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41.
Thomas Ming 《Dao》2016,15(1):57-79
In classical Chinese wu 吾 is commonly employed as the first-person pronoun, similar to wo 我 that retains its use in modern Chinese. Although these two words are usually understood as stylistic variants of “I,” “me,” and “myself,” Chinese scholars of the Zhuangzi 莊子 have long been aware of the possible differences in their semantics, especially in the philosophical context of discussing the relation between the self and the person, as evinced by their occurrences in the much-discussed line “Now I have lost myself” (jin zhe wu sang wo 今者吾喪我) in the chapter “Discussion on Making All Things Equal” (“Qiwulun 齊物論”). In this essay, I first provide an exegesis of the proffered explanations of the semantical differences between wu and wo as an introduction to two ways of understanding them in the Zhuangzi literature, viz. the single-reference view and the double-reference view. Then I shall argue against these two views in favor of the no-reference view, meaning that both pronouns in “Now I have lost myself” do not function referentially, given the peculiarity of the verb “lose.” I believe the no-reference view has not been explicitly articulated and defended in the literature, although some scholars who want to read the no-self view into the Zhuangzi might have implied it. My argument is supported by a close reading of the targeted passage in the Zhuangzi, premised on the assumption that the part on the “piping of Heaven” (tian lai 天籟) immediately following the discussion of losing oneself is an indirect explanation rather than a digression. My explanation is framed within a similar discussion of “I” by the British philosopher Elizabeth Anscombe. This comparative interpretation, I believe, not only provides the grounds for understanding Zhuangzi’s ideal of attaining the state where “the ten thousand things are one with me,” but also demonstrates how metaphysics and the philosophy of language are two interwoven threads in Zhuangzi’s reasoning. 相似文献
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Drawing on Dewey's pragmatic perspective on talent cultivation and previous research on promoting employee creativity in industry, this study investigates student creativity performance in relation to teacher's encouragement, intrinsic motivation, and creative process engagement. Based on survey data collected from 140 vocational high school students who participated in a nation‐wide contest in Taiwan, path analyses were performed using structure equation modeling techniques. The results indicate that both teacher's encouragement and intrinsic motivation have a significant, although indirect, effect on student creativity, and that creative process engagement, as opposed to teacher encouragement or intrinsic motivation, has a direct and significant mediating effect on student creativity. This finding is in partial agreement with prior research which reports student creativity is positively associated with teacher encouragement and intrinsic motivation, highlighting the mediating role of creative process engagement in facilitating student creative performance. 相似文献
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Behavioural flexibility allows animals to adjust their behaviours according to changing environmental demands. Such flexibility is frequently assessed by the discrimination–reversal learning task. We examined grey squirrels’ behavioural flexibility, using a simultaneous colour discrimination–reversal learning task on a touch screen. Squirrels were trained to select their non-preferred colour in the discrimination phase, and their preferred colour was rewarded in a subsequent reversal phase. We used error rates to divide learning in each phase into three stages (perseveration, chance level and ‘learned’) and examined response inhibition and head-switching during each stage. We found consistent behavioural patterns were associated with each learning stage: in the perseveration stage, at the beginning of each training phase, squirrels showed comparable response latencies to correct and incorrect stimuli, along with a low level of head-switching. They quickly overcame perseveration, typically in one to three training blocks. In the chance-level stage, response latencies to both stimuli were low, but during initial discrimination squirrels showed more head-switches than in the previous stage. This suggests that squirrels were learning the current reward contingency by responding rapidly to a stimulus, but with increased attention to both stimuli. In the learned stage, response latencies to the correct stimulus and the number of head-switches were at their highest, whereas incorrect response latencies were at their lowest, and differed significantly from correct response latencies. These results suggest increased response inhibition and attention allowed the squirrels to minimise errors. They also suggest that errors in the ‘learned’ stage were related to impulsive emission of the pre-potent or previously learned responses. 相似文献
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Responding to stimuli as same and different can be considered a critical component of a variety of language and academic repertoires. Whereas responding to “sameness” and generalized identity matching (i.e., coordination) have been studied extensively, there appears to be a significant gap in behavior analytic research and educational programs with regard to nonmatching relations or relations of difference. We review research on difference relations from a variety of domains, including comparative psychology, as well as experimental, and translational behavior analysis. We examine a range of studies, including research on the perception of difference and oddity responding, as well as investigations on establishing relational frames of distinction. We present suggestions for future research and describe potential methods for teaching skills related to relations of difference. 相似文献
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通过虚拟现实构建虚拟三维场景,将二维平面视觉空间返回抑制范式应用到三维空间,通过两个实验操纵了目标深度、线索有效性以及视野位置三个变量,考察注意在三维空间不同视野深度位置上进行定向/重定向产生的返回抑制效应。结果发现,(1)二次线索化位于固定的中央视野时,不论目标出现在近处空间还是出现在远处空间,外周视野条件下的返回抑制大于中央视野条件下的返回抑制;(2)二次线索化位于非固定的中央视野时,近处空间和远处空间的返回抑制存在分离,表现为当目标出现在远处空间时,外周视野条件下的返回抑制效应减小。研究表明,三维空间中外周视野深度位置上的返回抑制与中央视野深度位置上的返回抑制存在差异。 相似文献
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儒家的"意"范畴及宋明以后出现的"主意"学说,与道家所言之"意"干系甚微.对"主意"学说的形成、发展有直接影响的是儒、佛两家对"意"之范畴的诠释与阐述.儒学的"意"范畴,既可从"毋意"说出发而作私意、意念之理解,又可从"诚意"说出发而作意向、志意之解读;既可基于工夫论而把"诚意"视为"欲诚之意",又可基于本体论而把"诚意"视为"已诚之意";既可使"意"与"志"相结合,又可使"意"与"念"相并列.明中叶后"主意"一词由工夫层面的"诚意"范畴提升为本体层面的"意根"范畴,这种转变,既有历史逻辑的承继关系,又有阳明心学之修正思潮的现实推动. 相似文献
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当前西方心理学界出现了一场前所未有的意识研究的“文艺复兴”运动.取得了许多重要的实质性研究成果。在研究范式和技术方法上已有了,明显的突破;在基础理论方面.意识概念的操作性定义日益明确,对于意识实质的理解和理论模型的解释也出现了不断递进的趋势。 相似文献