萨义德以其独特的双重身份,对西方中心权力话语做了分析,通过对文学作品、演讲演说等文本的解读,将O rie n ta lis m——"东方学",做了三重释义:一门学科、一种思维方式和一种权力话语系统,对东方学权力话语做了系统的批判,同时将东方学放入空间维度对东方学文本做了细致的解读。

萨义德的“Orientalism”释义

政治自由主义 = Political liberalism

It made it possible to improve people's lives. Now it prevents all forms of discrimination in the world. It helps to improve our world.

Universal Declaration of Human Rights

Richard Rorty's Philosophy and the Mirror of Nature brings to light the deep sense of crisis within the profession of academic philosophy which is similar to the paralyzing pluralism in contemporary theology and the inveterate indeterminacy of literary criticism. Richard Rorty's provocative and profound meditations impel philosophers to examine the problematic status of their discipline— only to discover that modern European philosophy has come to an end. Rorty strikes a deathblow to modern European philosophy by telling a story about the emergence, development and decline of its primary props: the correspondence theory of truth, the notion of privileged representations and the idea of a self-reflective transcendental subject. Rorty's fascinating tale—his-story —is regulated by three fundamental shifts which he delineates in detail and promotes in principle: the move toward anti-realism or conventionalism in ontology, the move toward the demythologizing of the Myth of the Given or anti-foundationalism in epistemology, and the move toward detranscendentalizing the subject or dismissing the mind as a sphere of inquiry. The chief importance of Rorty's book is that it brings together in an original and intelligible narrative the major insights of the patriarchs of postmodern American philosophy—W. V. Quine, Wilfred Sellars, and Nelson Goodman— and persuasively presents the radical consequences of their views for contemporary philosophy. Rorty credits Wittgenstein, Heidegger and Dewey for having "brought us into a period of 'revolutionary' philosophy" by undermining the prevailing Cartesian and Kantian paradigms and advancing new conceptions of philosophy. And these monumental figures surely inspire Rorty. Yet, Rorty's philosophical debts—the actual sources of his particular anti-Cartesian and antiKantian arguments—are Quine's holism, Sellars' anti-foundationalism, and Goodman's pluralism. In short, despite his adamant attack on analytical philosophy—the last stage of modern European philosophy—Rorty feels most comfortable with the analytical form of philosophical argumentation (shunned by Wittgenstein and Heidegger). From the disparate figures of Wittgenstein, Heidegger, and Dewey, Rorty gets a historicist directive: to eschew the quest for certainty and the search for foundations.

Philosophy and the Mirror of Nature

Co-production is currently one of cornerstones of public policy reform across the globe. Inter alia, it is articulated as a valuable route to public service reform and to the planning and delivery of effective public services, a response to the democratic deficit and a route to active citizenship and active communities, and as a means by which to lever in additional resources to public service delivery. Despite these varied roles, co-production is actually poorly formulated and has become one of a series of ‘woolly-words’ in public policy. This paper presents a conceptualization of co-production that is theoretically rooted in both public management and service management theory. It argues that this is a robust starting point for the evolution of new research and knowledge about co-production and for the development of evidence-based public policymaking and implementation.

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Co-production and the co-creation of value in public services: A suitable case for treatment?

This work examines fundamental issues for religious education, such as how far it is possible to understand someone else's religious position and how religions should be interpreted in the classroom. It gives an overview of some important developments in religious education since the 1970s and makes suggestions about how we should "interpret" religion.

Religious education : an interpretive approach

As Western society becomes increasingly multicultural in character, schools must reassess the provision of religious education and look at how they might adapt in order to accommodate students' diverse experiences of plurality. This book offers a critical view of approaches to the treatment of different religions in contemporary education, in order to devise approaches to teaching and learning and to formulate policies and procedures that are fair and just to all. Beginning with a contextual overview of the religious, social and cultural changes of the past fifty years, the book goes on to illuminate and assess six different responses to the challenges posed by religious plurality in schools. Conclusions are drawn from the various positions explored in this book, identifying what the character of religious education should be, how it should be taught and addressing the issues raised for policy, practice and research. Rethinking Religious Education and Plurality argues for a plural approach to education and will be a valuable resource for students and researchers studying courses in religious education as well as teachers, education advisers and policy makers.

Rethinking Religious Education and Plurality: Issues in Diversity and Pedagogy

Signposts - Policy and practice for teaching about religions and non-religious world views in intercultural education

This book is the initial outcome of the REDCo-project, "Religion in Education: A contribution to Dialogue or a factor of Conflict in transforming societies of European countries." The REDCo project (2006-2009) is the first major research project on religion and education to be funded by the European Commission. The project includes ten studies from eight different European countries, plus some collaborative thematic studies. This volume reports the first thematic study, which assesses current issues in religious education and related fields in Europe.

Religion and Education in Europe. Developments, Contexts and Debates

Britain has a Hindu population of over 360.000, many of whom are British born children. Based on a five year research project this study shows the diversity of their religious and ethnic backgrounds and their experience. It describes and analyses their response to both their immediate and their wider social contacts and describes how the Hindu tradition is seen to be changing in the experience of the young, but not declining. Robert Jackson is co-author of "Moral Issues in the Hindu Tradition."

Robert Jackson

Papers

Religious education : an interpretive approach

Rethinking Religious Education and Plurality: Issues in Diversity and Pedagogy

Signposts - Policy and practice for teaching about religions and non-religious world views in intercultural education

Religion and Education in Europe. Developments, Contexts and Debates

Hindu children in Britain