养了一批有才华的学生。“在学习西方哲学中来发展中国哲学”是他真正关心的工作,也是他留给后的一项历史任务。     

The educational philosophy of Greek extensionists vis-à-vis contemporary extension thinking: a critical appraisal

Purpose: The current paper aims at the classification of Greek agronomists/extensionists in adult education philosophical frameworks; the exploration of frameworks’ changes in the last 40 years; and the assessment of their relevance vis-à-vis the current developments.

Design/Methodology/Approach: The research addressed a purposive sample of 30 agronomists divided into two groups (older - younger). Questionnaire-based survey was followed by a semi-structured interview.

Findings: The views of both groups of agronomists follow the same orientation and revolve around the progressive and behaviourist philosophies. In terms of practice, the intervention of older agronomists mainly relates to the progressive, the liberal and the behaviourist philosophy while that of younger agronomists around the liberal framework; evidence shows a small turn of younger agronomists towards participatory extension.

Practical Implications: The current piece of work puts forward the gaps and weaknesses of Extension in Greece both in terms of rhetoric and practice; notably, Greek agronomists do not seem capable to support bottom-up processes.

Theoretical Implications: Research detected the espoused orientation of extensionists and the ways they assist their constituencies in practice.

Originality/Value: The work reported here is considered one means of raising the awareness of the field’s needs in documenting extensionists’ educational philosophies and how they guide practice.     

"智慧"说与学术层面的马克思主义哲学中国化

冯契对学术层面马克思主义哲学中国化的主要贡献是建构了"智慧"说的哲学体系;"智慧"说的建构是为了超越科学主义与人文主义的对立,将知识转化为智慧;"智慧"说由《认识世界和认识自己》、《逻辑思维的辩证法》、《人的自由和真善美》三部著作构成,是具有原创的理论、缜密的逻辑结构的哲学体系;"智慧"说是沿着实践唯物主义路子前进的产物,具有马克思主义哲学的性质;"智慧"说是专业哲学家建构的第一部学术层面马克思主义哲学中国化的著作。     

对高校党建工作的几点认识

本用辩证唯物主义的哲学观念，论述加强高校党建工作的新思路和领导班子建设的重要性，阐明了全面加强党的思想，组织和作风发建设，正确理解把握发展党员工作的“十六字”指导方针。     

语言哲学修辞论:一个猜想--西方语言哲学系列研究之十

根据一种哲学活动(企图通过分析语言来解释世界“存在”的哲学活动，在涉及呈现方式、描述属性与认知活动时。也同时并无意地为修辞的解释打开一种思路)。本文提出如下猜想：凡是语言使用过程中，涉及呈现方式、描述属性与认知活动时。必涉及修辞活动。这个猜想的启示是：第一，凡有认知活动并且要说话的时候。都有修辞活动。第二，人类最普遍的生存方式(使用语言)——形而下，居然和形而上的思考(哲学活动)掺和在一起；第三，人的行为、语言行为与修辞，是掺和在一起的。我们生活在修辞活动中，是一个并非夸张的论断。