Philosophy and Cross-Cultural Conversation: Some Comments on the Project of Comparative Philosophy

This paper seeks to highlight the East-West asymmetry in philosophical exchanges. It draws attention to the absence of Eastern thought in the curriculum of philosophy in the West and suggests that cliches and stereotypes about cultures in general and thought-traditions in particular are perpetuated in this manner. The aim of the paper is to encourage 'cross-cultural conversation' among philosophers. A critical review of the project of 'comparative philosophy' is made to disclose the fact that despite the difficulties of such an endeavor, it is an attempt to bring thought-traditions together and is thereby useful for promoting intercultural understanding.     

The Nctm Standards and the Philosophy of Mathematics

It is argued that the philosophical and epistemological beliefs about the nature of mathematics have a significant influence on the way mathematics is taught at school. In this paper, the philosophy of mathematics of the NCTM's Standards is investigated by examining is explicit assumptions regarding the teaching and learning of school mathematics. The main conceptual tool used for this purpose is the model of two dichotomous philosophies of mathematics-absolutist versus- fallibilist and their relation to mathematics pedagogy. The main conclusion is that a fallibilist view of mathematics is assumed in the Standards and that most of its pedagogical assumptions and approaches are based on this philosophy.     

Towards a new image of science: Science teaching and non-analytical philosophy of science

This paper describes an attempt to develop a pedagogy for teaching philosophy in science rather than a philosophy of science to be taught in the Bulgarian educational system.     

Hoisted by their own petards: Philosophical positions that self-destruct

Philosophers have not resisted temptation to transgress against the logic of their own conceptual structures. Self-undermining position-taking is an occupational hazard. Philosophy stands in need of conceptual therapy.The author describes three conceptions of philosophy: the narcissistic, disputatious, and therapeutic. (i) Narcissistic philosophy is hermetic, believing itself to contain all evidence that can possibly be relevant to it. Philosophy undertaken in this spirit has led to defensive, monadically isolated positions. (ii) Disputatious philosophies are fundamentally question-begging, animated by assumptions that philosophical adversaries reject. (iii) The intention of therapeutic philosophy is to study philosophical positions from the standpoint of their internal consistency, or lack of it. In particular, its interest is in positions that either compel assent, because they cannot be rejected without self-referential inconsistency, or self-destruct because self-referential inconsistency cannot be avoided. The article's focus is on the latter. Several examples of self-undermining positions are drawn from the history of philosophy, exemplifying two main varieties of self-referential inconsistency: pragmatical and projective.     

ON TWO ISSUES IN SCIENCE AND RELIGION: A RESPONSE TO DAVID GRIFFIN

Abstract. In responding to David Griffin's critique of my book, Issues in Science and Religion , I suggest that most of the points which he initially presents as differences between us concerning reduction and emergence are resolved in the second half of his article. I spoke of the emergence of higher-level "properties" and "activities," rather than "entities," but my analysis of whole and parts is similar to his, although it was perhaps not always clearly articulated. We agree also that Alfred North Whitehead's God is involved in every event in ways which avoid the problems of the supernatu-ralist "God of the gaps," but we differ as to whether God's action might be taken into account in a new "post-modern" science.     

零与形而上学——从数学、佛学、道学到现象学的有无之思

With the help of the natural history of “zero,” and the use of “zero” as a starting point, one may consider two types of metaphysics. On the one hand, the epistemological metaphysics, based on the perceptual/rational dichotomy, is related to the zero as a vacancy between numbers. On the other hand, the genetic metaphysics, based on the dichotomy of source-evolution (or origin and derivate), has much to do with the zero as a number between negative and positive numbers. In this respect, zero represents the horizon of metaphysics: we can forever approach it, but we cannot ultimately arrive at it. Though serving as the point of convergence and divergence for all relationships, zero has no definable content of its own. Such is the essence of zero, and of metaphysics as well. Translated by Chen Zhengzhi from Tongji Daxue Xuebao (Shehui Kexue Ban) 同济大学学报 (社会科学版) (Tongji University Journal, Social Sciences Edition), 2006, (1): 1–6.     

RESPONSE TO MY CRITICS: THE LIFE OF CHRISTIAN RACIAL FORMS IN MODERN SCIENCE

In what follows, I first deal with some of the major philosophical objections raised against my claim that Christian thought has given us racial science. Then, I take on points of dispute surrounding my use of Hans Blumenberg's notion of reoccupation to explain the recurrence of Christian forms within modern scientific thinking. Finally, I address some historiographic issues surrounding my assessment of Johann Blumenbach and the origins of racial science.     

Is There an Identity Crisis in Environmental Ethics?

Environmental ethics is both a moral philosophy and an applied ethics.This duality has led some people to feel confused about environmental ethics' identity and to cast doubts on its legitimacy.This paper,by distinguishing and exploding environmental ethics' two patterns of inquiry (the moral philosophy pattern and the applied ethics pattern) and their characteristics,tries to resolve the discipline's identity crisis and to argue for its legitimacy.     

面对医疗高科技:领舞,还是伴舞——兼论肿瘤治疗中的高科技选择对策

人们在享受高科技带来的便利时,也注意到由其引起的困顿,但又无法避而不用。因此,面对医疗领域中层出不穷的高科技手段,不能只是\"翩翩起舞\",盲目跟进,而要多方注意,从容\"领舞\",为我所用。以肿瘤治疗为例,强调不能仅依靠高科技,更要用智慧PK肿瘤,人性化考虑第一,主张\"基于效果的治疗\",并阐述了肿瘤防治的GI4P模式。     

学前儿童情绪理解的发展及其与父母元情绪理念的关系

通过对341名3～5岁儿童情绪理解的测查及问卷调查,考察儿童情绪理解的发展特点及其与父母元情绪理念的关系。结果表明:(1)女孩的情绪识别显著优于男孩;(2)学前儿童的情绪理解具有显著的年龄差异,年长儿童显著优于年幼儿童;(3)母亲情绪不干涉的元情绪理念对儿童情绪识别具有促进作用,而情绪紊乱的理念则对儿童情绪识别有阻碍作用;(4)与日常经验不同,父亲情绪紊乱的元情绪理念可能反而对儿童情绪识别、情景情绪理解具有正向作用。