幼儿陌生性的产生及应对

从胡塞尔生成现象学的角度讲,“陌生”是处于幼儿园教育阶段的孩子的一种生存状态.这种陌生性是相对于常态的、熟悉的、习惯性的家庭世界而言.其产生的根本原因在于人类代际的差异,即成人世界与儿童世界“规则”的差异,包括成人世界与儿童世界时间、空间与人际关系“规则”的差异.作为幼儿教育工作者,理应从本体论意义上去理解并保护幼儿“陌生性”的存在,使其成为人类代际更替与文化更新的动力.     

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。     

伽达默尔解释学经验与生态伦理

伽达默尔从解释学经验入手讨论生态伦理,把解释作为一种解构和建构的实践活动,用解释学的经验来解释生态伦理,具有实践哲学的意义。通过解释学经验,他逐一分析了人类中心主义和自然中心主义的缺陷与可取之处,主张建立人类与自然之间的交往伙伴般开放的关系,在互相听取对方的前提下实现和谐的可持续的发展,在人与自然的交往经验中,保持对传统的开放性,避免一方沦为另一方的奴隶或工具。伽达默尔的解释学经验对我们当今正确处理人与自然的关系具有重要的启示意义。     

同途殊归:几何学的例证意义——胡塞尔和德里达对几何学例证的不同解读

面对欧洲科学文化和人性的危机,胡塞尔运用历史现象学的方法 ,以对几何学起源的回溯为例证,试图赋予他的超文化的生活世界以超越的意义。德里达通过解构历史现象学方法论的合法性指出历史性的不可回溯性和延异性,指出回溯几何学起源的运动只不过是实现历史现象学目的论的例证。     

现象学视野中的组织初探

组织是人类的一种普遍现象,“在组织中”是人的一种生存状态。在科学主义管理理论盛行的现代,组织自身的存在被遮蔽了,需要通过显现方式亦即现象学方式来解蔽组织的存在。组织虽然被认为是实现集体目标的手段(工具),但这一工具必须被置于人(此在)与实践的整体关系中,在人的实践目的中组织才能真正呈现它的意义。“组织”作为名词是把组织作为一个静态的“对象”来认识,这是组织理论科学之维;“组织”作为动词可以解释为“在组织中”或“使之协作”,这是组织理论的人文之维。从现象学来分析,组织只能在行动中被体验并在反思中被给与,组织的本质就是作为集体的人的实践。组织作为人的一种生存状态,其行为应当体现真善美的统一。     

‘Being in your body’ and ‘being in the moment’: the dancing body-subject and inhabited transcendence

Sports studies is currently dominated by the intellectualist approach to understanding skill and expertise, meaning that questions about the phenomenological nature of skilled performance in sport have generally been overshadowed by the emphasis on the cognitive. By contrast, this article responds to calls for a phenomenology of sporting embodiment by opening up a philosophical exploration of the nature of athletic being-in-the-world. In particular, the paper explores the conceptualisation of immanence and transcendence in relation to the embodied practice of dance, engaging with Merleau-Ponty’s important insight that the body can be a source of transcendence. I also draw on data from in-depth qualitative interviews with professional contemporary dancers to explore dancers’ concepts of ‘being in your body’ and ‘being in the moment’, and to suggest that during the actual embodied practice of dance, dancers do not experience transcendence and immanence as they are conceptualised in philosophy. Rather, I argue, dancers experience a third mode of being that is somehow in-between these two binary terms. I have called this ‘inhabited transcendence’.     

钱锺书"诠释循环"与西方诠释学的关系辨析

李清良新近发表的文章认为:钱锺书的"诠释循环"对西方诠释学虽有所借鉴,但更多的是"不谋而合"、"不期而同"的"冥契暗合",这种"借鉴"只是"提法"即命名上的,至于实质内容,则是钱锺书从自己的学术旨趣学术经历出发而形成的,与西方诠释学没有直接关系,而且钱锺书"并不像某些研究者所说的非常熟悉西方阐释学"。因此无论从钱锺书对西方诠释学的了解程度进行反面印证,还是从他自己的学术旨趣学术经历作正面推论,都不能证明钱锺书自己形成了"诠释循环"方法。钱锺书的"诠释循环"是他有意识地借鉴西方诠释学理论发展中国传统诠释方法的结果。     

教学意境的原理与营造——以海德格尔现象学为视角

教学需要意境,犹如学生需要意义。意境即意义发生、领悟之境。我国传统道家思想对意境的解释是有无相生,无中生有。但依据海德格尔“朝向……的存在”的现象学理论,教学意境就是给学生提供一个朝向教学目标的回旋、震荡空间,在这个空间中,一切还没有完全实化、固定化,它能够让学生有机会领悟教学的意义。教师要重视教学意境的营造,并注重学生生活世界的充实。     

Contextualizing privacy with wearable data in higher education

This conceptual study uses dynamic systems theory (DST) and phenomenology as lenses to examine data privacy implications surrounding wearable devices that incorporate stakeholder, contextual and technical factors. Wearable devices can impact people's behaviour and sense of self, and DST and phenomenology provide complementary approaches for emphasizing the subjective experiences of individuals that occur with the use of wearable data. Privacy is approached through phenomenology as an individual's lived bodily experience and DST emphasizes the self-regulation and feedback loops of individuals and their uses of wearable data. The data collection, analysis and communication of wearable data to support learning systems alongside privacy implications for each are examined. The IoT, cloud computing, metadata and algorithms are discussed as they relate to wearable data, pointing out privacy risks and strategies to minimize harm.

Practitioner notes

What is already known about this topic

• Data privacy is a complex topic and is approached through different perspectives, influencing the degree of an individual's data autonomy.
• Wearable technology is increasing in the consumer market and offers great potential to learning environments.

What this paper adds

• Extends extant literature on dynamic systems theory and phenomenology, contributing these perspectives to educational research in the context of student data privacy and wearable technologies.
• Provides a framework to understand the complex and contingent ways that privacy can be understood in the collection, analysis, and communication of wearable data to support learning.

Implications for practice and/or policy

• Higher education faculty and educational policymakers should consider various interactions in systems and among systems of how wearable data collection may be analysed, communicated and stored, potentially exposing students to privacy harms.
• Multiple actors in learning systems must engage in continuous and evolving feedback loops around data security, consent, ownership and control to determine who has access to student data, how it is used and for what purposes.
• The EU's General Data Protection and Regulation offers one of the most comprehensive frameworks for higher education institutions and faculty around the world to follow for protecting student data privacy.