The goal of this presentation is to examine the hypothesis that the ethno-political conflict in Israel can be utilized in history education to foster learning of historical thinking and to construct a tolerant space w...The goal of this presentation is to examine the hypothesis that the ethno-political conflict in Israel can be utilized in history education to foster learning of historical thinking and to construct a tolerant space within the education system that will enable the structuring of in-principle criteria for coexistence prior to the ending of the conflict. I assumed that inculcation of historical knowledge in the education system in Israel by means of an attentive and reflexive cultural dialogue, which sensitively and skillfully confronts contradictory historical narratives as an everyday learning reality in class, will help structure a conciliatory consciousness of the kind we seek.展开更多
Although philosophy of culture has recently become a hot topic in Chinese philosophical research, it is still in the preliminary stage and tends to be general rather than fine-grained. We have several types of cultura...Although philosophy of culture has recently become a hot topic in Chinese philosophical research, it is still in the preliminary stage and tends to be general rather than fine-grained. We have several types of cultural philosophy at present： positivist, non-conscious, non-reflective, epistemological and paradigmatic. The direct cause of the generality and diversity that characterizes this research is the fact that it arises out of complex and varied cultural phenomena and rich and diverse intellectual and theoretical resources. The underlying cause of these features, however, is the failure to really transform its research paradigm from a philosophy of consciousness to a philosophy of culture. To deepen research in cultural philosophy in China, we should prioritize the task of promoting awareness of theoretical paradigms. We should not take cultural philosophy as a branch of philosophy; instead, we should consider it a philosophical paradigm through which we can truly return to the life world by turning back to culture. We should take it as a new model of historical interpretation.展开更多
文摘The goal of this presentation is to examine the hypothesis that the ethno-political conflict in Israel can be utilized in history education to foster learning of historical thinking and to construct a tolerant space within the education system that will enable the structuring of in-principle criteria for coexistence prior to the ending of the conflict. I assumed that inculcation of historical knowledge in the education system in Israel by means of an attentive and reflexive cultural dialogue, which sensitively and skillfully confronts contradictory historical narratives as an everyday learning reality in class, will help structure a conciliatory consciousness of the kind we seek.
文摘Although philosophy of culture has recently become a hot topic in Chinese philosophical research, it is still in the preliminary stage and tends to be general rather than fine-grained. We have several types of cultural philosophy at present： positivist, non-conscious, non-reflective, epistemological and paradigmatic. The direct cause of the generality and diversity that characterizes this research is the fact that it arises out of complex and varied cultural phenomena and rich and diverse intellectual and theoretical resources. The underlying cause of these features, however, is the failure to really transform its research paradigm from a philosophy of consciousness to a philosophy of culture. To deepen research in cultural philosophy in China, we should prioritize the task of promoting awareness of theoretical paradigms. We should not take cultural philosophy as a branch of philosophy; instead, we should consider it a philosophical paradigm through which we can truly return to the life world by turning back to culture. We should take it as a new model of historical interpretation.
