本书简要地阐明了文学本文的创造过程,文学作品的构成及其实现过程,文学的审美价值系统及其实现过程,文学的历史发展过程。.

Perceptual attention is essential to both thought and agency, for there is arguably no demonstrative thought or bodily action without it. Psychologists and philosophers since William James have taken attention to be a ubiquitous and distinctive form of consciousness, one that leaves a characteristic mark on perceptual experience. As a process of selecting specific perceptual inputs, attention influences the way things perceptually appear. It may then seem that it is a specific feature of perceptual representation that constitutes what it is (...) like to consciously attend to an object. In fact conscious attention is more complicated. In what follows, I argue that the phenomenology of conscious attention to what is perceived involves not just a way of perceptually locking on to a specific object. It necessarily involves a way of cognitively locking on to it as well. (shrink)

This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical‐phenomenological (or ‘geo‐phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo‐phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo‐phenomenological analysis; the third examines the meanings of environment as ‘space’ and ‘place’ and the act of naming as the process of constructing meaning between humans and environment; the fourth section (...) attempts to explore the meaning of conceiving school as a particular environment; and the final is the conclusion. (shrink)

This essay argues that the Guodian citations relating to the Documents classic, when read together with other evidence regarding early manuscript cultures in China, contradict the dominant scholarly view in the present-day People’s Republic of China, which imagines not only a single Urtext for the pre-Qin Documents classic, but also a single textual community familiar with the same masterworks and Classics across the entire swathe of land held by the modern nation-state of China. Contrary to this view, the early transmission (...) of manuscripts, both oral and transcribed, generated multiple variants that allowed small textual communities to adapt their authoritative texts to local concerns and agendas and current affairs. (shrink)

本書主要探究西漢儒家知識理論；在西漢氣化論的思想底蘊中，從整全的「認知者」的視角，討論結合感官知覺、理性認知與氣化感通能力的認知主體、以「天道」為根源的典籍與經驗知識內涵，以及蘊含體知、氣化感通與理性 認知的知識形成途徑；並從西漢諸子常用的「聲訓」出發，討論西漢儒家具體性思維的名言表達，暨能較細膩而完整地勾勒西漢儒家知識理論，拓展漢代學術的研究向度。.

This book review symposium aims to open a space for discussions and questions responded to the book Education between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction, which is...

' Home ' and 'nature' are usually taken as two opposite concepts in relation to human geographical experience. However, drawing on the perspective of geo-phenomenology, this paper argues that the meanings of nature and home overlap to the extent that it is possible to experience nature as home. Moreover, it can be shown from the paradoxically interwoven senses of nature and of home that there is a dynamic process of a to and fro journey between nature and home. Fertile educational (...) implications can be drawn out from the invisible journey: first, the dynamic experience between nature and home elicits a learning about differences; and secondly, the experience of nature as home, which can inspire feelings for nature, implies an ethical dimension of learning to treat nature as carefully as home. (shrink)

Ruyu HungNational Chiayi University, TaiwanThis is a collective writing experiment of PESA members, orchestrating the Philosophy of Education in a New Key regarding East Asia. In 2016 the pioneerin...

This article provides a detailed overview of the neuroscience of consciousness.

Volume 52, Issue 13, December 2020, Page 1358-1363.

Volume 51, Issue 11, October 2019, Page 1073-1079.

This paper aims to explore the relationship between humans and nature and the implied intimacy, so-call ‘ecophilia,’ in light of the French philosopher Maurice Merleau-Ponty. It is revealed from the Merleau-Pontian view of body and nature that there may be a more harmonious relationship between humankind and nature than the commonly assumed, and an alternative understanding of education may thus arise. Following an introduction, this paper falls into three parts: an exploration of the meaning of nature, the corporeality of the (...) body as central to our encounter with nature and the educational implications. The introduction argues that central to one’s understanding of nature is one’s understanding of oneself and the world. To some extent, our current environmental problems are related to a negative understanding of nature. The meaning of nature and our relationship with it will be elaborated by the exploration of the key significance of body to be found in Merleau-Ponty’s philosophy. It will be argued that overall, our understanding of the body may be central to reconnecting humankind and nature. Such a re-conceiving of the part played by the body in our relationship with nature may re-orient education towards a love of nature: ecophilia. (shrink)

abstract Mou Zongsan used to say that in Western philosophy there exist three different traditions. The first is the tradition of Plato and Aristoteles, the second is the tradition of Kant and Hegel, and the last is the tradition of Leibniz and Russell. I am afraid, however, that this kind of interpretation is already outdated and incapable of encompassing the rich variegations of Western philosophy as a whole. In my view, the various options would have been exhausted by supplementing the (...) preceding list with the tradition founded by Husserl and Heidegger and the one set up by Whitehead. All of these traditions together encapsulate the most important domains of philosophy, such as ontology, epistemology, and axiology. In this article I closely investigate the epistemological thought of Bertrand Russell in order to find out whether it contains any aspects from which we can borrow and learn. (shrink)

本书庋集吴氏法学著述二十五篇,概分为三大部分。吴氏与霍姆斯大法官的部分通信和著名的《吴氏宪草》,作为附录,一并收刊。.

本文集收入“传统道德文化的继承与批判”、“中国传统文化的现代化意义”、“关于中国传统道德和文化的几个问题”等文章61篇。.

Human beings tend to forget, especially when they suffer; they hope to overcome the pain of trauma to live a peaceful and happy life. The futurist attitude that can be articulated as ‘Move towards...

Ever since Charles Goodwin’s seminal works on gaze, there has been a long-standing interest in Conversation Analysis in the interrelationship between talk and bodily conduct in the accomplishment of social action. Recently, a small but emerging body of research has explored the ways in which embodied conduct figures in the organization and operations of repair. In this article, I take up a similar theme and investigate the interaction between talk and iconic gestures in same-turn self-initiated repair in Mandarin conversation. The (...) phenomenon I examine concerns the use of what I call “gestural repair.” The analysis focuses on how such repair can intertwine with talk in multi-stage operations in the progressivity and resolution of repair. The data are drawn from 50 hours of naturally-occurring conversations collected in China. Some unique features of such gestural repair observed in the Mandarin data are also discussed. (shrink)

This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical-phenomenological (or ‘geo-phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo-phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo-phenomenological analysis; the third examines the meanings of environment as ‘space’ and ‘place’ and the act of naming as the process of constructing meaning between humans and environment; the fourth section (...) attempts to explore the meaning of conceiving school as a particular environment; and the final is the conclusion. (shrink)

This paper explores the meaning of teacher–student relationships in the light of Derrida’s notions of hospitality and trust. Drawing on Derrida, the author delineates two aspects of educational hospitality: hospitality without determinacy and hospitality as self-surrender. It is argued that educational hospitality is underpinned by trust. A sound teacher–student relationship, the paper concludes, consists in educational hospitality and embedded trust.

Humanism and humanistic education have been recognised as an issue of the utmost importance, whether in the East or in the West. Underpinning the Eastern and Western humanism is a common belief that there is an essence or essences of humanness. In the Confucian tradition, the core of humanity lies in the idea of ‘ren’; in the Platonic tradition, ‘rationality’. For some critics, this belief may lead to violence as much as justice. One way to be aware of the danger (...) is not to follow the line of traditional humanism without question. The strategy that the early Daoists and the contemporary philosopher Derrida use is to challenge, question, rethink, re-examine, and reposition the meaning of self. In this article, I will first argue that the idea of non-I in early Daoism is indeed a ‘question of the self’ as well as a doubt cast upon the ‘junzi’ or sage in Confucian orthodoxy. Then, I explore the concept of human subject in Derrida. The consonance between the Daoist undoing of the self and Derrida's deconstructing subject sheds new light on our understanding of humanistic education. (shrink)

Both the doctor and the patient have rights to terminate an implantable cardioverter-defibrillator device for reasons of futility or autonomyImplantable devices have a long history in medicine with artificial hips being implanted since 1925, pacemakers since 1957, Starr-Edwards heart valve since 1961, artificial hearts since 1982 and ventricular assist devices since 1991. The ethics of deactivation or removal of these devices were not an issue until the use of implantable cardioverter defibrillator device, as the ICD can produce considerable distress from (...) defibrillation shocks in end-of-life patients. However, development of a clear ethics for ICD is critical as the massive technological advances in implantable heart failure devices will soon produce an epidemic of patients with implanted devices and end-of-life diseases. Should one turn off a biventricular pacer at the request of a patient who is having recurrent disabling heart failure? Should one turn off an AbioCor artificial heart in a patient who developed a severe disabling stroke from the device? Who has the right to turn off the device? Does the doctor have the right to turn it off, against the patient’s wishes, for reasons of futility? Does the patient have the right to turn it off, against the doctor’s wishes, and if so, for what reasons?In this issue of the Journal of Medical Ethics, England et al1 argue that the classification of an implantable device determines the rights of device deactivation. At the one end of the spectrum, there are semi-implanted devices like an intra-aortic balloon pump or a ventilator, where the doctor has the right to turn off the supportive therapy by commission on grounds …. (shrink)

In Confucianism, the subject of learning is one of the most important concerns. For centuries, Confucian thinkers have been devoted to seeking answers to questions such as, how to be a morally noble and decent human being?, how to be a true and moral human being—a noble man? and how to learn to be a junzi? A ‘junzi’ can be described as ‘an ideal person’. For Confucian thinkers, the concept of learning is not only an epistemological problem but also, or (...) perhaps more importantly, an ethical one. Confucian learning can be defined as a particular process of obtaining a certain knowledge in order to become a junzi. The aim of this article is to first introduce the Confucian hierarchy of learning and knowledge. Next, the typology of Confucian knowledge and learners is considered. The author makes a critical enquiry into the Confucian epistemology, and by doing so, attempts to reveal implied limitations and weaknesses. In the final section, the author argues that the Confucian classical text Li Ji revises, in part, the Confucius’ hierarchical view of learner and knowledge. (shrink)

Given the tendency for the "lifeworld approach" to be adopted in the domain of environmental theory and education without critical examination of the key concept "lifeworld", this paper attempts to elucidate the ambiguity apparent in Husserl's development of the notion and the implications of this for teaching and learning about nature. The paper consists of three sections. The first section deals with the meaning and limitations of the current lifeworld approach to nature and the implications for environmental and educational thinking. (...) In the second section, the confusion surrounding the concept of lifeworld is traced back to the later Husserl's philosophy. Exploring the meaning of lifeworld in Husserl's philosophy reveals that there may be two lifeworld orientations: one is explicit and objective in its emphasis on the shared and universal; the other is implicit and subjective in its emphasis on the idiosyncratically personal. The final section argues that the implicit and subjective orientation of lifeworld may be more tenable experientially, and as such more conducive to helping environmental and educational thinkers envisage an attentive and responsive approach to teaching and learning about nature. (shrink)

Given the tendency for the “lifeworld approach” to be adopted in the domain of environmental theory and education without critical examination of the key concept “lifeworld”, this paper attempts to elucidate the ambiguity apparent in Husserl’s development of the notion and the implications of this for teaching and learning about nature. The paper consists of three sections. The first section deals with the meaning and limitations of the current lifeworld approach to nature and the implications for environmental and educational thinking. (...) In the second section, the confusion surrounding the concept of lifeworld is traced back to the later Husserl’s philosophy. Exploring the meaning of lifeworld in Husserl’s philosophy reveals that there may be two lifeworld orientations: one is explicit and objective in its emphasis on the shared and universal; the other is implicit and subjective in its emphasis on the idiosyncratically personal. The final section argues that the implicit and subjective orientation of lifeworld may be more tenable experientially, and as such more conducive to helping environmental and educational thinkers envisage an attentive and responsive approach to teaching and learning about nature. (shrink)

Ruyu HungNational Chiayi UniversityThis collective writing is intended to portray the contour of philosophy of education in contemporary Taiwan, resounding many beautiful counterparts in EPAT (Bies...

Attention has been studied in cognitive psychology for more than half a century, but until recently it was largely neglected in philosophy. Now, however, attention has been recognized by philosophers of mind as having an important role to play in our theories of consciousness and of cognition. At the same time, several recent developments in psychology have led psychologists to foundational questions about the nature of attention and its implementation in the brain. As a result there has been a convergence (...) of interest in fundamental questions about attention. This volume presents the latest thinking from the philosophers and psychologists who are working at the interface between these two disciplines. Its fourteen chapters contain detailed philosophical and scientific arguments about the nature and mechanisms of attention; the relationship between attention and consciousness; the role of attention in explaining reference, rational thought, and the control of action; the fundamental metaphysical status of attention, and the details of its implementation in the brain. These contributions combine ideas from phenomenology, neuroscience, cognitive psychology, and philosophy of mind to further our understanding of this centrally important mental phenomenon, and to bring to light the foundational questions that any satisfactory theory of attention will need to address. (from OUP website). (shrink)

Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...

The present study examined gender differences in the distribution of creative abilities through the lens of the greater male variability hypothesis, which postulated that men showed greater interindividual variability than women in both physical and psychological attributes. Two hundred and six undergraduate students in Hong Kong completed two creativity measures that evaluated different aspects of creativity, including: a divergent thinking test that aimed to assess idea generation and a creative problem-solving test that aimed to assess restructuring ability. The present findings (...) extended the research of greater male variability in creativity by showing that men generally exhibited greater variance than women in the overall distribution of the creativity scores in both divergent thinking and creative problem solving, despite trivial gender differences in mean scores. The findings further enriched the discourse of the greater male variability hypothesis by showing interesting domain-specific gendered patterns: greater male variability was more likely to occur in figural forms of creativity, with larger effect sizes, when compared to the variability in verbal forms of creativity; and mixed gendered patterns were found in the upper tails of the creativity score distribution with respect to the verbal domain but not the figural one, despite greater male representation being consistently observed in the lower tail of the distribution. Possible underlying mechanisms and implications were discussed. (shrink)

In this article I intend to explore one possible way of using place to rethink nature, the relationship between humans and nature, and the implications for education. The elucidation and discussion of the sense of place will reveal that there are profound and superficial or, placeful and placeless, senses of place. This paper examines the possibilities of thinking nature based on this particular sense of place. The profound sense of place, in the light of Jeff Malpas, Marcel Proust, and David (...) Henry Thoreau, can provoke in us an awareness of care about the place. If the nature can be sensed as placeful to individuals, as this paper will argue, it would be very possible for individuals to care about and be committed to the conservation of the nature. (shrink)

Merleau-Ponty’s idea of lived body has played a significant role in understanding selfconstruction and has raised issues about the relationships between the private sense and the public world. Merleau-Ponty argues that the lived body and the world are constructed reciprocally. This notion is acknowledged to be a rich source for feminist thought. Yet there is as much criticism as support of Merleau-Ponty’s philosophy from feminists such as Grosz (1994, 1995), Sullivan (1997, 2000, 2001, 2002) and Young (1989). Shannon Sullivan vigorously (...) criticises Merleau-Ponty’s lived body as an anonymous body which erases particularities and results in domination. This paper defends Merleau-Ponty’s notion by clarifying the meaning of anonymity in terms of the understanding of Merleau-Ponty’s lived body as an “author”, and as such as incorporating the capacity to resist anonymity, and sustain particularity and difference, through an ongoing process of authoring his/her own lived experience. Ken Plummer’s notion of sexual story-telling is used to elaborate the elucidation. In conclusion, the educational implications of resisting anonymity are considered and envisaged in terms of promoting tolerance of difference and assertion of particularity by encouraging and developing the capacity to construct the self through an ongoing process of both responsive and responsible self-authoring. Indo-Pacific Journal of Phenomenology , May 2010, Volume 10, Edition 1. (shrink)

This article explores a significant question, implicit in Kafka’s novel Metamorphosis, explicitly asked by Rorty: ‘Can I care about a stranger?’ Alphonso Lingis’s view is adopted to overcome a mainstream belief that there is a distinction between my community and the stranger’s community, or us community and the community of those who have nothing in common. His view is thus beneficial to reveal the in-depth paradoxical meaning in the relationship between the stranger and me: I am the stranger and the (...) stranger is me. Therefore, to care about the stranger is to care about myself. (shrink)

Learning about ‘nature’ has particular significance for education because the idea of nature is an important source of inspiring meaning‐rich experience and creation. In order to have meaningful experiences in learning and living, this paper argues for a personal subject‐related lifeworld approach to the learning of ‘nature’. Many authors claim that the lifeworld‐led learning approach helps to enrich educational experience. However, there can be various interpretations of the lifeworld approach, as the concept of lifeworld is diversely understood. This paper proposes (...) a personal, subject‐related lifeworld approach from a Husserlian‐Merleau‐Pontian perspective. I suggest that it holds great potential for improving our current curriculum which suffers from meaning‐impoverishment. This paper comprises the following parts: the elucidation of the lifeworld approach to learning, a demonstration of the flaws of current curricula by discussing and analysing the Taiwanese curriculum guidelines, and an exposition of the contribution of the Husserlian‐Merleau‐Pontian lifeworld approach towards improving our current curriculum. (shrink)

Ample manpower and material were mobilized for research on Liuhsia Chih in 1974. A thorough investigation of the life of a very famous leader of the working people's uprising and a clarification of erroneous historical legends about him are important for studies of history. Undoubtedly, a correct understanding of this historical character's features and propaganda about his revolutionary deeds will be conducive to the cause of socialism in our country. It is regrettable that some widely publicized works in 1974 were (...) rather inferior in quality and had unfavorable effects because their authors accepted the guidance of erroneous political thought and because the academic atmosphere was somewhat foul. As a result, people became confused. All this was caused by the control, interference and destruction of the "gang of four.". (shrink)

Volume 52, Issue 8, July 2020, Page 821-823.

Plato’s allegory of the cave has been an intellectual inspiration in the history of Western ­philosophy and education for thousands of years. Yet on the other side of the planet, the Dunhuang caves...