China confronts Kant when students experience the angst of freedom
•Download as PPT, PDF•
1 like•398 views
This is a presentation given to a conference at Guangdong University of Foreign Studies in 2014. The text is in English and Chinese.
More Related Content
Similar to China confronts Kant when students experience the angst of freedom
Similar to China confronts Kant when students experience the angst of freedom (7)
More from Guangdong University of Foreign Studies
More from Guangdong University of Foreign Studies (20)
Recently uploaded
Recently uploaded (20)
China confronts Kant when students experience the angst of freedom
- 1. China confronts Kant when university students experience the angst of freedom 中国直面康德—— 大学生经受自由焦虑 Dr Robert Shaw School of Management Guangdong University of Foreign Studies 广东外语外贸大学管理学院 罗伯特·肖博士 大学生经受自由焦虑
- 2. Introduction 导论 1.This talk is about a paper that has been written for publication 本演讲内容来源为一篇用于发表的文章 2.There is a line of argument in the paper 文中有一个论点 3.The argument uses the insights of an important western philosopher, Immanuel Kant 论点引用著名西方哲学家伊曼努尔·康德的观点
- 3. Introduction 导论 4.The argument is about how Chinese students will be changed by their university education and the implications of this for China 论点主要关于中国大学教育如何改变学生及此对 中国的含义
- 4. Topics today 今天的话题 1.Abstract 摘要 2.The German Enlightenment & China 德国启蒙运动&中国 3.Kant 康德 4.The argument in the paper 文章中的论点
- 6. 6 摘要 An existential interpretation of student angst in Chinese universities raises issues of autonomy and freedom. 以存在主义解读中国大学生焦虑引发自主性及自由的 问题思考。
- 7. 7 The governance arrangements in China manifest as an existential dissonance for students as they increasingly urged to question. 随着学生开始不断提出质疑，中国的治理工作在他们 看来呈现出一种存在性失调
- 8. 8 Western modernity entails individual moral autonomy and thus a concept of freedom. Kant’s theory of duty-rationality-autonomy-freedom relates the liberty of thought to principled action. 西方现代观蕴含个人道德自律，也就是自由的一个概 念。康德的责任-理性-自主-自由理论与法则性行 为思想自由是相关联的。
- 9. 9 Kantian ideals permeate western business and university practice. 康德的理想渗透在西方商业及大学教育实践中。
- 10. 10 China needs managers who are insightful, creative, innovative, progressive. Such people are independent minded, rational, and they act on their own conclusions. Such people are Kant’s autonomous persons. 中国希望管理者具备洞察力、创造力、创新性、先进 性、热忱心等素质，而这些素质只会出现在那些理性 做事、独立思考、并按照他们的想法工作的管理者身 上。这些人就是康德所说的具有自主性的人。
- 11. 11 Whilst autonomous persons may produce new ideas, products and services, they are unlikely to accept bridles upon information, restrictions upon the expression of ideas, and restrictions on the freedom of others. 他们能产生新想法、新产品和新服务，但他们不太愿 意受到信息的控制，想法表达的限制及对他人自由的 约束。
- 12. 12 Such bridles limit the autonomy of all persons in ways they find unacceptable. 这些束缚以人们无法接受的方式限制人们的自主性。 Chinese students increasingly confront this conflicted political environment in their everyday lives. 中国学生在生活中日益面临这种矛盾的政治环境。 Education reforms require students to think, analyse and argue. 教育改革要求学生要学会思考、分析和争论。
- 13. 13 Freedom, as construed by Kant as an “inner” construct, is an outcome of this deliberation (thinking). However, when students exercise freedom in significant matters they may come to experience the angst of freedom. 自由，在康德的解读下是一种“内在”构想，是这种道德 自律思想的结果。然而，当学生在重要问题上运用这种 自由时，他们却会经受自由的焦虑。
- 14. The Enlightenment 启蒙运动 1.In the history of the west, there was a major change in thinking in the 18th century 在西方历史上，18世纪有一个重大的思想转变 2.The new period is sometimes called the Enlightenment or the Age of Reason 这个新的时期有时被称为启蒙运动或理性时代
- 15. The Enlightenment 启蒙运动 3.The new ideas (vision) which appeared then remain fundamental to the western way of thinking today 那时出现的新思想（看法）至今仍是西方思维方式的 基础 4.These ideas affect all aspects of life, including family life, religion, business, democracy and politics 这些思想影响着生活的方方面面，包括家庭生活，宗 教，商业，民主和政治
- 17. The German Enlightenment 德国启蒙运动 1. 1650-1800 – after Enlightenment period in other countries 1650-1800——在其他国家的后启蒙运动时期 2. Goethe, Leibniz, Kant 歌德，莱布尼茨，康德
- 18. The German Enlightenment 德国启蒙运动 3. Compare German & French Enlightenment 比较德国和法国的启蒙运动 a. Not violent （非暴力） b. Smaller states - decentralised （小国-放权） c. Latin （拉丁） d. Tightly controlled people （严重束缚人们） 4. An Enlightenment of ideas, not dramatic actions 一场思想而非极端行为的启蒙运动
- 19. 1.Redevelopment opening, 2011 博物馆重建并开放， 2011 2.Three museums staged an exhibition 三个博物馆举办展览 a. Berlin 柏林 b. Leipzig 莱比锡城 c. National Museum of China 中国国家博物馆
- 21. 启蒙之对话 Enlightenment in Dialogue 3.German Enlightenment 德国启蒙运动 4.Dialogue 对话 a. Art 艺术 b. Ideas 想法 5.Why this theme? 为什么是这个主题？
- 22. 22
- 23. 23
- 24. 24
- 25. 25
- 26. 26
- 28. 启蒙思想 理性 个人主义 科学 自由主义 资本主 义 工程学 医学 自由 财富 材料 物品 健康 进步/追求幸 福
- 29. Immanuel Kant 伊曼努尔·康德 1.To understand philosophy it helps to know about philosophers 要理解哲学，它帮助我们了 解哲学家 2.Kant lived in a time that was in many ways similar to China today 康德所生活的那个时代与今 天的中国在很多方面很相似
- 30. 30 Explains the history, how Kant wrote, and interprets his work. 解释历史，康德是如何 写作的，并诠释其著作
- 31. Königsberg
- 34. 34
- 35. Russia occupies Königsberg for 7 years 俄罗斯占领柯尼斯堡7年
- 37. Important words in Kant’s theory of freedom 康德自由理论中的关键词 1.Cognition (thinking) 1. 认知（思维） 2.Scientific 2.科学的 3.Moral / ethical 3.道德/伦理 4.Reality 4.现实 5.Sensation 5.感觉 6.Phenomena 6.现象 7.Model 7.模式 8.Moral autonomy 8.道德自律 9.Moral heteronomy 9.道德他律 (follows rules of （按照他人的规则） others)
- 38. Kant’s theory of freedom 康德的自由理论 1.Cognition (thinking) has two aspects/modes/ways 认知（思维）有两个方面/模式/方式 a. Scientific thinking 科学思维 b. Moral thinking 道德思维 2.How are the two ways different? 这两种方式有何不同？ 3.Kant is an idealist (we do not “know” reality) 康德是一个理想主义者（我们并非“认识”现实）
- 39. Reality = things in themselves Sensation via our senses Events & things Our model of the world = phenomena 现实 =事物本身 通过我们的感官感 觉 事件&事物 我们的世界模式 =现象
- 40. How we may encounter phenomen40a Science Ethics Questions How are things? What happened? What will happen? What ought to I do? What sort of person should I become? Goal Description Prescription Time Explains the past Predicts the future On-going Now! Never repeated Static Methods Incremental Reductive Holistic Irreducible Outputs Laws Facts Theories Decisions Actions Experience of freedom
- 41. 41 我们会如何遇到现象？ 科学伦理 事物是怎样的？ 发生了什么？ 会发生什么？ 我应该做什么？ 我该成为什么样的人？ 描述指示 解释过去 预测未来 正在进行 现在！ 绝不重复 静态 增加 减少 全面 无法简化 规律 事实 理论 决定 行动 自由体验 问题 目标 时间 方法 结果
- 42. Moral thinking is of two kinds 道德思维有两种 1.Moral autonomy 道德自律 a. Independence – make your own decision 独立——自己决策 b. Decide rationally – judge the whole situation 理性决定——判断整体情况 c. Strength of will – carry your decision into action 意志力——把决定变为行动 2.Moral heteronomy (following others rules) 道德他律（按照他人的规则）
- 43. Strength Autonomy (Kant) of will Independence Rationality
- 44. 自律 (康德) 意志力 独立 理性
- 45. Moral autonomy 道德自律 1.The essence of individual, personal decision-making 个人、个人决策的本质 2.Autonom0us decision-making always involves a kind of personal freedom 自主决策总是包含一种个人自由 3.The experience of this freedom generates the desire for its further use 这种自由的体验让人们更渴望对其进一步加以利用
- 46. The argument in the paper 文章论点
- 47. The argument in the paper 文章论点 The argument involves three topics/parts/steps: 论点包括三方面/部分/步骤： 1. The situation of Chinese students 中国学生的情况 2. Kant’s theory which involves freedom 康德涉及自由的理论 3. The Enlightenment & China 启蒙运动&中国
- 48. Part 1:The situation of Chinese students 中国学生的情况 1.Rapidly developing course objectives 快速发展的课程目标 2.Subjects now require critical ideas and originality 学科现在要求批判性的想法和原创性 3.Students increasingly find limitations irksome 学生日益对限制厌烦 4.Much quiet discussion about politics 对政治噤若寒蝉
- 49. Part 2: Kant’s theory which involves freedom 康德涉及自由的理论 5. Mature people show autonomy 成熟的人呈现自主性 6. The practice of autonomy generates a domain of freedom within a person 实践自主性在个人可产生一个自由的领域 7. Students who experience this freedom in their school work will seek it in other areas of life 在学校中体验这种自由的学生将在生活其他领域追 求这种自由
- 50. Part 3: Enlightenment & China 启蒙运动&中国 8. Autonomous academics in Germany generated the German Enlightenment 德国学术自主性孕育了德国启蒙运动 9. Autonomous students & teachers will generate the Chinese Enlightenment 具有自主性的学生和老师将会带来中国的启蒙运动 10.The Chinese Enlightenment will produce new governance and social structures 中国启蒙运动将会产生崭新的治理和社会架构
- 51. Part 3: Enlightenment & China 启蒙运动&中国 11. The conflict between autonomy and heteronomy generates for students a particular kind of stress 道德自律和他律的冲突给学生带来了特别的压力 12. That stress is called the angst of freedom 这种压力被称为自由的焦虑
- 52. The angst of freedom 自由的焦虑
- 53. Not the angst of freedom 非自由的焦虑
- 54. The angst of freedom 自由的焦虑
- 55. 55
- 56. Thank you 谢谢 www.gdufs.biz