Being-in-the-World and the Horizons of Learning: Heidegger, Wittgenstein, and Cognition

The work of Heidegger and Wittgenstein still influences research and development in such areas as sociology of science, cognitive science, and design of computer-based work environments. The purpose of this article is to show how the writings of Heidegger and Wittgenstein can be used to: (a) throw new light on studies of real-time learning in school science, (b) understand the situated nature of cognition during science activities, and (c) inform the design of new learning environments. Two case studies are used to illustrate the fruitfulness of such an approach.     

建筑的叙事性——卡罗.斯卡帕的古堡博物馆设计分析

通过阐述建筑叙事性的概念并对斯卡帕的古堡博物馆中诸方面的叙事性的分析,探讨在建筑设计中营造叙事性空间的可能性与方法,强调叙事性对于当代建筑的意义与重要性。     

“翻译忠实”的现象学分析(其三)——“是之理解”对忠实现象的决定作用

根据海德格尔的观点,是(存在)的含义问题,即我们如(是)其所是地理解事物时事物是什么或怎么样的意义问题,总是以我们有能力解释事物在理解中能够明确地如(是)其所是为前提的。既然海氏的现象学本体论旨在探讨我们如何能够如其所是地理解事物的普遍条件所具有的意义,而翻译史上的翻獉译獉忠獉实獉这一理解现象就是这样一个有关"獉如其獉所獉獉是"的理解问题,那么,獉翻獉译忠獉实獉就应该能够在海德格尔的现獉象獉学獉本獉体獉论獉框架内给出分析;并且我们相信,这种分析,正如海氏现象学本体论所承诺的那样,是最本体的存在论分析。     

关于诠释学的四封通信

两位诠释学爱好者和研究者之间的通信中所讨论的问题,对于诠释学研习而言,是非常重要的带有普遍性的问题,通信双方的探讨也是深入和富有启发意义的。现征得两位通信者的同意,予以发表。     

沿“源”而居,随“道”而行——现象学视域中《老子》的“道”

"道"是中国思想文化核心范畴之一。从古至今对《老子》的"道"的解读却有些粗略,没有真正指向"道"的本义。《老子》的"道"不是具有"生产"功能的实体,不是规律法则,不是辩证哲学观念,不是退隐生活情态,它不是"什么"。《老子》的"道"指向的是万事万物成为万事万物的"成为",是万事万物如何不被扭曲、遮蔽、掩盖,而如其本身一样地成为自身的"如何"。     

Science Teaching as Educational Interrogation of Scientific Research

The main argument of this article is that science teaching based on a pedagogy of questions is to be modeled on a hermeneutic conception of scientific research as a process of the constitution of texts. This process is spelled out in terms of hermeneutic phenomenology. A text constituted by scientific practices is at once united by a hermeneutic fore-structure and scattered in a diversity of spaces of representation. The educational questioning that should reveal the interpretative aspects of the textualization of scientific research consists of four groups of issues. The ultimate aim of this kind of science teaching is the education of ‘internal critics of science' who are able to make explicit hidden possibilities of doing research.     

茵加尔登现象学原理视界下的钢琴伴奏艺术阐释

立足于现象学的研究方法,以钢琴伴奏对音乐作品的二度创作为研究对象,从“双主体”再创作的特殊行为出发,探讨伴奏中意识活动如何参与音乐作品的意向性构造,旨在体现一种将“自下而上”的研究方法引入元理论和用元理论赋予具体二度创作环节全新解读的双重尝试.