匹兹堡学派规范性理论的困境与出路

The Dilemma and Way Out of the Pittsburgh School’s Normative Theory

从塞拉斯开创匹兹堡学派开始,对所予神话的拒斥引发了分析哲学从康德至黑格尔的走向。麦克道尔与布兰顿虽从不同方向发展了塞拉斯哲学,但在规范性问题上都延续了塞拉斯对“逻辑空间”的二分,并将规范性建立在概念论的基础上。然而非概念论者指责他们的规范性理论过于狭隘,从而主张非概念内容也具有规范性。文章梳理了匹兹堡学派规范性理论的建构路径及其理论困境,并尝试通过分析康德的审美理论,揭示审美活动中非概念能力的主导性及其对概念内容的超越性,进而倡导一种基于人的诸认识能力的规范性理论,这不仅有助于为规范性提供更加客观完整的辩护,也能够为匹兹堡学派的规范性理论探索其可能性出路。

From Sellars’pioneering of the Pittsburgh School,the rejection of the Myth of the Given led to the trend of analytic philosophy from Kant to Hegel.Although McDowell and Brandom developed Sellars’thoughts from different perspectives,both of them insisted on dualism of“logical space”on normativity.Similarly,they based normativity on conceptualism.Yet non-conceptualists criticized that Pittsburgh School’s normative theory is too narrow,and thus claimed that non-conceptual content is also normative.This paper summarizes the constructing path and theoretical dilemma of the Pittsburgh School’normative theory,and tries to reveal the dominant role of non-conceptual ability in aesthetic activities and its transcendence of conceptual content by analyzing Kant’s aesthetic theory.Finally,this paper advocates a normative theory based on human cognitive abilities,which is more helpful to provide a more objective and complete defense of normativity,and also can explore the possible way out of the Pittsburgh School’s normative theory.