The priority ofthe world tomy world: Heidegger's answer to Husserl (and Sartre)

Continental Philosophy Review -     

从艺术到哲学:尼采思想中狄奥尼索斯形象之变

狄奥尼索斯形象在尼采早期与晚期著述中表现出不同的思想内涵。早期,狄奥尼索斯代表着一种原始的艺术冲动;在晚期,狄奥尼索斯却人格化为查拉图斯特拉。通过查拉图斯特拉,尼采的狄奥尼索斯从艺术走向了哲学。此外,尼采早期借助狄奥尼索斯是想唤醒人们对于远古神话的热情,晚期他却试图借助狄奥尼索斯构想一个能够取代基督教的新宗教。     

Losev's Development of Themes From Nietzsche's The Birth of Tragedy

Nietzsche's The Birth of Tragedy, andearly 20th century Russians' interpretationsand embellishments of it, informed Losev'stheories of music and myth and his studies ofthe religions of Apollo and Dionysus. Hiscomplex musical aesthetic includes the ideathat music is the expression of a fundamentallyDionysian reality structured by Apollonianelements. In The Dialectic of Myth, heargued that myth is a dialectical necessity(not just a necessity), attacked the secularmythologies of the Enlightenment and Marxism,and upheld ``Christian mythology'' (his term). In The Mythologies of the Greeks andRomans, he traced the religions of Zeus,Apollo, and Dionysus from paleolithic Crete tothe end of the Roman Empire.     

从《存在与时间》到《哲学论稿》:海德格尔前后期思想关系疏解

<哲学论稿>是海德格尔在30年代的重要手稿,与晚期思想关系密切.如何解说<哲学论稿>与前期代表作<存在与时间>的关系,成为疏通海德格尔前后期思想联系的关键.这个疏通工作把Befragtes的问题作为引导性问题,以之为追问的线索,考察了两个问题:一、以此在为Befragtes如何决定了<存在与时间>必须以此在的生存现象学描述为主体内容;而直接"从Ereignis而来"如何决定了<从Ereignis而来>向哲学的投稿贡献是Ereignis的自行发生成文?二、是否借助一个Befragtes或以什么存在者为Befragtes在多大程度上决定了思想成文时的结构?     

Relationality and Existence: Hermeneutic and Deconstructive Approaches Emerging From Heidegger's Philosophy

In this article I discuss the concept of relationality from a philosophical perspective. I focus, in particular, on the philosophy of Martin Heidegger, exploring how his relational concepts of worldhood, being-with, solicitude, and Befindlichkeit were central to his early philosophy, before he extended his ideas and related them to psychotherapy in his later work. I then proceed to focus on the work of other philosophers, influenced by Heidegger, who developed and extended his relational ideas further. In particular, I discuss Hans Georg Gadamer's notions of Horizon and Dialogue, Paul Ricouer's notion of Dialectics with Otherness, and the writings of Emmanuel Levinas and Jacques Derrida concerning Otherness, Difference, and Ethics. I develop this philosophical discussion as a foundation for further consideration of the relevance of relational ideas in philosophy to the domains of developmental psychopathology and clinical approaches in the field of psychotherapy.     

From world rejection to ambivalence: The development of millenarianism in the Brahma kumaris

This paper aims to trace the development and international expansion of the Brahma Kumaris, a new religious movement (NRM) of Indian origin, from its inception to the present day, focusing particularly on its shift of orientation from a situation of ‘world rejection’ to what is referred to as ‘world ambivalence’. The history of the group is presented and it is suggested that this shift is related ostensibly to its changing relationship with the outside world, in particular its internationalisation programme. Examples from fieldwork research are given of two contemporary reinterpretations of the original Brahma Kumaris millenarianism, one from within the group and another from a break‐away group.     

Traces of the artist: Sensitivity to the role of the artist in children's pictorial reasoning

In three studies we investigated the question of whether children consider the attributes of the artist (sentience, age level, affective style, emotion) when making judgments about the traces (drawings) made by that artist. In Study 1, 2–5‐year‐old children were asked to find pictures drawn by a machine, an adult, an older and a younger child. Results indicated that children younger than 4 years do not consider the artists' attributes when making judgments, but 4‐ and 5‐year‐olds do. Furthermore, whereas the oldest children were adept at both machine‐person (sentience) and person‐person (age) contrasts, 4‐year‐olds succeeded only with person‐person contrasts. In Study 2, videotaped artists displayed differences in degree of agitation (affective style) while drawing, and this attribute was manipulated in the drawing by varying line density, asymmetry, line overlap and line gap, or all four features, across stimuli. Three‐ and five‐year‐old children judged whether a calm or agitated person drew the stimuli. Findings showed that five‐year‐old, but not 3‐year‐old, children easily completed the task. In Study 3, 3‐, 5‐ and 7‐year‐old children judged whether happy or sad artists made paintings of matching emotional tone. Performance on this picture judgment task was contrasted with performance on three theory of mind tasks (false belief, emotion and interpretative). The results indicated that 5‐ and 7‐year‐olds successfully judged the impact of artists' emotions on paintings, but 3‐year‐olds did not. Performance on the picture task was related to that on the false belief task, but not to the emotion or interpretive tasks. Taken together, the results suggest that children's view of visual symbols includes a consideration of the qualities of the artist beginning around 5 years, and there appears to be a common link between judgments of the mind behind the visual symbol in the picture task and judgments of mental state reasoning in the false belief task.     

From being motivated to motivating oneself: A Vygotskian perspective

Conclusion The aim of this paper has been to draw attention to the non-cognitive aspects of Vygotsky's theoretical heritage. We hope that we have succeeded in presenting here his principal ideas on motivation and volition in the present-day problem context. It should be noted that the problem of human freedom and self-determination was of great importance for Vygotsky, though the explicit discussion of this problem is not common in his writings. Approaching this problem both as a philosopher and as a psychologist, Vygotsky inevitably had first to get some idea of the general psychological regularities which could serve as a concrete-psychological basis for the constructive paradigm in the explanation of the phenomena of human freedom and non-freedom. It is highly probable that he planned to discuss this problem at length in his last uncompleted book,Doctrine of Affects. However, even the existing texts provide a weighty and insightful basis not only for scientific research but also for creating applied methods of enhancement of human will-power, or, more exactly, the talent to will. Some of the possibilities, revealed by the Vygotskian approach, are presented in the last section. Many other of Vygotsky's brilliant ideas still await an unbiased reading in the contemporary, rather than merely historical, context.