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雅克·克莱恩提出的艾多斯的数结构是其讨论学习神话的语境。文章从四个方面澄清了伽达默尔在理解艾多斯数结构时出现的偏差:首先,艾多斯数统一的是不可数单元,而数学数统一的是可数的单元;其次,艾多斯的数结构超出了逻各斯的范围;第三,逻各斯不适合于讨论作为整体的学习;最后,逻各斯不能说明诸艾多斯之间不可数的关系。学习包括灵魂在时间中获得某种对于所有时间都如其所是的知识。德性的整体性具有非普遍性特征,因而对它的思考必须打破技术的同意规则。我们的记忆倾向于遗忘,对遗忘的察觉是学习必需做出的努力。德性知识的整体性源自于明智,教学就是在提问的激发下寻求智慧的整体。
The number structure of Ildisk proposed by Jacques Klein is the context in which it discusses the mythology of learning. The article clarifies the deviation of Gadamer’s understanding of the structure of the IADD from four aspects. Firstly, the number of the IADS is a unit of uncountable numbers and the number of units of mathematics is a unit of countable numbers. Secondly, Ai The number structure of Dos goes beyond the range of logos; thirdly, logos are not suited to discussing learning as a whole; and finally, logos can not account for the uncountable relationship between the Ilets. Learning involves the soul getting some sort of knowledge of what it is for all time in time. The integrity of virtue has a non-universal character, so thinking about it must break the rules of technical consent. Our memory tends to be forgotten, and the perception of forgetting is a necessary learning effort. The integrity of moral knowledge comes from wisdom, teaching is to seek the wisdom of asking the whole challenge.