浅析欧里比得斯《美狄亚》中的现代意识

著名悲剧《美狄亚》体现了欧里比得斯写作手法和思想意识上的现代性意识。这些现代性意识包括创作手法上的“写实主义”、大量心理描写、女性问题以及无神论下的现代式的个人主义和怀疑主义。     

艺术起源研究思维论

人类的思维存在着巨大的差异性。人类不同的发展阶段，其思维不同。不同民族、地域和人种的思维方式不同。站在现代思维的角度，在我们的思维不能改变的情况下，用我们现有的逻辑、理性,能不能认识原始思维，特别是艺术发生时的原始思维，值得怀疑。     

怀疑主义、科学怀疑精神与科学信任--论现代专家信任系统的建构基础

专家信任系统是信任的制度保障的重要一环.专家信任系统是建立在科学的基础之上的,而科学应当是一项诚信的事业.专家信任系统具有两个重要的基础:认识的确定性和科学家品质的可靠性.但怀疑主义对认识的确定性的冲击,近年科学界本身出现的种种科学不规范行为对科学家品质可靠性的置疑,使得公众对这一系统的可信任性产生怀疑.如何消除公众的怀疑心理,建构现代专家信任系统?这需要重新界定怀疑主义、怀疑精神,并构建一条从怀疑走向信任的科学通道.     

What Do Students Gain by Engaging in Socioscientific Inquiry?

The question of what students gain by engaging in socioscientific inquiry is addressed in two ways. First, relevant literature is surveyed to build the case that socioscientific issues (SSI) can serve as useful contexts for teaching and learning science content. Studies are reviewed which document student gains in discipline specific content knowledge as well as understandings of the nature of science. SSI are also positioned as vehicles for addressing citizenship education within science classrooms. Although the promotion of citizenship goals seems widely advocated, the specifics of how this may be accomplished remain underdeveloped. To address this issue, we introduce socioscientific reasoning as a construct which captures a suite of practices fundamental to the negotiation of SSI. In the second phase of the project, interviews with 24 middle school students from classes engaged in socioscientific inquiry serve as the basis for the development of an emergent rubric for socioscientific reasoning. Variation in practices demonstrated by this sample are explored and implications drawn for advancing socioscientific reasoning as an educationally meaningful and assessable construct.     

Work and Human Flourishing

As a way of participating in the discussion on the disciplinary nature of philosophy of education, this article attempts to find another distinctive way of relating philosophy to education for the studies in philosophy of education. Recasting philosophical skepticism, which has been dismissed by Dewey and Rorty in their critiques of modern epistemology, it explores whether Cavell's romantic interpretation of it can allow us to conceive of skepticism as an exemplary practice of education, especially internal to the learner. This opens up the possibility of viewing the disciplinary nature of philosophy of education as congenial to other humanities like literature or religious studies, rather than to social sciences as usually considered.     

论大学生创新素质中科学怀疑精神的培养

科学怀疑在大学生创新素质中具有独特的作用,它是大学生认识事物发展规律的武器,是创造性思维的重要环节,也是创新中应有的开放心理特征。高校应该重视大学生科学怀疑精神的培养,引导学生养成科学怀疑的良好意志品质和正确思维方式,在实践创新中形成科学的怀疑能力。     

Philosophical skepticism not relativism is the problem with the Strong Programme in Science Studies and with Educational Constructivism

The structure of David’s Bloor argument for the Strong Programme (SP) in Science Studies is criticized from the philosophical perspective of anti-skeptical, scientific realism. The paper transforms the common criticism of SP—that the symmetry principle of SP implies an untenable form of cognitive relativism—into the␣clear philosophical issue of naturalism versus Platonism. It is also argued that the concrete patterns of SP’s interest-explanations and its sociological definition of knowledge involve philosophical skepticism. It is claimed, then, that the most problematic elements of SP reside primarily in philosophical skepticism. It is also claimed that this sort of criticism can be directed against other more radical, versions of constructivism in science and science education studies.