近五十年来台湾地区士林哲学之研究与前瞻

根据祁尔松（Etienne Gilson）的说法,中世纪哲学,尤其是十三世纪的思想,是基督宗教哲学。本文按其在台湾发展时所袭用的名词,称之为士林哲学。士林哲学之传入中国,虽然早在利玛窦时期（1550—1610）已经开始,但真正成为学术思想之主流之一,是最近五十年来在台湾地区的发展。20世纪初士林哲学初传入台湾时,当时的思想环境,对基督宗教哲学并不十分友善,这种种情况,与中世纪的思想家,面对信仰与神学之挑战相似。当时的思想家,融合各种不同的思想派系,对柏拉图与亚理斯多德的观念,重新诠释与批判,批判与诠释是创新的基础。所以,中世纪可说是哲学的第二春,而中世纪哲学之精华,即全盛期的士林哲学。十四世纪唯名论之后,士林哲学逐步式微,于十九世纪末再兴。本文认为,士林哲学在台湾发展之过程,与其在中世纪之盛行,及十九世纪末之再兴,背景虽异但有不少相似之处,而这些相似之处,正是士林哲学之基本思想与立场。本文对台湾士林哲学之发展,从四方面探讨：（1）回到形上学之根以面对新的挑战;（2）形上学基本立场与概念之说明;（3）反思与批判;（4）未来发展之方向。本文所参考之资料,一是已发表之学术文献;其二是与学者们之正式交谈——如学术演讲、座谈会等,及非正式之谈话、访问等。     

实践智慧在二十一世纪(下)

这是一篇文章的第二部分,这篇文章概述了一个词汇表,从而发展出一个建设性的prudence(实践智慧)概念,以用来应对政治行动者以及社会理论所面临的那些问题。明智(审慎)的行为要求规范的、计虑的和施行的(实践智慧)这些形态的相互协调。这一部分将考察,这些要求如何可能在行为者、观众和后现代思想之中形成一个有机的结合。实践智慧可以通过节状自我、公共商讨以及对prudence历史上的教育学和哲学诸阶段的详尽论述来得到理解。     

All quiet on the postmodern front?

This paper explores the question of the purpose of education within the context of Lyotardȁ9s framing of the postmodern condition. It points to some of the continuities and discontinuities in the framing of the current condition as postmodern and the recurrent problematics of truth-telling which is the mark of this condition. It suggests that educationally the postmodern condition is marked by lifelong learning, a constant apprenticeship rather than mastery, where in language stutters.     

道教哲学的思想主题与逻辑建构

本文力求在吸收已有道教研究成果的基础上,尝试以现代哲学观念,对道教的价值关怀予以分析说明以建立符合现代学科要求的道教哲学形态。由于目前的工作仅是初步提出自己对道教哲学的一种理解,希望能够对此正处于建设中的学科的进展有所推动。     

The Identity of,and the Difference between,Analytical and Continental Philosophy

This paper intends to invoke the spirit of Hegel as the éminence grise behind analytical and continental philosophy. Both movements can be seen to originate in, or to receive a strong impetus in their development from, a repudiation of Hegel. Even Russell's quest for a systematic logical analysis of language may be seen as an attempt at a quasi- or anti-Hegelian systematicity. The collapse of this systematicity has led to the celebration of difference in both the analytical and continental schools. Another feature of contemporary philosophy is the priority given to invention and creativity over discovery. In this respect, Nietzsche is the master-figure underlying all contemporary allegiance to, and indeed, obsession with, the twin idols of creation and difference.     

哲学与现实生活

作为时代精神之精华的哲学必定懂得现实生活。哲学与现实生活的关系可以通过哲学与民众、哲学与社会实践、真理与价值、知识与信仰、理性与非理性、哲学家的使命感等问题展开出来。人民大众的实践活动,是哲学智慧的源泉。哲学是人类特有的智慧,其特色就在于它的批判性。对现存事物不合理、不公平因素的否定和批判,唤起人民的觉悟,是哲学的革命性、批判性锋芒的光辉体现。哲学不能故步自封,不应固守单纯知识的领地。应该突破哲学就是认识论的唯科学主义的眼界,向价值的领域、信仰的领域、非理性的领域挺进,开拓思想的自由。哲学家是哲学智慧的人格化,促进文化发展和人的全面发展是哲学家的光荣职责和使命。     

The Future of Philosophy of Religion

This paper develops proposals for the future of philosophy of religion as a global discipline by replying to the responses to Philosophy and the Study of Religions from Andrew Irvine, J. Aaron Simmons, and James McLachlan.     

"法国哲学的现在与未来"--法国哲学学术研讨会综述

由浙江大学外国哲学研究所、浙江大学人文学院哲学系和全国现代外国哲学学会联合主办的"法国哲学的现在与未来"学术研讨会于2004年4月5～8日在杭州召开.研讨会分别就现象学与解释学,结构主义、后结构主义与后现代主义,福柯哲学从多个角度对当代法国哲学进行了研讨.该会体现出以下特点:     

未来中国马克思主义哲学

中国马克思主义哲学研究的未来走向,与过去和现在的研究现状密切相关,必然受多种因素的制约,主要是:马克思主义哲学中国化的传统、时代与时代主题、中国现代化建设的历史进程、世界性的哲学交流与对话等等。论文就相关问题,如哲学与政治、学术性与现实性、理论与实践、哲学与群众、主流学派与非主流学派、革命家与哲学家、哲学研究方式与实证研究方式等进行讨论。论文的结论:中国化的马克思主义研究将仍然是主流,过去哲学研究那种大一统的局面将不复存在,多样性的研究、主流学派与非主流学派并存,在建设中国特色的社会主义中,各种研究路径互相竞争、互相切磋、互相促进,未来中国马克思主义哲学研究将会出现前所未有的繁荣     

全球化、后现代与哲学的文化多元性--简论中国哲学面临的困境与机遇

全球化具有两面性：作为现代性之结果的全球化进程向作为本土文化之结晶的中国哲学提出了严重的挑战,但全球化的后现代特征却为中国哲学的回归和重建创造了历史性的机遇。在此背景之下,原来按照西方哲学框架建立起来的中国哲学史学科,面临着转换研究范式和叙述方式的艰巨任务。中国哲学与西方哲学之间的关系不是从属性的,而是相互独立的两种哲学形态,它们具有不同的范式,而且相互之间不可通约。所以,当代的中国哲学研究不应该以西方哲学为典范和标准,而应该以之为参照系和对话伙伴,通过现时代“视域”与古典哲学“视域”的相互“交融”,对于现实的哲学问题给出中国哲学的解答。     

"意识形态化"与"泛意识形态化"--马克思主义哲学发展中的一个问题沉思

本文基于马克思主义哲学的发展,分别讨论了这一哲学“意识形态化”过程中的七个方面和随之而来的这一哲学“泛意识形态化”过程中的九个问题,论述了马克思主义哲学的“意识形态化”与“泛意识形态化”之间的具体关系,进而,强调马克思主义哲学的“泛意识形态化”问题,对于马克思主义哲学自身以及马克思主义哲学研究者来说,已成为马克思主义哲学发展中应该高度重视和值得充分研究的一个焦点。     

Lyotard, nihilism and education

This paper argues the Lyotard's The Postmodern Condition is to be interpreted as a response to nihilism, especially in relation to the question of the legitimation of knowledge and the so-called crisis of narratives, and that, therefore, it provides an appropriate response to the question of nihilism in educational philosophy. The paper begins with a discussion of Nietzsche's and Heidegger's views of nihilism as a prolegomenon to Lyotard's views concerning European nihilism and the end of grand narratives. These are important sources for a philosophical reception of the problem and the context in which Lyotard formulates his response and the immediate sources against that conditions Lyotard's response. The problem of nihilism raises its head in education in a double way: in relation to both the foundation of knowledge and the problem of its legitimation (The Postmodern Condition) and the problem of values (The Differend).     

西方哲学史撰作中的分期与标名问题

本文分引论、通论、分论和结论四部分。在“引论”中,作者首先介绍了康德和黑格尔对哲学史的看法,但作者认为两种看法都有一定问题,就是康德把哲学史看得太轻闲,而黑格尔则把哲学史订得太封闭。在“通论”中,为了探讨哲学史撰作的意义根本,作者列举了一些要目,作为反省的据点,其中包括：康德就“学院意义的哲学”与“世界意义的哲学”的区别、哲学活动的“处境”问题、哲学史撰作涉及的处境差距、哲学史的过去与未来导向、哲学史的主动性和进步问题、哲学史的分期和标名及种种有关的复杂性、哲学史的发展与脉络问题等等。在“分论”中,为了说明上述要目对哲学史的撰作和理解的深远影响,作者列举了西方哲学史各种最具代表性的分期和标名,以显出其中所可能涉及的种种复杂性,并作出初步的批判的反思。在“结论”中,作者带出“实质”和“虚灵”两种哲学史撰作风格的区别(前者为史实导向而后者为意义导向),并指出必须能于前者之上进一步发展后者,哲学史家才能于哲学史的撰作中取得方法上的主动和让哲学史的意义空间得到有创意的开拓。     

Philosophy of Education as an Academic Discipline in Turkey: The Past and the Present

This article aims to present the past and present state and future possibilities of philosophy of education as an academic discipline in Turkey as related to teacher training programs and academic studies in higher education institutions. It takes philosophy of education as consisting of the approaches that have emerged in its history. It has come to Turkey as a part of the modernization of education. It seems that during the Republican era in Turkey before World War II, mainly due to the dominance of the German conception of educational studies, the pedagogy and the history of pedagogy courses and the textbooks for them, which were central to the curricula of teacher training schools, contained the subjects of philosophy of education in its continental form; and after World War II philosophy of education is mostly understood, primarily due to Turkey’s changing international relations and the spread of American influence, as the isms and the doctrines approaches as found in the USA between the 1940s and 1960s, while other approaches in the field have been less influential. The article identifies how the restructuring of the teacher training system and the curricula of Faculties of Education in 1998 was a serious blow to the discipline, since it excluded philosophy of education from the curricula of teacher preparation schools, and the flourishing discipline thus lost its hold and importance in the undergraduate programs, and then in graduate programs. But the 2006 revision of the curricula has given a kiss of life to the discipline. There are reasons to think that it can recover in the coming period.

"中国马克思主义哲学"理论体系的实存应予肯定--兼答徐素华先生

徐素华先生文章把我提出的“中国马克思主义哲学”等同于他所说的“党的指导思想形态”,“在中国的马克思主义哲学”等同于他所说的“学术研究形态”,这不符合我的本意。“马克思主义哲学合法性问题”的讨论确实存在。“中国马克思主义哲学”是在中国实践中学习、运用,在总结实践经验、发扬中国优秀哲学文化、升华人民群众智慧的基础上发展了的马克思主义哲学。它是中国哲学的一个现代形态。它既是一个创新的哲学理论体系,又是党的指导思想的哲学基础。     

The Unnatural Nature of Nature and Nurture: Questioning the Romantic Heritage

From a cultural-historical perspective, nature and nurture (and thus education) are contested concepts. The paper focuses on the nature/nurture debate in the work of William Shakespeare (influenced by Montaigne) and in the Romantic tradition (evidenced by Rousseau and Wordsworth), and argues that while our Romantic inheritance (still highly influential in education) problematises nurture, it tends to mystify nature. Given that conceptions of nature are culturally driven, there is an urgent educational challenge to problematise nature as well as nurture.

当代的危机与哲学的开端--论胡塞尔与海德格尔的关系

对于当代的危机,胡塞尔与海德格尔都曾做出过诊断。作者试图借助于胡塞尔现象学的手段,将海德格尔的一个指路性明察具体化,从而表明对生活世界的遗忘源于古希腊哲学中。