社会心智中的认知渗透与预测加工

社会心智是我们处理和运用他人信息的能力。近年来,许多研究者对社会心智的情境性特征进行了富有成效的研究。然而,“情境”不仅涉及个体行动和与他人交互的具体语境,还涉及更为广阔和根本的文化境遇。从知觉的认知可渗透性视角看,文化以内生的方式渗透到对他人的知觉经验中,影响甚至“改写”个体对他人的理解和判断;从预测加工的视角看,文化不但作为先验知识的重要组成部分构成了社会性预测的起点,而且作为降低错误预测的调节参数渗透在大脑的层级预测结构中。由此,文化对社会心智的建构不但能够在认识论上得到辩护,同时在经验上也能够得到说明。     

后现代社会建构论对主客思维的超越

主客思维是现代文化的重要特征，但主客对立只是作为自明的预设，不耐深究。从休谟、康德到罗蒂，主客关系不断遭遇合法性危机，后现代社会建构论实现了对它的彻底解构。社会建构论对主客思维的超越表现为以社会建构认识论取代主客符合论，以建构本体取代物质或精神本体，以“关系的人”取代“本质的人”。社会建构论对主客思维的超越预示了现代文化的终结。     

技术视域的真理论

在技术“揭示精神观念的直接生产过程”的意义上,认识论域内似乎与技术无涉的真理,与技术深度相关。这一相关突出展示为,技术对思维与存在或存在与思维的同一的“统摄”。在总体性、结构性和历史性维度,以技术为中介的主体-客体在一定环境中实现的真理生成,基于技术的整合、建构和重构。异于康德的“主体建构客体’’和皮亚杰的“主客体双向建构”的“技术建构论”真理,是思维与存在或存在与思维的技术整合性建构-重构的统一。     

自然主义思潮中的科学实践哲学:进路及其问题

当代科学哲学中的自然主义强调认识论与经验科学之间的连续性,在个体与社会认知维度之后,新兴的科学实践哲学也正是站在自然主义的立场上通过实践透视丰富的科学活动。而面对自然主义的规范性问题,目前的科学实践哲学则强于解构而疏于建构。     

科技决策的延伸性问题何以解决?——兼议哈里·柯林斯的专长决策理论

就公共领域中的科技决策而言，作为科学论第二波的SSK虽然通过激进的解构诠释了合法性问题，却在延伸性问题上矫枉过正。柯林斯通过对决策阶段的分离、专长参与体系的建构以及认识论上的实践转向，有力地回应了第二波中悬而未决的延伸性问题，实现了科技决策科学性与民主性之间的合理张力。但是，从专长决策理论招致的诸多批评中可以看出，专长决策模式虽然以专长的规范性“终结了”延伸性问题，却又将延伸性问题“再延伸”,形成了新的去语境化问题，并陷入了专长实在与社会建构的两难困境之中。     

虚拟现实——一项变革认识方法的技术

本文讨论了虚拟现实技术带来的认识论方法论上的一些革命性变革，包括作为一种学习手段中的逻辑思维和形象思维的结合、感知和认知方式的共用；作为一种模型方法，具有逼真和虚拟性共存；在它所创造的情景世界中，涉及到“虚拟”与“现实”，“人工经验”与“真实经验”的相互影响等。     

"技术决定论"与"社会建构论":从分立到耦合

从形式逻辑和辩证逻辑两个方面加以分析,“技术决定论”与“社会建构论”是并非对立而是分立的关系。分立是技术决定论与社会建构论的现实关系,其突出特征是,在“技术与社会关系”问题上二者“各说各话”甚至彼此指责、批判。耦合是技术决定论与社会建构论的可能关系。耦合关系的核心要点是,“决定”(技术对社会的决定)与“建构”(社会对技术的建构)不是彼此分离的,而是相互统一的。耦合的原则包括客观分析、平等对待、综合运用两种理论,消解彼此的误读。     

从拉卡托斯到欧内斯特:数学哲学的重建

拉卡托斯(Imre Lakatos,1922-1974)的数学哲学是超越传统数学哲学的大胆创新之一,它把历史、方法论和易谬主义认识论融合于数学哲学领域中,突破了传统的基础主义教学哲学的局限,由此发起了一场对数学哲学的重建运动.在拉卡托斯的教学哲学基础上,欧内斯特(Paul Ernest)提出了数学哲学的社会建构理论,该理论在明确承认数学的社会和文化领域的作用方面远远超出了拉卡托斯的观点.     

从"认识论的鸡"之争看社会建构主义研究进路的分野

"认识论的鸡"之争是20世纪90年代发生在社会建构主义内部的SSK与后SSK之间的一场争论,它集中体现了两者之间的诸多分歧:在本体论上,表现为社会实在论与自然—社会混合本体论的对立;在认识论上,表现为规范主义进路与描述主义进路的对立;在科学观上,表现为表征科学观与实践科学观之间的对立。它代表了社会建构主义的一次重要转向。     

结构实在论中的本体论

本体的结构实在论以结构主义方法论僭越形而上学,表现为本体论认识不明确。结构不取决于元素,这是错误的本体论命题。为了存在,不诉诸于个体,这是错误的认识论命题。建构的结构实在论提出"本体论综合",试图解决"悲观元归纳"问题。但是,对结构和实体谁为本体论模棱两可。为赋予数学结构以物理内容,结构变成衍生品。为应对不充分决定性命题,认识论上需令结构处于优先位置。理论术语是一个体系,并非某一术语单独构成本体论。科学发展过程中理论术语根据经验作适当增减。结构实在论没有处理好本体论与理论术语之间关系。结构实在论中形而上学与本体论有重叠,因果关系是其必须回答的话题。     

Mathematical Models and Reality: A Constructivist Perspective

To explore the relation between mathematical models and reality, four different domains of reality are distinguished: observer-independent reality (to which there is no direct access), personal reality, social reality and mathematical/formal reality. The concepts of personal and social reality are strongly inspired by constructivist ideas. Mathematical reality is social as well, but constructed as an autonomous system in order to make absolute agreement possible. The essential problem of mathematical modelling is that within mathematics there is agreement about ‘truth’, but the assignment of mathematics to informal reality is not itself formally analysable, and it is dependent on social and personal construction processes. On these levels, absolute agreement cannot be expected. Starting from this point of view, repercussion of mathematical on social and personal reality, the historical development of mathematical modelling, and the role, use and interpretation of mathematical models in scientific practice are discussed.     

墨家科学理性的形成及其中绝

对于墨家的科学理性及其形成,人们往往采取认识论的途径,直接诉之于其经验、逻辑或生活实用的说明.本文根据价值理性的定向与统摄作用,认为其形成主要是因为墨家的宗教意识撑开了其人文关怀与经验认知之间的张力,而其中绝则是传统的现实关怀及其收摄作用所致.因而,只有在人文关怀与科学理性之间保持足够的张力,才能成为双方相互促进乃至各自独立发展的动力.     

The Will to Mathematics: Minds, Morals, and Numbers

The 1990s could be called The Decade of Sociology in mathematics education. It was during those years that the sociology of mathematics became a core ingredient of discourse in mathematics education and the philosophy of mathematics and mathematics education. Unresolved questions and uncertainties have emerged out of this discourse that hinge on the key concept of social construction. More generally, what is at issue is the very idea of “the social”. Within the framework of the general problem of “the social”, we want to open a discussion of boundaries and margins in mathematics and mathematics education. By theorizing the divisions of purity and danger, we will be able to better understand the intersection of logic, mathematics, and thinking with gender, race, and class, and morals, ethics, and values in the classroom. The process of transforming the sociology of mathematics and the sociology of mind into pedagogical tools for mathematics educators and philosophers of education has already begun. One of the tasks before us is the development of a more profound and at the same time more practical grasp of “the social”. Our objective in this paper is to move ourselves and our readers in the direction of just such a grasp of the social.     

What if Haecceity is not a Property?

In some sense, both ontological and epistemological problems related to individuation have been the focal issues in the philosophy of mathematics ever since Frege. However, such an interest becomes manifest in the rise of structuralism as one of the most promising positions in recent philosophy of mathematics. The most recent controversy between Keränen and Shapiro seems to be the culmination of this phenomenon. Rather than taking sides, in this paper, I propose to critically examine some common assumptions shared by both parties. In particular, I shall focus on their assumptions on (1) haecceity as an individual essence, (2) haecceity as a property, (3) the classification of properties, and thereby (4) the search for the principle of individuation in terms of properties. I shall argue that all these assumptions are mistaken and ungrounded from Scotus’ point of view. Further, I will fathom what consequences would follow, if we reject each of these assumptions.     

Mathematical,Philosophical and Semantic Considerations on Infinity (I): General Concepts

In the Reality we know, we cannot say if something is infinite whether we are doing Physics, Biology, Sociology or Economics. This means we have to be careful using this concept. Infinite structures do not exist in the physical world as far as we know. So what do mathematicians mean when they assert the existence of ω (the mathematical symbol for the set of all integers)? There is no universally accepted philosophy of mathematics but the most common belief is that mathematics touches on another worldly absolute truth. Many mathematicians believe that mathematics involves a special perception of an idealized world of absolute truth. This comes in part from the recognition that our knowledge of the physical world is imperfect and falls short of what we can apprehend with mathematical thinking. The objective of this paper is to present an epistemological rather than an historical vision of the mathematical concept of infinity that examines the dialectic between the actual and potential infinity.     

"后基础主义"时代数学哲学研究的若干趋势——从波普尔、拉卡托斯到P.欧内斯特

数学基础主义之后,批判理性主义和经验主义(包括拟经验主义)成为某些数学哲学家热衷的选择。虽然对柏拉图主义和实在论有某种解构价值,但两者却混淆了数学与其他科学的本质区别。相比较而言,关于数学的社会建构主义观点虽然有不少真知灼见,但却陷入了某种形式的单一决定论的泥潭。     

理智德性与认知视角——论欧内斯特·索萨的德性知识论

受亚里士多德的德性伦理学的启发,索萨系统建构了德性知识论。通过将理智德性与认知视角引入知识论,德性知识论力图超越传统知识论的局限,合理把握人类认知的主观性与客观性的张力。索萨的德性知识论不仅在当代知识论中具有不可忽视的首创性和重要性,而且也为重新审视知识与德性的关系带来了新的启发。     

Objects and Processes in Mathematical Practice

In this paper it is argued that the fundamental difference of the formal and the informal position in the philosophy of mathematics results from the collision of an object and a process centric perspective towards mathematics. This collision can be overcome by means of dialectical analysis, which shows that both perspectives essentially depend on each other. This is illustrated by the example of mathematical proof and its formal and informal nature. A short overview of the employed materialist dialectical approach is given that rationalises mathematical development as a process of model production. It aims at placing more emphasis on the application aspects of mathematical results. Moreover, it is shown how such production realises subjective capacities as well as objective conditions, where the latter are mediated by mathematical formalism. The approach is further sustained by Polanyi’s theory of problem solving and Stegmaier’s philosophy of orientation. In particular, the tool and application perspective illuminates which role computer-based proofs can play in mathematics.     

让历史重返自然——当代STS的本体论研究

从逻辑经验主义到社会建构的发展中,自然的历史性始终未能进入研究者的视野。认识论的鸡之争使拉图尔提出了广义对称性原则,这一原则使自然的历史性以一种全新的面貌再现,使STS走向了新自然辩证法的本体论研究,这种本体论表明客体之所以能成为科学的,是因为它是在辩证的实践过程中生成的;客观性与真理等一系列认识论范畴也不是对预先存在对象的表象性反映,也是在历史与时间进程中生成的东西;科学是一个人与物、自然与社会共同进化的过程。     

《九章算法比类大全》渊源初探

明代吴敬的<九章算法比类大全>(以下简称<大全>),除了与<九章算术>有着非常密切的关系外,也与其他算书有着重要的渊源关系.将该书与现存的1450年之前刊刻的<九章算术>外的算书进行详细比较,并分析该书与它们的渊源关系后,可以认为:<大全>受到宋元算书,特别是杨辉算书的影响较大,继承了杨辉重视介绍启蒙知识和开方术的思想,以及杨辉编写算书的"纂类"方式;吴敬至少应该听说过天元术,不过,即使他看到有关天元术的著作,也已无法理解天元术;<大全>乘除开方起例的内容与现存元末明初算书的很多内容相同,反映了这些知识从元末至明初这段时间的传播和发展.结合<大全>与<九章算术>的渊源以及<大全>对其后算书的影响的分析,还认为:明初的80年问,包含汉唐宋元一些高水平数学成就的算书在民间仍能看到,但吴敬既没有能够掌握这些知识,也没有在书中记载下他看到的算书中的高水平的数学知识.