因果必然性探析——结合休谟、卡尔纳普因果研究的考察

纵观西方因果观念的历史演变．它与必然性、决定论的相互纠缠有其特定的自然科学背景。近代．休谟提出了因果性批判;卡尔纳普试图从语义学角度来定义因果必然性。对待决定论的态度取决干不同阶段自然科学的发展状况．被认为是非（因果）决定论的量子力学却在某种意义上保留了因果必然性（微观因果性）。     

马克思主义哲学物质观与现代自然科学

现代物理学的发展成果涉及了哲学物质观的若干问题。在物质的客观性和可知性问题上 ,人们在实践中所能认识的是实践场域内客体间相互作用 ,离开了实践场域 ,谈论客观事物的自在性质是否可知是没有意义的。在物质世界的无限性和有限性问题上 ,哲学宇宙观不同于自然科学宇宙论。在决定论和非决定论问题上 ,量子力学的统计特征并不表明世界在本性上是统计性的或非决定论的 ,而只表明客体间相互作用是必然和偶然的统一。在进化和退化问题上 ,从宇宙无限性角度来看 ,不能把进化或发展看成是物质世界的一般本性 ;从整体上说 ,物质世界只能是进化和退化的辩证统一。     

论科学发展观的唯物史观意蕴

科学发展观有深厚的唯物史观意蕴。科学发展观体现了唯物史观认识论和实践的首要的和第一的观点、历史主体论的基本观点、历史决定论的根本观点、社会有机论的重要观点。     

科学技术发展的生态思考

从表面上看,环境问题是人们利用科学技术过度采伐和消耗自然资源所引发的,其深层根源是人类在自然观上的人类中心论和科技观上的科学技术决定论这两种观念支配下的对科技的不合理和无限制的应用,或者说是工业文明时代的发展理念及其支配下的生活方式在起作用。只有进行人类文明的创新,变革指导科技发展的伦理观念,建立新的生态文明的科学技术观,才能实现科技、社会和生态环境的协调发展。     

库诺的经济决定论思想探析

库诺只承认经济生活的生产是历史过程中的唯一决定因素,表现出对历史发展中的政治、宗教、文化等其他中介因素的淡化和轻视。库诺深陷经济决定论的泥潭,是有其现实的时代根源和深层的理论认识根源的。经济决定论的实质在发展观上是一种形而上学,在历史观上是把自然发展的规律生搬硬套地用在社会历史发展之上,混淆了自然规律和社会规律的区别,经济决定论也是一种实证主义。它的存在曾给国际工人运动事业带来了严重的消极影响。     

论皮亚杰的方法论思想

本文试图从元方法角度论述皮亚杰的方法论思想 ,认为皮亚杰是空间维度上的还原论的反对者 ,同时是时间维度上的还原论者 ;是一个具有发生学色彩的方法决定论者 ;一个超实证主义者。     

Towards new understandings of learning disability

Abstract

This article highlights inherent difficulties in defining learning disability, particularly in South Africa. It traces the evolution of the category from ‘minimal brain damage’ through to the more current ‘learners with special educational needs’ and ‘learners with barriers to learning.’ Different definitions or attempts to describe the phenomenon ‘learning disability’ are reviewed. An overview of the current international research in the field is provided with particular reference to research that attempts to define learning disability. Much of this research is framed within the medical model, which has as its foundation positivism and empiricism. This results in research which is deficit-focused; in other words the focus is on pathology. A second reductionist model fragments the phenomenon of learning disability into discrete units, each of which is researched. It is suggested that, in re-thinking learning disability, the focus shifts away from the deficit, pathology based, reductionist focus currently held across disciplines.

The problem inherent in including the notion of ‘discrepancy between potential and performance’ in any definition is discussed, with particular reference to the measurement of ‘potential in South Africa's multicultural and multilingual learner population. The article ends with a proposal that there be a shift in focus to a panoptic view of the child: a view that takes in his strengths and talents. In so doing, the country may be better able to serve this growing population.

With the national shift towards inclusive education, there is a renewed focus on learners euphemistically called learners with special educational needs or the more ‘in vogue’ learners with barriers to learning. Yet what we mean when we bandy these terms about, how well we understand these learners, is questionable. The focus of this article is that sub-group of learners that educators and parents think are just not achieving as they should be achieving, despite themselves, that sub-group we identify as having ‘potential’ but not ‘performance’; that sub-group that we just cannot quite explain, we just cannot quite understand; that sub-group for whom support ranges from placement to pills to punishment!

This article critically evaluates the current understanding of the phenomenon of learning disability as it is understood in the South African context. It begins with an overview of the international research, with particular reference to the notion of definition. Thereafter, it makes comments on the term as it is used in South Africa. In conclusion, the article proposes the need for an alternative understanding of this group of learners.     

巴恩斯技术观述评

关于技术的观点学术界有各种不同的看法,巴恩斯以建构主义视角对技术进行了解读。首先阐述巴恩斯对技术与科学的关系的看法及其批判“技术决定论”思想;继而着重分析了他的“社会建构论”思想,针对这两种截然不同的思想,巴恩斯提出应当以一种整体互动的观点来对待二者才不失偏颇;最后探讨了巴恩斯技术观的片面之处。