论实践本质界域的主客体矛盾与主客观矛盾

马克思认为,实践在本质上是社会性的客观的物质活动。从实践的本质出发,主客体矛盾和主客观矛盾之间,不是前者内含后者的关系,而是对立统一的关系。传统马克思主义哲学体系的观点是错误的。在哲学严格意义的视域内,在主体划分为实践主体和认识主体之时,这种关系和实践与理论的关系是同一层面的。由于主体的严格区分,主体客体化、客体主体化应该具有自身独有的物质运动的意义,而主客观对立统一关系在关于实践问题上亦应有相应的义域。把主客体对立统一关系等同于主客观对立统一关系,进而用主客体统一取代主客观统一这一马克思主义基本原则的观点是错误的。     

性别译者:主体性与身份建构

译者的身份和地位在传统的翻译研究中长期被忽视，表达等级体系的“忠实”概念成为译者主体性发挥的镣铐。“显形”译者和“性别”译者充分展现了一个解放了的译者形象。本文试图超越国内译界在译者主体性研究中的阐释学／接受美学范式，从女性主义翻译理论的视角来阐释译者的主体性问题，它突出地表现在译者对自我身份的寻觅和建构。通过“深度翻译”，译者充分挪用元文本空间来塑造一个具有独特身份的主体。     

试谈现代教育的情感功能

现代教育应该充分认识学生的主体作用，注重发挥积极的情感功能，关爱每一位学生，培养学生健康的人格品质，营造一种学生积极向上、轻松愉悦的学习环境，创造性地学习，从而实现理想的教育和人生目标。     

教学中回归学生主体的理性思考与探索

本文从教学论角度论述了学生是教学过程中的主体 ,分析了造成现实中学生主体地位失落的原因 ,并提出教学中回归学生主体的途径和方法。     

Privacy. An Intercultural Perspective

This paper deals with intercultural aspects of privacy, particularly with regard to differences between Japanese and Western conceptions. It starts with a reconstruction of the genealogy of Western subjectivity and human dignity as the basic assumptions underlying Western views on privacy. An analysis of the Western concept of informational privacy is presented. The Japanese topic of ‘‘denial of self” (Musi) as well as the concepts of Seken, Shakai and Ikai (as analyzed by the authors of the companion piece on privacy in Japan) give rise to intercultural comparisons. The paper addresses the question of privacy in cyberspace and mass media. Finally the question of freedom of speech is related to the Japanese concepts of Ohyake and Watakusi.     

"多层感官动静结合讲解法"在武术普修课中的实施——将被动的"鸭"变成主动的"人"

教学方法的改革是提高教学质量的重要途径。章以当前教学改革的新目标及现代教学理论的新要求为依据，结合武术自身特点的优势，在教学过程中，提出并实施“多层感官动静结合讲解法”。该法不仅能充分调动学生的积极性和主动性，激发学生的学习兴趣，把学生由过去在课堂上被动的被“填”的“鸭子”变成有思考能力的、有主观能动性的人，同时，极大地提高了学生的专业技能及逻辑思维能力。     

建构黑人女性主体三部曲——从《最蓝的眼睛》《秀拉》到《宠儿》

托尼·莫里森是迄今唯一获得诺贝尔文学奖的黑人女作家,她以自己独特的女性视角和经验,深入到黑人女性的内心世界,讲述她们在种族和性别的双重压迫之下的身心重创,以至于丧失了作为人的主体性。通过《最蓝的眼睛》《秀拉》和《宠儿》三部作品,作者描述了黑人女性主体从丧失、觉醒反抗到最终建构的艰辛过程。     

The Anthropology of Meaning

Meaning is one of the recent terms which have gained great currency in mathematics education. It is generally used as a correlate of individuals' intentions and considered a central element in contemporary accounts of knowledge formation. One important question that arises in this context is the following: if, in one way or another, knowledge rests on the intrinsically subjective intentions and deeds of the individual, how can the objectivity of conceptual mathematical entities be guaranteed? In the first part of this paper, both Peirce's and Husserl's theories of meaning are discussed in light of the aforementioned question. I examine their attempts to reconcile the subjective dimension of knowing with the alleged transcendental nature of mathematical objects. I argue that transcendentalism, either in Peirce's or Husserl's theory of meaning, leads to an irresolvable tension between subject and object. In the final part of the article, I sketch a notion of meaning and conceptual objects based on a semiotic-cultural approach to cognition and knowledge which gives up transcendentalism and instead conveys the notion of contextual objectivity.     

Novel Translation is an Art of Literary Re-creation——A Distinguished Art Feature in Chinese Version Tess of the D’urbervilles

Literary translation is the re-creation of the language art.To translate an English novel into Chinese one,translators need the skill of literature re-creation.Taking Zhang Guruo’s translated version Tess of the D’urbervilles as an example,we perceive that translators have subjectivity and they should break the boundary between writing and translating.When a translator translates a piece of works,he must get rid of the constraint of the surface structures of the original works,and reproduces the flavor of the original novel.But the translators should try to show the original scenes in the original English novel to target readers.     

主体教育的反思与重构

现代主体教育是在主客二元对立的框架下建立的,随着哲学主体性在现代社会步入“黄昏”,现代主体教育理论也陷入了自身的困境。反思现代主体教育,要求我们超越主体教育自身的弊端,走向马克思交往实践理论的主体间教育。