论J.L.奥斯汀的“世界”概念

Ｊ．Ｌ．奥斯汀通常被看作是战后英国牛津普通语言派哲学的理论权威,以对语言用法精微区分的高度敏锐而著名。对牛津普通语言哲学有一种非常流行的批评意见,即认为它过分着迷于纯语言问题,而对世界不感兴趣。罗素就尖刻地批评牛津哲学家是在研究“糊涂人能说糊涂话的各式各样的方法”①而放弃了“理解世界”这样一个传统的哲学任务。我以下的论述将表明,以罗素为代表的这种批评意见至少对奥斯汀的哲学来说是不适当的。在《为辩解辩》一文中,奥斯汀把他自己做哲学的方式称为“语言现象学”,并明确指出语言现象学所研究的是“在什么情况…     

“最伟大的牛津人”:C.S.路易斯

C.S.路易斯(1898-1963)是二十世纪的学术巨人,他的职业身份是牛津大学(1954年后是剑桥大学)的研究员、中古与文艺复兴时期英国文学教授.由于他在牛津大学获得古典人文学科、哲学和文学三个优等学士学位,为牛津学界所罕见,又由于他一生中同时在英国文学史、文学批评、奇幻文学创作和基督教护教学等诸多不同领域取得了巨大的成就,他被英国人骄傲地称为·"最伟大的牛津人".     

D. Z. Phillips on the grammar of “God”

In this essay dedicated to the memory of D. Z. Phillips, I propose to do two things. In the first part I present his position on the grammar of God and the language game in some detail, discussing the confusion of “subliming” the logic of our language, the contextual genesis of sense and meaning, the idea of a world view, language game, logic, and grammar internal to each context, the constitution of the religious context, and the grammar of God proper to that context. In the second part I present my appreciative critical reflection by arguing that the conception of context and language game must be made more dialectical, that the grammar of God needs more systematic metaphysical analysis, and that a greater sense of the radical transcendence of God over a language game is necessary in order to avoid reductionism always inherent in any contextual approach.     

“Relational” vs. “Specific Stimulus” Learning in Discrimination

The problems of 514 male and female adolescents of 14 and 15 years of age were investigated using an open-ended questionnaire. While there was a high correlation between problem areas for boys and girls, boys reported more problems concerned with educational adjustment and girls more problems concerned with family adjustments. The mean number of reported problems by girls was significantly higher than those reported by boys. It was concluded that the problems of the Sydney adolescent are basically similar to those of adolescents in other Western cultures.     

“真”与“因”——论C.S.路易斯“悦慕”概念的两重宗教学论域

C.S.路易斯的重要概念“悦慕”(Joy),意为指向超验的自然渴望，是理解其宗教学思想的关键。这是因为悦慕涉及“真”与“因”两重宗教学论域。对“真”论领域的涉及在于：以悦慕为核心的渴望证明，其演绎、归纳和溯因式的论证构建秉承了“真”论域的证据基础主义思维原则；且学者对该证明的评判也遵循了这一原则。对“因”论域的涉及在于：将渴望证明之结论视为有保证的严格基本信念这一做法表明悦慕可以是一种能够产生宗教信念的认知机能，虽(根据自然主义-进化论模型)该机能未必真能产生真信念。     

W. V. Quine’s “Two Dogmas of Empiricism”

True to the spirit of Topoi’s Untimely Reviews section, the present essay is a work of the counterfactual imagination. Suppose that Quine’s “Two Dogmas” had been written and published in the late 1990s rather than the early 1950s. What, in those circumstances, would philosophical commentary look like, especially against the marked developments in Quine’s philosophy in that same period? In short, how would Quine’s “Two Dogmas” stand up as a late 1990s paper rather than an early 1950s paper? Answering that question is my task here.     

Discussion of “On Deconstructive Interventions” by R. M. Billow

This discussion challenges the importation of ideas from other disciplines such as philosophy to group psychotherapy. I do not suggest that there should be no engagement with these other domains; inevitably, it does occur. Rather, I am suggesting that such theoretical support may not necessarily add to our practical as well as our theoretical knowledge and should therefore be used only when ideas from within our own field do not suffice.     

Making global news: “Freedom of speech” and “Muslim rage” in U.S. journalism

The American press began to take notice of the Danish cartoons after they began to circulate outside of Europe. The press primarily framed the events as a single problem of global interaction: an issue of ‘freedom of speech’ opposed to ‘religious sensitivity.’ Much of the coverage permitted, within limits, a plurality of voices. Drawing on a case study of stories about the ‘cartoon controversy’ in the Boston Globe, I argue that U.S. journalism is organized by a logic of objectivity that seeks to produce a ‘perspectiveless perspective on all perspectives’ (Bourdieu, On television. New York: The New Press, 1998), showing voices on ‘both sides,’ simultaneously masked and contributed to the press’s reifying a series of events into a single global ‘event,’ one that reflected a clash of Western and Islamic values.

A. “Verification” of statements in psychology

(1) In contradistinction to mathematics, physics and biology, psychology and psychiatry deal to a large extent with the verbal behaviour of their objects. They are faced with two kinds of sense-problems: those with which the observer has to do in his theory-construction, and those which are characteristic of the verbal behaviour of his subjects.(2) Apart from a schematic and simplified usage, as it occurs in filling-up exercises and other laboratory verbal behaviour, the psychologist has to do with statements the sense of which, on the one hand, is determined by the usage of his subjects and, on the other hand, so far as his records and theory are concerned, by his own language-sense.(3) This situation may give rise, and often gives rise, to all kinds of verbal confusions. If we call object-language the language used in verbal behaviour of people which psychology investigates and meta-language the language psychology uses in its discourse about the verbal behaviour of people, it becomes obvious that in present-day psychology the two languages are inextricably mixed together. The language of the subject is I-language, that of the observer, in relation to the subject, is he-language. Both, investigators and investigated, often use terms without referents or with only verbal associations. There can be a great dispersion between the sense of statements used by the subject and that of statements used by the observer.(4) The use of physical language is not a remedy against a confusing terminology. One can tell highly speculative stories in physical language. The empirical verification of statements used by the investigator would require naming the concrete operations involved in testing them.(5) Objective, in the sense of a class of responses yielding maximum reliability coefficients within or between individuals facing a common observational situation or situational element, refers to a criterion to which the protocol of the tester is subjected. An investigation into the way in which subjects verify their, often mainly emotive, statements requires other means (e.g. looking at the way in which they justify their behaviour or trying to break through the chain of their verbal associations (circular reasonings)).     

“Kramer vs. Kramer” vs. Kramer: A child's rights ignored

The media continue to exercise power in transmitting values. “Kramer vs. Kramer” made film history recently by claiming an impressive number of Oscars. Written reviews and televised acclamations repeatedly cited the authentic and sympathetic treatment of the parents. However, consistent with society's present attitude toward children, the ethical and legal rights of the child were not addressed. The plot underscored the paternalistic and utilitarian manner by which we approach problem-solving and decision-making which directly involve and affect children.     

B. “Verification” of statements in psychiatry

(1) It remains to be seen if in the field of Psychiatry just as in that of Psychology the verbal output of a subject can be submitted to verification. Many statements of a highly emotional character being merely symptoms of certain dispositions have no direct communicative sense at all.(2) It being one of the characteristics of the mentally ill to loose contact and exchange of ideas with other people, the question naturally suggests itself if this symptom may be at the bottom of the phenomenon of these persons taking refuge in logical and ideological terminologies, their talk being a kind of verbal autism.(3) The expression verbal autism is used here for statements on a purely subjective level. This kind of statements prevailing with mental patients, the conversation between observer and subject tends to the monologue.(4) Here we can find too that statements of a purely subjective nature appear as indicative ones. Even physical and logical terms applied by the subject during the sittings do not have any physical or logical reference. This characteristic of the subject often baffles the observer. So confusion of verbal levels occurs frequently.(5) The introduction of a psychological term like verstehen does not solve the problem under consideration, but renders the mystery only the better camouflaged.     

A Review of: “Pamela J. Burry's Living with “The Gloria Films”: A daughter's memory.”

Abstract

This article examines alternatives for using language and discourse in clinical practice. The goal is to deconstruct deficit language and move toward a competency based psychological service. Deficit and pathology, the native tongue of psychotherapy, tend to initiate permanent stigmatizing patterns of social interaction which further marginalizes clients. This article deconstructs the taken‐for‐granted assumptions and discourses that underpin deficit‐based practice. Through the process of rediscoursing and re‐inventing therapeutic languages, therapists can reverse the self‐sustaining feedback loop initiated by deficit focus. These changes transport possibilities and personal agency into postmodern practice.     

A DIFFERENT READING OF S. Y. AGNON'S STORY, “THE KERCHIEF”

This paper argues that effective Holocaust education involves exploring pupils' perceptions of Jews and Jewish identity. Identifying these preconceptions is necessary for combatting anti-Semitism, challenging misconceptions and facilitating a historically accurate understanding of the Holocaust. How do pupils define the Jews and what it is that makes someone Jewish? How do pupils explain the causes of the Holocaust and why it was that the Nazi regime specifically targeted Jews? The empirical basis of this paper attempts to help answer these questions. One hundred and forty seven children aged 13 and 14 took part in mixed-method research in order to explore their ideas and concepts of Jewish identity and why the Holocaust took place. The paper concludes with a discussion of the implications of the findings for Holocaust education.     

A review of: “R.D. Laing: A divided self”

John Clay (1996) R.D. Laing: A Divided Self, London: Hodder & Stoughton, pp. 308, $20.00 (hb), $7.99 (pb)