When educationalists are asked to define their own academic discipline of Education Studies, they often struggle to reach a common understanding. From an epistemological point of view, this indeterminacy leads back to...When educationalists are asked to define their own academic discipline of Education Studies, they often struggle to reach a common understanding. From an epistemological point of view, this indeterminacy leads back to the complex considerations involved in establishing a basic concept of education. In this article, the author explores in a preliminary fashion the possibility of identifying the essence of education in its performativity as an occurrence in context that always precedes and supersedes our theoretical considerations of it. Education is not to be understood primarily as something conceptual （theory） but rather in terms of its significance as a situational event （reality）. Educational reality thus informs educational theory and this relationship implies a knowledge-ethical surplus of the former as an inexhaustible source for the latter.展开更多
Kant＇s experience conception is based on scientific knowledge, which makes him missed the question of our inclination or disposition of belief. Even though Kant sustains belief, this belief is just for philosophers. ...Kant＇s experience conception is based on scientific knowledge, which makes him missed the question of our inclination or disposition of belief. Even though Kant sustains belief, this belief is just for philosophers. Facing this predicament, James defines experience conception in another way. In our desire to bring truth to reality, and our passion of belief to act our willingness, James demonstrates our inner experience. And, based on such kind inner experience, James proves the validity of belief.展开更多
Axial age theory suggests that a major transformation of thought occurred across several civilisations, including ancient Greece, in the period 800-200 BCE. This paper questions whether any such transformation can be ...Axial age theory suggests that a major transformation of thought occurred across several civilisations, including ancient Greece, in the period 800-200 BCE. This paper questions whether any such transformation can be identified in ancient Greece. It focuses on texts associated with ＂mystery religions＂ and the works of Presocratic philosophers as potential evidence for transformation. It demonstrates that there was a continuity of thought throughout the period, and that ＂rationality＂ was never seen to be in conflict with ＂traditional religious ideas＂.展开更多
文摘When educationalists are asked to define their own academic discipline of Education Studies, they often struggle to reach a common understanding. From an epistemological point of view, this indeterminacy leads back to the complex considerations involved in establishing a basic concept of education. In this article, the author explores in a preliminary fashion the possibility of identifying the essence of education in its performativity as an occurrence in context that always precedes and supersedes our theoretical considerations of it. Education is not to be understood primarily as something conceptual （theory） but rather in terms of its significance as a situational event （reality）. Educational reality thus informs educational theory and this relationship implies a knowledge-ethical surplus of the former as an inexhaustible source for the latter.
文摘Kant＇s experience conception is based on scientific knowledge, which makes him missed the question of our inclination or disposition of belief. Even though Kant sustains belief, this belief is just for philosophers. Facing this predicament, James defines experience conception in another way. In our desire to bring truth to reality, and our passion of belief to act our willingness, James demonstrates our inner experience. And, based on such kind inner experience, James proves the validity of belief.
文摘Axial age theory suggests that a major transformation of thought occurred across several civilisations, including ancient Greece, in the period 800-200 BCE. This paper questions whether any such transformation can be identified in ancient Greece. It focuses on texts associated with ＂mystery religions＂ and the works of Presocratic philosophers as potential evidence for transformation. It demonstrates that there was a continuity of thought throughout the period, and that ＂rationality＂ was never seen to be in conflict with ＂traditional religious ideas＂.
