Agamben’s potentiality, and Chinese dao, entail experiencing movement on being. This article presents our experiments with these movements in the context of pedagogy, putting at stake our mode of existence in thinking. We examine Agamben’s potentiality as an aporetic experience in pedagogy. We find echoes of dao movement in a controversial pedagogical event in China. Interlacing potentiality and dao with our experience of pedagogical thinking, each makes the other intelligible. We show that reasonings of pedagogy in the USA and China (...) repeat the very paradoxes and exclusions they seek to overcome. We also gesture towards a way that, suspending and holding pedagogical reasoning in being empty, welcomes what cannot be learned or taught. This way also offers an example for comparative education. (shrink)

Within educational philosophy and theory, there has been an international re-turn to envision study as an alternative formation to disrupt the defining learning logic. As an enrichment, this paper articulates “Daoist onto-un-learning” as an Eastern form of study, drawing upon Roger Ames’s interpretation of the ancient Chinese correlative cosmology and relational personhood thinking. This articulation is to dialogue with the conceptualizations of study shared by Giorgio Agamben, Derek Ford, and Tyson Lewis, and unfolds in three steps. First, I examine how (...) their conceptualizations of study constrain the studier-doing-study logic as a commonsensical expression of “foundational individualism” and anthropocentric disordering. Second, re-invoking the ancient Chinese wisdom, I envision “Daoist onto-un-learning” as a non-individualistic and non-anthropocentric form of study, re-configuring study and learning no longer as two disparate, if not necessarily oppositional, formations but into a Daoist bipolar yin-yang movement. Finally, I story-tell my doctoral research experience as a Daoist onto-un-learning journey, a spiralling learning-study movement, to unpack the ways it suspends and overturns the modern-Western trap/trope of anthropocentric-foundational individualism. In so doing, this paper further internationalizes and supplements the current study scholarship in relation to learning in a way so-far hardly explored yet cross-culturally provocative. (shrink)

Study is recently re-invoked as an alternative educational formation to disrupt the learning trap and trope. This paper calibrates study and learning as two hermeneutic principles and correlates them with seeing, hearing, and observing as three onto-epistemic modes that respectively underpin Greco-Christian, Rabbinic, and ancient Chinese exegetical traditions. Linking study and learning with the hermeneutic issues of language, text, meaning, and reality, my calibration unfolds in four steps. First, I introduce an epistemic aporia encountered in interpreting some Chinese educational “wind” (...) texts, exposing our naturalized reasoning of learning along a representational enclosure. Second, turning to Susan Handelman’s writing, I trace this learning-as-representation enclosure as being conditioned upon the Greco-Christian exegetical mode of seeing, meanwhile correlating study back with the Rabbinic hearing hermeneutic. Third, I move on to explicate an onto-cosmological Yijing observing, proffering a study hermeneutic as a movement of observing, following, and attuning to wendao, literally put, “a crisscrossing pattern that turns with dao.” Finally, I re-observe and study the crisscrossing Chinese educational “wind” texts, evoking a Chinese “wind-teaching” sensibility so far rarely discerned through representational thinking and learning. (shrink)

The Chinese tianrenheyi thesis bespeaks a correlative cosmology irreducible to the Western metaphysics. This article historicizes tianrenheyi for new implications to help rethink the given concepts of ‘person/thing,’ ‘environment/nature,’ and ‘relationality’ in contemporary ethical and environmental education in three steps. First, it turns to Yu Ying-Shih’s writing for a historical and ethical picture of tianrenheyi as an ‘Axial breakthrough’ in Confucius' time and with direct relevance to Confucian person-making education. Second, it moves on to Roger Ames’ unpacking of tianrenheyi as (...) hospitalized in a ‘correlative cosmology’ and ‘Confucian relational personhood’ to help us re-understand Confucian ‘person’ as being relational. Finally, it shows how these re-invoked philosophical–ethical–cosmological theses expose a ‘foundational individualism’ which grounds and confines current educational thinking to an anthropocentric ordering. As an alternative, this article calls for a productive symbiotic conjoining between humans and their cultural–natural environs toward nurturing today’s youth into ecologically literate, responsible, and responsive co-beings. (shrink)

Within educational philosophy and theory there has recently been a re-turn to the concept and practices of studying as an alternative or oppositional educational logic to push back against learning as the predominant mode of educational engagement. While promising, we believe that this research on studying has been limited in a few ways. First, while the ontological aspects of studying have been examined in a thorough manner, the affective dimension of studying has not yet been investigated. Second, while a diverse (...) range of theorists have been called upon to articulate studying, the philosophical resources out of which studying has been shaped have remained trapped within the western canon. We seek to address these limitations in this article by turning to some literature on affect theory, Daoist wind-stories, as well as the Yijing–Daoist Yin–Yang movement. In doing so, not only do we make contributions to research on studying, but we also contribute an educational understanding to affect theory and draw out important affinities between affective study and Daoist windstories. In other words, this paper moves to both articulate the affective dimensions of studying and illuminate a particular pedagogy of affect. More important, we move one step further to re-conceptualize learning and study, figuring them not merely as alternative or oppositional orderings, but as a Daoist Yin–Yang movement wherewith learning and studying, analogous to the Yin–Yang elements, always happen together, mutually informing, confronting, and transforming each other. (shrink)

As an imprint of Confucian culture, China’s education intersects state governance in making and governing educational subjects as ‘talent’, an official translation of the Chinese term ‘rencai’ (literally, human-talent). Whereas the English word ‘talent’ itself denotes ‘[people with] natural aptitude or skill’, ‘talent’ is currently mobilized in China not only as a globalized discourse that speaks to the most aspired educational subjects for the 21st century but also as a re-invoked cultural notion that relates to Confucian wisdom. Drawing upon Foucault’s (...) biopower hypothesis and Confucian thought, this paper leverages upon China’s unique manipulation of ‘talent’ as certain skills and human subjects, both cultivable through education, to problematize China’s talent making and governing in two dimensions. First, it unpacks the various technologies of power entangled in China’s talent making and governing within its ‘state governance’ paradigm. Second, it unpacks Confucian thought as an archaeological prototype for China’s present talent appeal, meanwhile explicating their divergences in defining ‘human’, ‘talent’, and the human-talent interpellation. In so doing, this paper makes two arguments. First, the linguistic notion of ‘talent’ functions as a Foucauldian apparatus of biopower, making (up) new kinds of people and normalizing a certain population as the objective/object of China’s state governance. Second, CPC’s re-invocation of Confucian talent discourses is more of a rhetorical strategy than an authentic cultural renaissance gesture. (shrink)

In 2001, China’s moral education curriculum reform called for a returning to life as a radical shift from its previous empty sermonic pedagogy, hoping to cultivate its twenty-first century children into ethical humans. Accordingly, a notion of ‘human ecology’ appeared in the post-2001 textbook design, which became ‘co-being with’ in the latest 2016 textbook redesign. This paper picks up this co-being with as a philosophical, ethical, and ecological notion and scrutinizes its relevance to the discursive construction of China’s moral child (...) in two steps. First, it draws upon Heidegger’s thinking and the Chinese Daoist ecological understanding to explicate the philosophical significance of this ‘co-being with’ for moral education. Second, it unpacks the discursive embodiments of this ethical–ecological co-being with in connection with the construction of moral subjects in the post-2001 and 2016 textbooks. Through rigorous textual analysis, this paper finds that the post-2001 textbook discourses embody an instrumental trope and a subject vs object binary style of reasoning, which possibly makes egoistic rather than ethical children. The 2016 textbook discourses, especially those on the theme of co-being with, however, constrain the above instrumentality and envision cultivating ethical children. This paper argues this theorized co-being with provides some implications for moral education in China and the world, meanwhile raising some pedagogical challenges as well. (shrink)

It’s not uncommon for people to make reference to atmospheres, including in relationship with educational spaces. In this article, we investigate educational atmospheres by turning to Western and Chinese literature on the air and wind. We pursue this task in three phases. First, we examine the Western literature to see the possible strings of thought that would help us reinvigorate the element of air/atmosphere as a foundational component of an educational sphere. Second, we historicize the Chinese notion of wind as (...) a style of reasoning which structures ancient Chinese cosmology, tempo-spatiality, teaching, and governing into a grid of intelligibility. Third, we argue for a bracketing of a trap of philology and a signifier-signified representational logic through reconceptualizing the atmosphere as a thing that blurs the material-figural boundary and that pushes into a new genre of educational life. (shrink)

Within educational philosophy and theory, there has been an international re-turn to envision study as an alternative formation to disrupt the defining learning logic. As an enrichment, this paper articulates “Daoist onto-un-learning” as an Eastern form of study, drawing upon Roger Ames’s interpretation of the ancient Chinese correlative cosmology and relational personhood thinking. This articulation is to dialogue with the conceptualizations of study shared by Giorgio Agamben, Derek Ford, and Tyson Lewis, and unfolds in three steps. First, I examine how (...) their conceptualizations of study constrain the studier-doing-study logic as a commonsensical expression of “foundational individualism” and anthropocentric disordering. Second, re-invoking the ancient Chinese wisdom, I envision “Daoist onto-un-learning” as a non-individualistic and non-anthropocentric form of study, re-configuring study and learning no longer as two disparate, if not necessarily oppositional, formations but into a Daoist bipolar yin-yang movement. Finally, I story-tell my doctoral research experience as a Daoist onto-un-learning journey, a spiralling learning-study movement, to unpack the ways it suspends and overturns the modern-Western trap/trope of anthropocentric-foundational individualism. In so doing, this paper further internationalizes and supplements the current study scholarship in relation to learning in a way so-far hardly explored yet cross-culturally provocative. (shrink)

In her review of my book, Weili Zhao sheds a new light on what it means to study like a communist, particularly by focusing on the concept of the encounter and the dao movement. In this response, I build on her insights by proposing that the binary and the planar be heterogeneously blocked together. Rather than critical pedagogy, critical education, liberal education, and postmodern education, we need to see pedagogy and politics as hanging together in a confrontational negotiation.

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)

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。.

本书分两部分,一部分是就先秦每一时代及其重要思想家的重要思想进行了阐述;另一部分是对先秦思想史的部分重要学术问题进行了探讨。.

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)

本书包括概说、初见秦、存韩、难言、爱臣、主道、有度、二柄、十过、孤愤、亡征、南面、解老、说林上等。.

本书介绍了当代西方哲学思潮的兴起和演变过程,着重评介了对当今中国大学生震动强烈的实用主义思想、观点、实质及造成影响的时代背景和大学生的心理基础.

Seepage analysis is always a concern in dam safety and stability research. The prediction and analysis of seepage pressure monitoring data is an effective way to ensure the safety and stability of dam seepage. With the timeliness of a change in a monitoring value and lag due to external influences, a RS-LSTM model written in Python is developed in this paper which combines rough set theory and the long- and short-term memory network model. The model proposed calculates the prediction score (...) of the seepage pressure of a dam experiencing multiple effects by preordering factor importance values to eliminate the interference of redundant factors. A case study shows that the water level, rainfall, temperature, and duration are all factors that affect the seepage pressure, and their importance values decrease successively. Thus, the seepage pressure of a dam can be predicted with a determination coefficient R2 of 0.96. Compared with the recurrent neural network model and BP neural network model, the training time of the RS-LSTM model proposed is 6.37 s, and the operation efficiency is 41% and 59% higher than that of the RNN and BP models, respectively. The mean relative error is also 3.00%, which is 50% lower than that of the RNN model and 31% lower than that of the BP model. Based on these results, this model has the advantages of fast computation speed and high accuracy in prediction. (shrink)

本书沿着康有为所开启的研究儒学的政治哲学途径,放弃晚清儒家在接受近代西方政制文化观念和价值取向的前提下所采取的“托古改制”的政治性立场,建构先秦儒家政治哲学的意义逻辑,论述了先秦儒学的基本性格与思想主 题。.

本书共三章,内容包括:儒者关怀的宏观定位——对佛老之学的批判反思、个体生命的意义安置——修养学说的形成和发展、社会理想的执着追求——改造现实的理论与实践。.

It is a commonplace in economics that we should disregard sunk costs. The sunk cost effect might be widespread, goes the conventional wisdom, but we would be better off if we could rid ourselves of it. In this paper, I argue against the orthodoxy by showing that the sunk cost effect is often beneficial. Drawing on discussions of related topics in dynamic choice theory, I show that, in a range of cases, being disposed to honor sunk costs allows an agent (...) to mimic a resolute chooser, someone who adopts the best plan at the outset of a decision problem and sticks with it, even when resoluteness is unfeasible. I discuss several kinds of cases in which honoring sunk costs coincides with resolute choice. (shrink)

The supply network becomes more fragile as it becomes more complex, affecting the core firm’s performance. While previous research on supply network complexity existence paradox. Therefore, to study the nature of supply network complexity, this paper divides the supply chain complexity utility into positive and negative valences based on the valence framework and divides supply chain complexity into supply base complexity, customer base complexity, and logistics base complexity. Based on the trustworthiness and transparency characteristics of blockchain technology, this paper investigates (...) how to use blockchain technology to reduce the negative valence of supply chain complexity while adapting to or improving the positive valence to improve enterprise competitiveness and supply chain sustainability. As a result, the focus of this paper is on how to better manage supply chain complexity using blockchain technologies to increase supply chain sustainability and viability. (shrink)

Aristotle and Xunzi on Shame, Moral Education and the Good Life is the first major work that takes two philosophers from the ancient Greek and early Chinese traditions to stimulate discussion of an interdisciplinary nature on the rich and complex topic of the emotions, in particular shame. It features sophisticated comparative analysis of the Greek and Chinese texts while bringing the ancient materials to bear on modern controversies such as the role of shame in moral education and social cohesion. Despite (...) fundamental differences in their social-historical and intellectual backgrounds, Aristotle and Xunzi bear striking similarities in several respects: their concept of humans as essentially members of communities, as having a unique set of characteristics that set them apart from other living things, and as beings in need of moral training to fulfil their potential and become integrated into a well-ordered society. The two philosophers' discourses on shame reveal important insights into their ideals of human nature, moral education and the good life. This book tackles directly the methodological problems that are relevant to anyone interested in cross-cultural comparisons and organises discussion of the ancient sources in such a way as to facilitate a thorough integration of perspectives from the cultural traditions concerned. This approach provides sufficient focus to allow for detailed textual analysis while giving scope for making constant connections to the broader comparative questions at issue. (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。.

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。.

本书立足于中国刑法的理论与实践,并比较考察德、日等大陆法系,以及英、美等英美法系诸国与地区的立法及其实务。从刑法效力范围的基础理论入手,通过刑法之于时、地、人、事等四个方面进行研究和探讨。.

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。.

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 speculative paper enquires into the discourse of the ‘end of labour’ or ‘disappearance of labour’ as a result of the development of ‘intelligent capitalism’ clearly seen in ‘intelligent manufacturing’ systems that are now pursued and developed as Industry 4.0 strategy in East Asia, Germany and others parts of the world. When ‘intelligent capitalism’ becomes the norm rather the exception what happens to labour as a factor of production and what happens to economy and society based on capital and labour? (...) The paper briefly reviews the sociology of labour from a Marxist view to examine conceptions of Fordist and post-Fordist capitalism, and explore the advert of ‘intelligent capitalism’ to pose the question concerning education. (shrink)