中介与开显——伽达默尔诠释学语言观要义钩沉

在伽达默尔看来,自希腊哲学以降的西方主流哲学曲解了语言的本质,语言与存在相分离,被降格为工具化符号,用以指称或描摹存在的表现。伽达默尔反其道而行之,接榫由哈曼—赫尔德—洪堡特开创的德国语言哲学传统,立足存在论视位,将语言理解为存在(事物)的存在方式,存在是语言中的存在,语言是说出存在的语言,语言、存在与思想在存在论意义上具有三位一体式的内在关联。伽达默尔以自己的语言存在论深度推进了诠释学的语言学转向,语言是联系思想和存在的中介,它使得思想和存在在其原始的依属性中得以表现,让存在的意义整体来到语言表达,在语言之光中被澄清敞亮,开显自身、呈现真理。中介与开显表征着语言的本质性规定,也同时显示为语言的效用。语言所具有的自我遗忘性、无我性、普遍性三特征,指示出语言是理解的最完美中介,它能够让一切与人有关的事情无遮蔽地显现在语言之中。

An Annotation of Language Teacher Beliefs in View of Educational Culture

The research on foreign language （FL） teachers＇ cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher beliefs and behaviors can only be annotated by an in-depth investigation of belief determinants （BD） that are shaped by specific educational culture. Based on an investigation of language teacher beliefs, this paper is an annotation of language teacher beliefs in view of educational culture. By using both qualitative and quantitative methods of interviewing forefront teachers and making a literature review, it intends to reveal the dynamic nature of teacher beliefs as the teaching reality in view of the impact and significance of educational culture. It hammers home with the conclusion that the teachers-role-fulfillment in China is based on their real beliefs and loaded with cultural, social, and subject pressure; it is not a lincal impartment from theory to practice, from advocating to implementing, but a selective practice with teachers＇ active cognition and adaptation towards the local educational culture.

认知与诠释

在诠释学研究领域中,探索精神科学中“客观知识”的认知诠释学与追求“存在意义”的本体论诠释学一直处于尖锐的对立状态。这种对立的实质乃是“真理”与科学及其方法论的对立。文章通过对认知诠释学与本体论诠释学之利弊得失进行比较研究,指出了两者的互补性和融合的可能性与必要性,并认为此乃诠释学进一步发展的方向。