本篇論文主要是探討高達美(Hans-Georg Gadamer)的遊戲概 念，並嘗試將遊戲概念關聯到高達美的對話概念上，以 遊戲概念為視角來討論對話問題。筆者以《真理與方法》 為主要文本，透過文本解讀的方式，首先論述了遊戲概 念的背景，此即對人文主義傳統的繼承和對主體化美學 的批判。以此為基礎，筆者接著討論遊戲概念的基本特 徵。而後筆者在對遊戲概念的繼承和修正這兩個向度上 ，切入關於對話問題的探討，並進一步深化發展高達美 的思想。最後筆者則作出一種批判的嘗試，企圖超越高 達美哲學的侷限，並提出一些個人的觀點。 第一章　緒論1 第一節 論文寫作動機1 第二節 論題背景與論文基本構思2 Ａ．精神科學的困境2 Ｂ．遊戲概念的任務5 Ｃ．從遊戲到對話7 第三節 論述方式8 第二章 精神科學之真理要求的傳統向度11 第一節 尋找精神科學的基礎11 Ａ．作為精神科學基礎的陶成概念12 a)陶成概念的基本特徵12 b)陶成的過程規定：陶成歷程的普遍性15 c)陶成概念之神學傳統的追溯：陶成歷程的歷史性16 d)陶成歷程的創造性與開放性20 Ｂ．人文主義傳統中的共通感概念22 第二節 一個備極艱辛的批判嘗試26 Ａ．人文主義的歧路：判斷力概念26 a)高達美認同的判斷力概念27 b)康德的判斷力概念28 Ｂ．美學主體化傾向之緣起：品味概念33 a)高達美認同的品味概念33 b)康德的品味概念及其先驗原理35 c)自由美與依存美的區分：一個調和的嘗試38 d)康德美學的辯證發展39 i.藝術美相對於自然美的優先性40 ii.自然美相對於藝術美的優先性42 Ｃ．康德之後的美學發展46 a)體驗藝術的興起47 b)席勒的審美陶成理念49 Ｄ．高達美的美學批判51 a)高達美對審美區分及審美意識的批判53 i.對席勒美學的批判53 ii.對體驗美學的批判57 b)審美意識批判和美學主體化批判之關聯的商確60 c)更好地闡釋藝術經驗的可能性62 第三章 高達美的遊戲概念65 第一節 遊戲概念的基本特徵68 Ａ．遊戲概念的文本分析68 a)遊戲和遊戲者的區分69 i.高達美用字的討論69 ii.從遊戲與遊戲者之區分來看藝術經驗72 b)遊戲的嚴肅性問題：遊戲本身對遊戲者的意識規定74 c)遊戲的存有方式及遊戲的主體問題77 i.從「遊戲」一詞的轉借使用看遊戲的存有方式77 ii.從語詞分析看遊戲的主體問題80 iii.暫時性的小結83 d)遊戲中的遊戲者85 i.關於一般遊戲者的討論86 ii.關於作為人的遊戲者的討論88 e)遊戲概念與藝術經驗的聯結點：表現遊戲91 Ｂ．與遊戲概念相關的重要論點95 a)遊戲的最終實現：轉化為藝術品並揚棄實在世界96 b)遊戲概念的認識論意涵100 i.模仿概念100 ii.象徵概念102 c)遊戲表現的偶然性條件107 i.遊戲活動作為一種徹底的傳介活動107 ii.遊戲的偶緣性特徵110 d)藝術品的時間性及同一性112 i.節日概念114 ii.節日概念之應用於藝術品的同一性與時間性117 e)觀賞者在藝術經驗中的規定120 i.觀賞者的自我忘卻120 ii.悲劇的例證121 第二節 遊戲概念的傳統向度124 Ａ．遊戲概念與高達美的美學批判124 a)對康德美學的批判125 i.主體問題125 ii.自然問題126 b)對體驗美學與席勒美學的批判132 i.體驗美學的問題132 ii.審美意識的問題137 iii.審美區分的問題141 Ｂ．遊戲概念與人文主義傳統的聯繫145 a)遊戲概念與陶成概念145 i.陶成概念的普遍性和內在性145 ii.陶成概念的歷史性147 iii.陶成概念的創造性與開放性149 b)遊戲概念與其他人文主義傳統主導概念151 第四章 遊戲與對話155 第一節 從遊戲概念到對話概念155 Ａ．存有的歷史性特徵156 a)理解前結構156 b)時間距離與視域融合162 c)精神科學之真理的本質168 Ｂ．實效歷史意識分析173 a)經驗結構175 b)問題結構177 第二節 對話的基本特徵182 Ａ．問答邏輯183 Ｂ．對話與交談185 Ｃ．對話的語言性問題190 a)共同語言的造作191 b)流傳物之作者與第一讀者的詮釋學定位195 c)語言現象的基本特徵202 i.問題背景202 ii.語詞和事理的統一性203 iii.在對話中的語詞事件209 iv.語言普遍性的基礎216 第三節 作為語言遊戲的對話218 Ａ．作為遊戲的對話219 a)遊戲結構的問 題..................................................................................................219 *.表現遊戲的雙重運 動.....................................................................................219 *.對話者的雙重身 份..........................................................................................221 b)遊戲者意識的問 題..............................................................................................222 i.意識的雙重方向222 ii.語言的有限性與他在性223 Ｂ．語言遊戲的探討228 a)語言遊戲中的轉化事件228 b)語言遊戲的普遍性230 c)語言之光235 i.作為光的語言235 ii.語言相對於光的優先性237 iii.作為語言的光239 iv.在語言與光中的對話242 v.呈現在語言之光中的真理244 第五章 結論：尋找對話的起點247 一、回顧與前行247 二、作為俯就之愛的相遇事件：從一首詩談起248 三、歷史與回憶255 四、尋求一種批判性的規範259 五、多元傳統的對話基礎265 六、盼望與敘事中的回憶272 七、在一致與差異間徘徊的對話280 八、對話的起點288 參考書目293 人名索引301 / In this research, I want to investigate Gadamer's concept of j and try to relate it to the concept of j so as that I can discuss the problem of dialogue from the view of the concept of play. First, through the interpretation of Gadamer's Truth and Method, I expound the background of the concept of play, especially the succession to the tradition of humanism and the critique of the subjectivization of aesthetics. Second, I want to discuss several basic characters of the concept of play. Third, by the succession and alteration to the concept of play, I want to discuss the problem of dialogue, and review Gadamer's thought. At last, I try to beyond the philosophy of Gadamer, and propose some points of view of mine.

<p>This study is an attempt to develop the discussion about self-injury with the aid of philosophical discussions about understanding. I will present a reading of the discussion between Michel Foucault and Jacques Derrida about reason and madness, and also an interpretation of the Derrida and Hans-Georg Gadamer encounter. These readings focus on the concept of understanding, on the possibility to understand the other and on the possibility to reach out from reason toward the irrational. The project to formulate an ethical approach to self-injury by Nancy Nyquist Potter is then used to bring the question about understanding to life. I conclude that the project of Potter, formulated as “uptake”, is weakened by the fact that she fails to recognize the underlying philosophical problems in stating the possibility to understand the meaning of something that until today has been considered meaningless.</p>

This study is an attempt to develop the discussion about self-injury with the aid of philosophical discussions about understanding. I will present a reading of the discussion between Michel Foucault and Jacques Derrida about reason and madness, and also an interpretation of the Derrida and Hans-Georg Gadamer encounter. These readings focus on the concept of understanding, on the possibility to understand the other and on the possibility to reach out from reason toward the irrational. The project to formulate an ethical approach to self-injury by Nancy Nyquist Potter is then used to bring the question about understanding to life. I conclude that the project of Potter, formulated as “uptake”, is weakened by the fact that she fails to recognize the underlying philosophical problems in stating the possibility to understand the meaning of something that until today has been considered meaningless.

.El desarrollo de la tesis ha consistido en una investigación sobre las interrelaciones discursivas que se dan en la clase de filosofía en el primer curso de bachillerato, siguiendo una orientación metodológica cualitativa. Se recogieron, en un diario de clase durante un curso completo, observaciones sobre la práctica docente del investigador, las intervenciones de sus alumnos y el desarrollo global del curso. Paralelamente se realizaron entrevistas en profundidad a siete profesores de filosofía, y entrevistas a ocho grupos de alumnos. La investigación se inició desde la explicitación de una serie de supuestos teóricos y metodológicos. Respecto de dichos supuestos cabe destacar a E. Lipman (1980, 1991) y su programa "Philosophy for childrens" ("Filosofia sis-divuit" en Catalunya). La lectura y el análisis de este autor y de las referencias teóricos incluidas en su propuesta permitió consolidar una perspectiva didáctica en la que las ideas de "narratividad" y de "investigación" resultaron centrales. La "hermenéutica" de Gadamer (1975, 1986) permitió definir una perspectiva de relación interpretativa entre el alumno-lector y el texto filosófico, primando las referencias vitales desde donde se realizan estas lecturas. La psicología social, a través de la obra de E. Pichon Riviere (1977) y las referencias de otros autores que ella contiene, aportó la idea de "esquemas de referencia" y de "grupo operativo", lo cual enriqueció la propuesta de Lipman de "comunidad de investigación". En cuanto a los supuestos metodológicos, desde un comienzo, se realizó una opción por las metodologías cualitativas y etnográficas, recogiendo principalmente las aportaciones que en el campo de la investigación educativa efectuaron autores como Stenhouse (1985) o Elliot (1990). El desarrollo de la investigación fue posibilitando la incorporación de otras referencias teóricas y metodológicas que, sumadas a las aportaciones propias, fueron enriqueciendo considerablemente el marco teórico general.El diario de clase aportó a la investigación la sistematización y la reflexión sobre la propia experiencia de su realización; su contenido da cuenta de un modelo docente de "profesor-investigador" que realiza una crónica de la observación de su práctica docente y de todo aquello que puede captar y registrar de lo que sucede en clase. Las entrevistas a los profesores permitieron realizar la descripción de un perfil docente, y enriquecieron las auto-observaciones de la práctica del investigador. Todo ello fue confrontado con las aportaciones de los alumnos, especialmente reveladoras a la hora de determinar las contradicciones de la práctica de los docentes de filosofía, y de realizar propuestas superadoras.El itinerario recorrido por la investigación culmina con una propuesta de orientación didáctica. En ella se recogen las aportaciones del trabajo de campo, y procura dar respuesta a las informaciones obtenidas y a las reflexiones críticas realizadas. Esta propuesta didáctica contiene una serie de principios generales que se ordenan básicamente en cuatro vertientes: orientaciones para desarrollar una "didáctica de investigación", pautas para llevar a la práctica formatos y estilos narrativos, modelos para trabajar cooperativamente en el aula, y observaciones sobre los recursos que ofrece la telemática, especialmente la investigación y el debate virtual a través de Internet.Finalmente, la tesis contiene también una propuesta de formación continuada, orientada hacia la renovación de la práctica docente, centrada en la "recuperación autobiográfica" de su experiencia anterior, y el modelo de "profesor investigador". / "What´s going on in the Philosophy class?Towards a narrative and investigative didactics"This doctoral thesis contains a qualitative research into the discursive interrelations which take place in the first course of the last year of secondary education, broadly equivalent to sixth form in British education.The field work was carried out in three research areas : the observations taken in a log, interviews in detail with seven philosophy teachers and interviews with eight groups of students.The log brought about systematisation and reflection on the own experience of its carry out, its content relates a teaching model of "teacher-researcher" who writes a chronicle of the observation of the his own teaching and all that he can perceive and register about everything that happens in class.The interviews with the teachers enabled the description of a teaching profile and enriched the observations which were carried out by the own practice of the researcher.All that has been confronted with the contributions of the pupils, especially revealing at the time of determining the contradictions of philosophy teachers´ practice as well as making overcoming proposals.The itinerary covered by the research culminates with a proposal of didactic orientation, in which are gathered the contributions of the field work, and which intends to find an answer to the information obtained and to the critical reflections carried out.This proposal contains a number of general principles which are ordered basically into four scopes: orientations to develop a "research didactics" , the guidelines to take into practice narrative format and didactic styles, proposed patterns to carry out in a cooperative way in class, and on-line observations and resources, especially the research and virtual debate through the internet.

Title from PDF of title page. / Document formatted into pages; contains 69 pages. / Thesis (M.A.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: The purpose of this paper is to provide a phenomenological examination of Otherness as it relates to the experience of being black in the America. The project begins with a summary of the Otherness theories of Emmanuel Levinas, Jean-Paul Sartre, and Simone de Beauvoir. I then compare these accounts to "Black Consciousness" with a criticism of Sartre from Frantz Fanon. I use this criticism to construct new concepts that will help to better understand the experience of blackness. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Originally presented as the author's Thesis (doctoral)--Århus universitet, 2003. / Includes bibliographical references.

Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 221-230).

This thesis explores the question of what it means to be a critical being, and how we can cultivate and enact a critical orientation through the ancient Aristotelian notion of phronesis. I begin by defending the claim that the familiar traditions and methods of rhetoric and hermeneutics have their practical, experiential and critical origins in a fundamental and constitutive human desire to express and understand ourselves and others through the most primary of human capabilities: listening, speaking, interpreting and understanding. This way of describing hermeneutics and rhetoric gives us a sense of their origins in lived experience. It also reminds us that rhetorical expression and hermeneutic understanding are not to be thought of as merely ‘systematized disciplines’, ‘instruments’ or ‘methods’ that we can be indifferent to, but part of our participatory linguistic experience. I argue that once the interpenetrating relation of rhetorical expression and hermeneutic understanding is made apparent, an implicit critical-thinking dimension in experience also becomes visible. This ‘critical dimension’ is not discovered in static theory, procedure or method, but, rather, something that is enacted over time with and among others. It is Aristotle’s concept of phronesis, and his understanding of insight and practical reasoning that best captures the emergence and enactment of critical thinking-being. Phronesis is a mode of practical reasoning that is always in motion, always challenging and interrogating the relation between the particular circumstances we find ourselves in, and the historical traditions, general rules, laws or procedures that form our normative background. I allow this argument for a critical hermeneutics through phronesis to be challenged by Jürgen Habermas’s critical sociological approach. I conclude, firstly, that Habermas’s critical theory relies for its critical thrust on a hermeneutical reflective tradition of immanent critique and insights about communication that can be grasped through phronetic reasoning, tradition and concrete embodied linguistic practices. Secondly, I argue that critical hermeneutics enacted through practical reasoning and phronesis describes a way of thinking-acting-desiring being that is more congruent with our actual experience, and therefore capable of meeting the personal, occupational, moral and political exigencies of a complex and diverse contemporary world.

Uppsatsen ställer frågor kring- och undersöker hur man som uttolkare av notbild och teatermanus går tillväga för att det man framför på scenen ska kännas som att det har förankring i en själv, trots att det är någon annan som är upphov till grundmaterialet. Syftet är att undersöka hur musiker och skådespelare ser på sitt arbete med sin respektive text för att söka efter likheter, skillnader, motsättningar och därigenom öppna upp för vidare sätt att tänka kring interpretation. I uppsatsen finns också ett sökande efter något som skulle kunna fungera som allmängiltiga strategier för alla som arbetar med någon form av interpretation.En mängd litteratur i ämnet har genomgåtts och intervjusamtal har genomförts med två musiker och två skådespelare. Eftersom ett tolkningsarbete ofta upplevs som en väldigt subjektiv process finns det i uppsatsen en vilja att låta personliga röster få komma till tals, både i form av citat från böcker, ordagranna citat från intervjudeltagarna och från uppsatsens författare.Tankar kring vad man med konstnärliga uttryck strävar efter och vad det här arbetet givit mig avslutar uppsatsen. / The essay investigates how you deal with the score as a musician and the script as an actor to make the performance on stage a part of yourself, although somebody else is the creator of the piece. The aim is to look into the musicians and the actors work to find similarity, differences, contraposition and through that open up for wider thinking in interpretation. The essay is also searching for something that could be genaral strategies for everybody working with interpretation.Literature has been read and interviews with two musicians and two actors has been made. As the interpretation often is seen as a subjective process is there in this essay a will to let personalities speak through quotes from books, word-perfect quotation from the interviews and from the author of this essay.Thoughts on what you seek for in artistic expression and what this writing has given me concludes the work.

This thesis drew upon the resources of philosophical hermeneutics to construct a conceptual framework for understanding the process of educational change. The experience of a particular case of change was then analysed from the perspective of the hermeneutic change agency framework. The conceptual framework for the thesis was developed from the writings of Hans-Georg Gadamer and also from writers who engaged with Gadamer, most notably, Paul Ricoeur and Jurgen Habermas. The retrieval orientation in Gadamer's hermeneutics was balanced by the critical analyses of Ricoeur and Habermas. Gadamer's notion of the 'fusion of horizons' was presented as the culmination of the change process: a fusion between the horizon of the change text, and the horizons of the change process participants. The thesis explored the potential of hermeneutic strategies such as play and conversation as a means to animate a hermeneutic form of change agentry. The case investigated in this thesis was a change process comprised of four strategies conducted over the years 1980 to 1996 at a Jesuit school located on the east coast of Australia. The change strategies aimed to promote the Jesuit ethos of the school and hence have been described in this thesis as 'ethos strategies'. The purpose of the thesis was not to evaluate the success of the ethos strategies, it was to explore how insights derived from philosophical hermeneutics could illuminate an analysis of the lived experience of a particular case of change. The subject matter of this thesis is timely because many Catholic schools are currently in a period of transition from a leadership exercised by Religious (nuns, brothers or priests) to a leadership exercised by lay people. The thesis situated the ethos programs in their theological and demographic contexts by presenting relevant theological developments from the Second Vatican Council and by describing the sharp decrease in the numbers of Religious personnel available to work in the schools. The teacher response to the ethos programs was considered in the context of the many practical difficulties associated with the scheduling of teacher development programs in fast-moving and busy schools. Although this thesis was particularly focused on change strategies that were conducted in the context of Jesuit education, the thesis is more generally situated in the research literature on educational change. The hermeneutic orientation of this thesis highlighted the elements of understanding, interpretation and meaning, and these elements are given some prominence in the more recent research literature on the change process. The complexity of change and the cultural dimension of the change process has been emphasised in the most recent educational change research literature and these themes have also found expression in this thesis. Participant observation, document analysis and qualitative interviews were used as data collection strategies for the case study in this thesis. The researcher was actively involved in the events investigated in the case study, and a case narrative was developed from the researcher's experience as a change agent responsible for implementing one of the change strategies at the case site. The case narrative was written in the first person and from the perspective of the researcher as a change manager. The methodology of the research was grounded in the hermeneutic insight that understanding and tact lies at the heart of the research process, rather than procedure and method. Hermeneutic research relies upon a capacity to identify and respond to the question that is presented by the expression of life being understood. Change agentry was presented in this thesis as unfolding in a middle space between the familiarity of current practice and the unfamiliarity of the new world that a change process seeks to open up. Hermeneutics has long understood that that interpretation would be impossible if the expressions of life were totally alien and unnecessary if there was nothing alien in them. A hermeneutic approach to change agentry seeks to discover points of commonality and points of challenge between the world of current practice and the world that the change process would open up. This thesis points to the tactful and dialogical dimensions of change agency when it is considered from the vantage point of philosophical hermeneutics.