Culture teaching has to be carried out systematically and specifically. It can not only depend on the teacher＇s occasional input knowledge concerning cultures but demand fundamental changes in educational structures,...Culture teaching has to be carried out systematically and specifically. It can not only depend on the teacher＇s occasional input knowledge concerning cultures but demand fundamental changes in educational structures, philosophies and methoclologies. This paper attempts to build up a conceptual framework guiding the practice of culture-oriented English teaching. The literature review includes three main aspects： aim for strengthening awareness of culture teaching; methodology of culture teaching; culture teaching techniques. The paper also points out that only by combination of language teaching and culture teaching can students reach the purpose of enhancing the intercultural communicative competency.展开更多
Toni Morrison has a unique status in American literature. She is the winner of the National Book Critic Circle Award, the Pulitzer for Fiction and many other literary awards. She was granted the Nobel Prize for litera...Toni Morrison has a unique status in American literature. She is the winner of the National Book Critic Circle Award, the Pulitzer for Fiction and many other literary awards. She was granted the Nobel Prize for literature in 1993, thus becoming the first A^can-American writer to receive this honor. Her first novel The Bluest Eye （1970） tells the story of the bitter and tragic experience suffered by Pecola, a little black girl, and loss of black people＇s self-respect, confidence, value, and culture. The present paper, first of all, gives a brief introduction of the story Then the paper explores the root causes of Pecola＇s tragedy from two aspects： The cause of racial oppression and self-hatred, and the cause of the loss in her independent consciousness. The paper concludes that Pecola is the victim and scapegoat of racial oppression, self-hatred and the loss of her independent consciousness existing in the black community展开更多
Bildung, a western cultural ideal, which fundamentally can be traced back to biblical connotations, but is also rich in Platonic elements from the history of hermeneutics, reached its culmination point by the 19th cen...Bildung, a western cultural ideal, which fundamentally can be traced back to biblical connotations, but is also rich in Platonic elements from the history of hermeneutics, reached its culmination point by the 19th century. As the vast superstructure of western erudition, it has acquired the rank of the sole discursive and epistemic normativity, which has defined not only its own system, i.e., education in its narrow sense, but also the criteria of scientific assertions. Since the basis of Bildung was formed by the variations of classical erudition changing by every era, so in the Age of Bildung the defining epistemological and methodological pattern, which determined it from a discursive, and at the same time, an epistemological point of view, was meant by classical philology. As a classical philologist Friedrich Nietzsche was among the first to point out the inseparable connection between rhetoric, interpretation, and epistemology. Nietzsche, as against the monolithic tradition of Bildung, developed a set of aspects of subversive criticism of science, so his surpassing of the nineteenth century academic philology and renewal of it as a kind of cultural hermeneutics walk hand in hand. Nietzschean philology, first and foremost, has to be adapted for revaluing its scientific statements from the aspect of art, i.e., aesthetical sensitivity, which has to be reassessed from viewpoint of effects on life as active potential. The claims of Nietzsche are so comprehensive that the notion of morality defined by Bildung, as well as the ethical system of Bildung, the sole sense of morality is questioned, and his issues are extended over the methodological basis of Bildung considered as normative. However, he does not use such a method of interpretation that, to a certain extent, would not have been known and used by the philology of the Bildung＇s scientific ideal. With the difference that the Nietzschean critical practice does not have respect for the borders defining homologous structures but, by implementing transgressive tactics, it claims the authority of these borders. In my article, I show how the Nietzschean propositions for the methodological reform of classical philology did set the stage for Nietzsche＇s later critical comments, now purely on the philosophy of science, and I analyse the multifold consequences of the concept of the Nietzschean philology as an ＂existential science,＂ which was aimed to de（con）struct the concept of Bildung.展开更多
Though it is not new, the topic of the modem transformation of classical Chinese literary theory still holds profound significance for China＇s current efforts in carrying forward the essence of classical literary the...Though it is not new, the topic of the modem transformation of classical Chinese literary theory still holds profound significance for China＇s current efforts in carrying forward the essence of classical literary theory and constructing a new literary theory that conforms to the spirit of our times. Today, Chinese scholars have to handle two traditions： one is the classical literary scholarship up to the 19th century, distant in time and space from today; the other is the modern tradition that started in the early 20th century. These two traditions involve not only rupture and heterogeneous change but also continuity and partial homogeneous preservation. Taking our stand on the modem and contemporary tradition, we should consciously pursue research on classical literary theory, using modem consciousness to scrutinize, reorder, discover, select, interpret, activate and absorb its finer elements, those that are still vital, so as to creatively promote its modem transformation and further integrate it as an organic component of the construction of modem Chinese literary theory. Over the past two or three decades, Chinese scholars have been advancing this great project in a systematic and solid way, achieving gratifying progress. We must strengthen our efforts and make further progress with this great undertaking.展开更多
文摘Culture teaching has to be carried out systematically and specifically. It can not only depend on the teacher＇s occasional input knowledge concerning cultures but demand fundamental changes in educational structures, philosophies and methoclologies. This paper attempts to build up a conceptual framework guiding the practice of culture-oriented English teaching. The literature review includes three main aspects： aim for strengthening awareness of culture teaching; methodology of culture teaching; culture teaching techniques. The paper also points out that only by combination of language teaching and culture teaching can students reach the purpose of enhancing the intercultural communicative competency.
文摘Toni Morrison has a unique status in American literature. She is the winner of the National Book Critic Circle Award, the Pulitzer for Fiction and many other literary awards. She was granted the Nobel Prize for literature in 1993, thus becoming the first A^can-American writer to receive this honor. Her first novel The Bluest Eye （1970） tells the story of the bitter and tragic experience suffered by Pecola, a little black girl, and loss of black people＇s self-respect, confidence, value, and culture. The present paper, first of all, gives a brief introduction of the story Then the paper explores the root causes of Pecola＇s tragedy from two aspects： The cause of racial oppression and self-hatred, and the cause of the loss in her independent consciousness. The paper concludes that Pecola is the victim and scapegoat of racial oppression, self-hatred and the loss of her independent consciousness existing in the black community
文摘Bildung, a western cultural ideal, which fundamentally can be traced back to biblical connotations, but is also rich in Platonic elements from the history of hermeneutics, reached its culmination point by the 19th century. As the vast superstructure of western erudition, it has acquired the rank of the sole discursive and epistemic normativity, which has defined not only its own system, i.e., education in its narrow sense, but also the criteria of scientific assertions. Since the basis of Bildung was formed by the variations of classical erudition changing by every era, so in the Age of Bildung the defining epistemological and methodological pattern, which determined it from a discursive, and at the same time, an epistemological point of view, was meant by classical philology. As a classical philologist Friedrich Nietzsche was among the first to point out the inseparable connection between rhetoric, interpretation, and epistemology. Nietzsche, as against the monolithic tradition of Bildung, developed a set of aspects of subversive criticism of science, so his surpassing of the nineteenth century academic philology and renewal of it as a kind of cultural hermeneutics walk hand in hand. Nietzschean philology, first and foremost, has to be adapted for revaluing its scientific statements from the aspect of art, i.e., aesthetical sensitivity, which has to be reassessed from viewpoint of effects on life as active potential. The claims of Nietzsche are so comprehensive that the notion of morality defined by Bildung, as well as the ethical system of Bildung, the sole sense of morality is questioned, and his issues are extended over the methodological basis of Bildung considered as normative. However, he does not use such a method of interpretation that, to a certain extent, would not have been known and used by the philology of the Bildung＇s scientific ideal. With the difference that the Nietzschean critical practice does not have respect for the borders defining homologous structures but, by implementing transgressive tactics, it claims the authority of these borders. In my article, I show how the Nietzschean propositions for the methodological reform of classical philology did set the stage for Nietzsche＇s later critical comments, now purely on the philosophy of science, and I analyse the multifold consequences of the concept of the Nietzschean philology as an ＂existential science,＂ which was aimed to de（con）struct the concept of Bildung.
文摘Though it is not new, the topic of the modem transformation of classical Chinese literary theory still holds profound significance for China＇s current efforts in carrying forward the essence of classical literary theory and constructing a new literary theory that conforms to the spirit of our times. Today, Chinese scholars have to handle two traditions： one is the classical literary scholarship up to the 19th century, distant in time and space from today; the other is the modern tradition that started in the early 20th century. These two traditions involve not only rupture and heterogeneous change but also continuity and partial homogeneous preservation. Taking our stand on the modem and contemporary tradition, we should consciously pursue research on classical literary theory, using modem consciousness to scrutinize, reorder, discover, select, interpret, activate and absorb its finer elements, those that are still vital, so as to creatively promote its modem transformation and further integrate it as an organic component of the construction of modem Chinese literary theory. Over the past two or three decades, Chinese scholars have been advancing this great project in a systematic and solid way, achieving gratifying progress. We must strengthen our efforts and make further progress with this great undertaking.
