从奎因到索萨——论自然化知识论的德性转向

奎因把知识论视为心理学的一章,即一门单纯的描述性学科。普特南、戴维森和罗蒂对这条自然化道路进行了深刻反思,逐渐形成一种逃离自然主义的趋势,试图恢复知识论的规范维度。然而,直至索萨提出德性知识论之后才发展出一种较为系统的解释框架,它以理智德性和认知视角为核心,能够兼顾知识论的规范性和描述性这两个维度。德性知识论是化解传统知识论与自然科学这场遭遇战的一条可能路径。     

Furthering alternative cultures of valuation in higher education research

The value of higher education is often implicit or assumed in educational research. The underlying and antecedent premises that shape and influence debates about value remain unchallenged, which perpetuates the dominant, but limiting, terms of the debate and fosters reductionism. The article proceeds on the premise that analyses of value are not self-supporting or self-referential but are embedded within prevailing cultures of valuation. It contends that challenging, and providing alternatives to, dominant narratives of higher education requires an appreciation of those cultures. It therefore highlights some of the existing cultures of valuation and their influence. It then proposes Sayer’s concept of lay normativity as a culture of valuation and discusses how it translates into the practices of research into higher education, specifically the practice of analysis. The discussion is animated by detecting the presence of lay normativity in the evaluative space of the capability approach.     

On the need to repoliticise environmental and sustainability education: rethinking the postpolitical consensus

This article draws attention to the possibilities of the ongoing philosophical discussion about cosmopolitan universal values in relation to the normative challenges in environmental and sustainability education (ESE). The purpose of this paper is to clarify the philosophical problems of addressing universally sustainable responsibilities and values in ESE. Our arguments draw inspiration from the work of three poststructuralist scholars: we explore how Butler develops her claim that universal assertion requires a cultural translation, how Mouffe exposes the political in universal claim and how Todd argues that education needs to introduce students to a political language that enables them to critically reflect on their own and other groups’ values and actions. In the concluding part, we suggest the following guidelines for rethinking ESE: unmasking the political dimension, re-politicising education, seeing beyond the relativist and objectivist divide and using passion as a moving force.     

The intra-active production of normativity and difference

Drawing on memory stories told in a collective biography workshop about children’s encounters with schooling, this paper experiments with re-imagining the child-student-subject as an ‘emergent intracorporeal multiplicity’ [Fritsch, K. 2015. “Desiring Disability Differently: Neoliberalism, Heterotopic Imagination and Intra-Corporeal Configurations.” Foucault Studies 19: 43–66, 51]. From the feminist new materialist perspective that the authors work with, the child is configured not as an entity prior to, or separate from, encounters with education systems, but emergent with-in them. This paper focuses on difference in human relations, and in particular on the intersections of disability and gender. It does so not in terms of essential characteristics of individuals, but as emergent, in-the-moment, with others. In focussing on the detail of lives-in-their-making, the authors ask, with Barad [2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press], if we are interested in justice, how we are to ‘understand our role in helping constitute who and what come to matter?’     

论现代逻辑的规范性及其问题

现代逻辑的规范性以有效性标准为效力之源 ,但该标准不仅在评估自然语言论证方面缺乏效力 ,而且在处理与生活世界相关的诸论题方面 ,其所预设的题材中立性、形式化理想、封闭世界假定以及逻辑一元论也存在不少理论上的困难。因此 ,现代逻辑对于现代性的建构和批判将难以有所作为     

Problems and Perspectives of a Theory of Transformational Processes of Bildung

In this essay, Hans-Christoph Koller presents a concept of transformational processes of Bildung in an attempt to redefine the German notion of Bildung referring to actual social conditions of educational processes. According to this conception, Bildung is a transformation of world- and self-relations that can come about when subjects are confronted with problems for which they have no established routines of engagement. With reference to theories of Pierre Bourdieu, Bernhard Waldenfels, and Ulrich Oevermann, Koller looks for answers to three questions: (1) Which concepts and theories are able to adequately grasp the world- and self-relations of subjects going through processes of Bildung? (2) How can the problems that trigger processes of Bildung and that challenge subjects to transform be determined more precisely? (3) How exactly does the emergence of new figures of world- and self-relations take place when we “successfully” complete a process of Bildung? Finally, the essay concludes with an attempt to clarify the normative implications of this theory.     

Kindness in pedagogical practice and academic life

The paper presents the argument that kindness in teaching is both commonplace yet unremarked and that, moreover, it is subversive of neo‐liberal values. In arguing for the value of attending to kindness, we reject the dichotomy between emotion and reason and the associated gendered binaries. We distinguish kindness from ‘due care’ and acts that are required of professionals, and instead locate it philosophically in personal values and with a concern for lay normativity. We illustrate our claims for the pervasiveness of kindness through a re‐reading of student data from an earlier study. These data are used to elaborate the concept. We conclude by suggesting that what is subversive in thinking about higher education practice through the lens of kindness is that it cannot be regulated or prescribed.     

From Pioneer to Partner: Dismantling White Normativity in Ethnographic Theology

Abstract

In this racially-charged time, religious educators are engaging in research that transgresses traditional (white) norms. Such research can not only dismantle white normativity through the subjects investigated; it can also be practiced in ways that are transgressive. This article uses a particular experience of ethnographic theological research in diverse cultural contexts as a case study for learning about three postures that subvert white normativity built into assumptions and practices of ethnographic research. Using a two-pronged, auto-ethnographic approach to analyzing this case, three nuanced postures become critically apparent: improvised flexibility, the ability to change lenses, and immersive reflexivity.     

规范性的来源：从工具理性到交往理性的转变——论哈贝马斯的规范思想

现实生活中人们总是依据各种规范而行为的。启蒙运动之前,上帝是规范性的来源,人们在上帝的指引下行为;启蒙运动之后,人们依据理性来评判一切,理性取代上帝成为规范性的来源。然而,在现代社会中,人们受到利益和其他因素的影响,行为逐渐偏离理性轨道。哈贝马斯认为,这是由于人们受到工具理性的影响,工具理性使得人类行为功利化、非理性化。只有用交往理性取代工具理性作为规范性的来源,人们的行为就能重新回归理性。同时哈贝马斯指出,实现这种规范性来源的转变的路径就是通过交往建立一种合理的法律规范。     

索萨论知识的规范性

随着盖梯尔反例的提出,知识是得到辩护的真信念这个经典知识定义受到强烈的冲击。如果知识不再是得到辩护的真信念,那么辩护为知识带来的额外价值就会受到质疑,“淹没难题”引发了对知识价值问题的重新思考。文章梳理了当代知识论中的“淹没难题”,重点论述索萨从德性知识论的维度,以表现规范性为基地对“淹没难题”的回应,由此揭示知识相对于真信念的规范性和价值。