china confronts kant when students experience the angst of freedom
DESCRIPTION
This is a presentation given to a conference at Guangdong University of Foreign Studies in 2014. The text is in English and Chinese.TRANSCRIPT
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 ShawSchool of ManagementGuangdong 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
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
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
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
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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。
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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
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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。
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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。
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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。
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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。
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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。
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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。
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
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
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
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
1.Redevelopment opening, 2011 博物馆重建并开放, 20112.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
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?
Enlightenment in Dialogue
启蒙之对话
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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
Immanuel Kant 伊曼努尔 · 康德1.To understand philosophy it helps to know aboutphilosophers
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
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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
Königsberg
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Russia occupies Königsberg for 7 years俄罗斯占领柯尼斯堡 7 年
Important words in Kant’s theory of freedom 康德自由理论中的关键词1.Cognition (thinking)2.Scientific3.Moral / ethical4.Reality 5.Sensation6.Phenomena7.Model8.Moral autonomy9.Moral heteronomy (follows rules of others)
1. 认知(思维)2.科学的3. 道德 /伦理4. 现实5.感觉6. 现象7.模式8. 道德自律9. 道德他律 (按照他人的规则)
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)
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 phenomena 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
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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
我们会如何遇到现象?
问题
目标
时间
方法
结果
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)
Autonomy(Kant)
Strengthof
will
Independence
Rationality
自律( 康德 )
意志力
独立
理性
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
The argument in the paper
文章论点
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
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
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
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
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
The angst of freedom自由的焦虑
Not the angst of freedom非自由的焦虑
The angst of freedom自由的焦虑
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Thank you谢谢
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