Emmanuel Levinas, one of the most profoundly original Western philosophers in the twentieth century, has recently received considerable attention from educators and educational theorists. Against t...

Biesta has suggested that education after humanism should be interested in existence, not essence, in what the subject can do, not in what the subject is—the truth about the subject—and this is the way inspired by Foucault and Levinas. In this article, I analyze Foucault’s alleged deconstruction and reconfiguration of the subject and Levinas’ approach to human subjectivity and suggest that Foucault’s early and later works have already implied certain concepts of the subject and that Levinas’ approach to human subjectivity (...) does not, as has often been perceived in educational circles, avoid theorizing about human subjectivity. Drawing on the French philosophy of difference, particularly Levinas’ ideas of alterity and subjectivity, I propose a post-humanist subject as a singular existence that ‘announces, promises, and at the same time conceals’, that cannot be exhausted, totalized, and replicated. The singular and unique subject, open and responsible to the world and beyond, is indispensible to the educational mission of subjectification. (shrink)

This paper analyzes the entanglement of the modern concepts of freedom, autonomy, and the modern notion of the subject and how a passion for and insistence on freedom has undermined the reconstruction of human subjectivity in Heidegger and Foucault, and how such passion has also limited the educational effort at addressing the problems brought to education by the modern notion of the subject. Drawing on Levinas, it suggests that a new understanding of freedom as heteronomy will allow us to envision (...) an open subjectivity that is essential for education. Particularly, it looks at Gert Biesta’s recent campaigns for “subjectification” and “the gift of teaching” to analyze the underlying contradictions caused by the entanglement of freedom and subjectivity. (shrink)

In education, art has often been perceived as entertainment and decoration and is the first subject to go when there are budget cuts or test-score pressures. Drawing on Emmanuel Lévinas's idea of the primacy of radical alterity that breaks the totality of our being, enables self-transformation and ethics, and ensures community as a totality of singularities, and on Maurice Blanchot's expansion of radical alterity to art, Guoping Zhao argues that the role of art in education must be reconsidered (...) and greatly expanded. Art as alterity takes students beyond where they are and what they have, and teaches them to appreciate and respect difference and diversity. If art as alterity is so essential to human subjectivity and society, and if education is conceived as a process of human growth and formation, art as alterity is essential to education and needs to be more seriously engaged and more fully integrated into the whole educational process instead of being isolated in arts education. Zhao concludes the essay by pondering the pedagogical implications of such a reconsideration of art as alterity in education. (shrink)

The postmodern critique of modernity has focused on the construction of the modern subject and the self‐disciplining and self‐cancellation tendencies within it. This critique, however, fails to consider what happens during the early years of children’s development — the period during which the modern subject is made, and the one in which the paradoxes and ambiguities inherent in modern subjectivity are established. In this essay Guoping Zhao analyzes how children’s developmental process affects the definition and formation of the (...) self in the United States. She uses a cross‐cultural lens, comparing the dominant cultural ideas and practices associated with child development in the United States with those influenced and supported by Confucianism. Zhao argues that children’s paths of development are not natural but cultural ones guided by underlying ideologies, and ultimately concludes that this cultural process determines the shapes and forms of the modern subject and the nature of individual freedom and autonomy. (shrink)

This article explores and extends Levinas’s ideas of singularity and community as multiplicity and argues that his identification of language and discourse as the means to create ethical communities provides tangible possibilities for rebuilding genuine democracy in a humane world. These ideas help us reimagine school and classroom as communities open to differences. They also give education the opportunity to support the emergence of the singular and the irreducible—infinite human beings.

Maintaining education as a pedagogical space for human formation, this book is distinctive in looking at the crisis rather than the success of Chinese education. The editors and contributors, mostly overseas and mainland Chinese scholars, argue that modern Chinese education has been built upon a superficial and instrumental embrace of Western modernity and a fragmented appropriation of Chinese cultural heritage. They call for a rethinking and re-envisioning of Chinese education, grounded in and enriched by various cultural traditions and cross-cultural dialogues. (...) Drawing on Chinese history and culture, Western and Chinese philosophies, curriculum and pedagogical theories, the collected volume analyzes why education as person-making has failed to take root in contemporary China, how the purpose of education has changed during the process of China’s modernization, and what a rediscovery of the meaning of person-making implies for rethinking and re-envisioning Chinese education in the current age of globalization and social change. _Re-envisioning Chinese Education: The meaning of person-making in a new age _discusses among other issues: China’s Historical Encounter with the West and Modern Chinese Education Rediscover Lasting Values: Confucian Cultural Learning Models in the Twenty-first Century Rethinking and Re-envisioning Chinese Didactics: Implications from the German Didaktik Tradition The New Basic Education and the Development of Human Subjectivity: A Chinese Experience This book will be relevant for scholars, researchers, and policy makers everywhere who seek a more balanced, more sophisticated, and philosophically better grounded understanding of Chinese education. (shrink)

Cosmopolitanism is commonly understood as a universal norm—moral and political—in the light of enduring differences, and for that reason it has historically embodied a seemingly inevitable dilemma of universality/particularity. Since its inception, cosmopolitan thinkers have struggled with the dilemma and have attempted ways to address the question of difference so that the universal norm and obligation can be justified and defended. One of the most common strategies is to give primacy to universal humanity and override difference; another recent strategy is (...) to give up universalism to take difference seriously and frame difference in agonistic terms. I argue in this article that both strategies are inadequate and unsatisfactory in conceptualising and dealing with difference. Briefly tracing some of the major cosmopolitan approaches, I argue that the conceptualisation of difference and human subjectivity is at the core of the problem as well as the solution. Drawing on Lévinas and his emphasis on the primacy of difference in the constitution of human subjectivity and community, I propose a new understanding of the self and the Other for the success of the cosmopolitan project. (shrink)

Foucault and Zhuangzi share important insights on the role of knowledge practices play in the pursuit of human freedom. This article investigates Foucault's discussion of the subjectivation truth games of the ancient Greeks and Romans, and in light of the discussion, reconsiders Zhuangzi's approach to knowledge practices. It also examines the notion of self and freedom embedded in the knowledge practices of Foucault and Zhuangzi and suggests that, when trying to get away from the metaphysical subject, there is an inherent (...) problem associated with Foucault's embrace of the Western notion of freedom as autonomy. The conclusion suggests that Zhuangzi's notion of freedom as breaking through our limits and entering into the larger whole; his notion of the self as non-being may make the human pursuit of freedom more successful. (shrink)

The construction of the modern subject and the pursuit of human freedom and autonomy, as well as the practice of human science has been pivotal in the development of modern education. But for Foucault, the subject is only the effect of discourses and power?knowledge arrangements, and modern human science is part of the very arrangement that has given birth to the subject who is thoroughly subjected. In his final years, however, a strong passion for human liberty reemerged, and he proposed (...) that a different truth game, the ancient ethical truth practices may actually constitute a self that is free and enjoys self-mastery. In this article, I analyze how modern human science, exemplified by Piaget's child developmental research, has become the means of unfreedom and domination and discuss the ancient ethical truth games Foucault so admired and how they bring self-mastery and freedom to the self. Furthermore, I discuss whether liberal education can ground its notions of autonomy and liberty on the Foucauldian concept of the subject and truth games. (shrink)

The examination of the modern construction of subject is not over yet. Although many thinkers have exhausted its conceptual ambiguities and practical consequences, its impact is far from fully understood without an analysis of the construction of childhood for the future subject. In this essay, I problematize five constructions of childhood that emerged in the modern time and scrutinize the impasses of logic or conceptual ambiguities within, along with the practical consequences thereof. I explore how the modern construction of childhood (...) is problematic in and of itself, as well as the light it sheds on the deeply embedded ambiguities and aporia :75–88 2007) in the construction of the modern subject. This paper will untangle the problems associated with each of these constructs and their respective implications for the making of the modern subject. (shrink)

According to the received account of guilt in the philosophical literature, one cannot feel guilt unless one takes oneself to have done something morally wrong. But ordinary people feel guilt in many cases in which they do not take themselves to have done anything morally wrong. In this paper, I focus on one kind of guilt without perceived wrongdoing, guilt about being merely causally responsible for a bad state-of-affairs. I go on to present a novel account of guilt that explains (...) guilt about mere causal responsibility, according to which guilt represents part of the self as bound up with what is bad. (shrink)

Call "radical moral theorizing" the project of developing a moral theory that not only tries to conform to our existing moral intuitions, but also manifests various theoretical virtues: consistency, simplicity, explanatory depth, and so on. Many moral philosophers assume that radical moral theorizing does not require any particular metaethical commitments. In this paper, I argue against this assumption. The most natural justification for radical moral theorizing presupposes moral realism, broadly construed; in contrast, there may be no justification for radical moral (...) theorizing if moral anti-realism is true. (shrink)

本书是一本哲学自选文集,它收录了赵汀阳的《伦理学思路的改变》、《道德的维度或生活的维度》、《法律的道德余地》、《人之常情》等19篇文章。.

本书主要内容有知识与智慧:教育的性格、知识与智慧:教育的历史、知识与智慧:教育的型态等。.

本书将马克思主义与科学社会主义置于“当代诠释学的视野”加以解读、追问和探寻,试图在新时代地平线上构建一个当代诠释学与马克思主义相融通的视域。.

本书收录“关于命运的知识”、“从知识眼光到创作眼光”、“一个或所有问题”、“千年观念故事”、“理解20世纪的精神财富”等19篇文章。.

本书包括社会建构论与科学社会研究的转向、科学知识社会学的学术实践、双重黑箱:传统社会学的科学观等。.

本书分为五个部分,包括:西方哲学总论;西方哲学史研究;现代西方哲学研究;中西哲学和文化的比较;“大哲学”的观念。.

The behavior of somatic stem cells is regulated by their niche. Interaction between hematopoietic stem cells (HSCs) and their niches are a representative model to understand stem cell‐niche interplay. Here, we provide an overview of crosstalk between HSCs and their niches in bone marrow and extramedullary organs following the life journey of HSCs from emergence, development, maturation until aging. We highlight the unique differences of HSC niches in different life stages within various organs focusing on recent literature to propose new (...) speculations and hypotheses. (shrink)

The purpose of this study is to analyze the relationship between psychology and modern art design education in colleges, and to provide the basis for improving the quality of art education in colleges. Based on the relevant theory, the characteristics of educational psychology and art psychology and the correlation between them were analyzed from the angle of art education. According to the characteristics of college students' psychological development, the significance of art psychology-related courses was analyzed. Through the form of questionnaire, (...) a total of 200 students were randomly selected from Xi'an Academy of Fine Arts and Xi'an University of Science and Technology, respectively. A total of 400 questionnaires were issued, and 382 valid questionnaires were recovered. The results show that almost all students in two colleges think pedagogy and educational psychology are the theoretical basis for art teachers, while less than one-third of students in Xi'an University of Science and Technology think that art psychology is the theoretical basis for art teachers. The difference between the students' aesthetic and life values in the two colleges is significant. In the 15 directions of life values, there are significant differences in five directions: spirit—material, enrichment—emptiness, enthusiasm—apathy, hope—despair, and dedication—acceptance. It shows that the psychological and values of college students are changeable, and the educators should pay attention to the education in the related fields of psychology. This exploration was conducted based on educational psychology, which is of great significance for improving the educational level of art psychology in colleges and enable students to form correct aesthetic standards and life values. (shrink)

This paper examines the role existence plays in measurement validity. I argue that existing popular theories of measurement and of validity follow a correspondence framework, which starts by assuming that an entity exists in the real world with certain properties that allow it to be measurable. Drawing on literature from the sociology of measurement, I show that the correspondence framework faces several theoretical and practical challenges. I suggested the validity-first framework of measurement, which starts with a practice-based validation process as (...) the basis for a measurement theory, and only posits objective existence when it is scientifically useful to do so. (shrink)

The book examines corruption control in post-reform China. Contrary to the normal perception that corruption is a type of behavior that violates the law, the author seeks to approach the issue from a social censure perspective, where corruption is regarded as a form of social censure intended to maintain the hegemony of the ruling bloc. Such an approach integrates societal structure, political goals, and agency into a single framework to explain dynamics in corruption control. With both qualitative data from officials (...) in power and officials in jail and quantitative data from university students, the book explores how the censure on corruption was created and has been applied from 1978 to the present. Though primarily intended for academics, the book is also accessible for general audiences, especially given its intriguing perspective and use of firsthand data on corruption that cannot be found anywhere else. (shrink)

本书精选二十世纪外国美学文艺学名著175种,分别介绍其体系构架和主要观点,并兼及史实性、资料性的说明。.

本书作者从哲学的角度把复杂性问题概括为五个方面,一一论述其内容,从中引出哲学结论,并以这些哲学结论来纠正、补充、丰富和发展辩证唯物主义的若干原理。.

本书概括了发展社会主义市场经济条件下军人道德品质的主要特点;提出了发展社会主义市场经济条件下军人道德品质培养的主要矛盾是军人道德品质现有水平和培养目标之间的矛盾;揭示了发展社会主义市场经济条件下军人道 德品质培养的基本规律。在以上研究成果的基础上,本文提出了发展社会主义市场经济条件下军人道德品质培养的基本思路和对策。.

This study examines whether the gender of the directors on fully independent audit committees affects the ability of the committees in constraining earnings management and thus their effectiveness in overseeing the financial reporting process. Using a sample of 525 firm-year observations over the period 2003 to 2005, we are unable to identify an association between the proportion of female directors on audit committees and the extent of earnings management.

本书的思想创新和理论力度颇有古代哲学家气度,作者认为伦理学只有幸福和公正两个基本问题,并且声称发现了关于幸福和公正的最好理论,并提出了著名的“无立场”哲学方法论。.