浅析赫尔德思想中的多样性统一特点——以其语言、文化及民族思想为例

启蒙时代思想家赫尔德没有沉醉在知识和理性带给人们希望的幻影之中,而是冷静地对当时启蒙理性主义进行反思,力求开创出一个多样性、多元化的时代。同时,赫尔德认为,这些对浪漫主义运动有着重大指导意义的多元化思想都有其统一性,因为,真正的统一性只有在差异性中才能体现出来。     

再读赫尔德的《论语言的起源》

18世纪70年代,普鲁士皇家科学院对语言起源的讨论存在极大的争议,故针对语言起源的问题公开征集论文。赫尔德在《论语言的起源》一书中回答了普鲁士皇家科学院征稿提出的问题,并试图分析声音的世界整体关联性,重新构建语言的感觉理论,进而提出其独特的以音构义的语言起源理论。     

Misconceptions of culture and perversions of multiculturalism

Current practices of multicultural education are based on some unsound conceptions of the nature of culture. Especially unsound is the notion of cultural relativism which claims that it is inappropriate for a given culture to be judged by the standards of other cultures. But all cultures can and should be judged by the standard of how well they allow their members to adapt to the circumstances in which they exist. These circumstances include nature and, increasingly, other cultures. The core error is the belief that cultures are integrated systems, which is based on an organic metaphor which discourages piece-meal criticism and leads to a romantic embrace of the totality of a culture. Rather than fostering an identity with, and celebration of, dysfunctional cultures, multiculturalism should encourage maximum interaction of all elements of a society and the forging of an emergent pluralism.     

论赫尔德《1769年我的游记》之外语教学思想

德国十八世纪著名思想家赫尔德的早期重要作品《１７６９ 年我的游记》全面呈现了他的哲学思想体系,其中基于人类学的语言和教育观被本文纳为研究对象,借此分析赫尔德关于外语教学的相关论述。研究发现,赫尔德从人类的历史性提出基于人类心灵年龄的外语教学,从人类的自主性强调运用感性的外语教学、重视理性的外语教学和以听说为本的外语教学,其目标是通过外语教学使人迈向人道。