匹兹堡学派对“所予神话”的瓦解
How the Myth of the Given is Collapsed by Pittsburgh School
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摘要: 瓦解所予神话是匹兹堡学派的标志性成就。它由相互关联的三个步骤所构成：塞拉斯基于自然与理性的区分，瓦解了所予的基础地位。但塞拉斯本人对所予神话的否定并不彻底，他的客观主义立场最终为“所予”保留了一席之地。麦克道威尔沿着塞拉斯开辟的道路继续前行，他摒弃了非概念的所予，用概念化的经验作为知识的最终法庭，在瓦解所予神话的同时保留了经验主义对所予诉求的同情。布兰顿瓦解所予神话最为彻底，他不仅抛弃了非概念的所予，而且否定了麦克道威尔的经验主义运思方向，认为对于知识的唯一制约只来自语言实践共同体的规范。然而，布兰顿的所谓“实践”仍然停留在语言层面，这使他的实用主义承诺并未完全兑现。Abstract: Pittsburgh School’s deconstruction of the myth of the given is composed of the three successive steps: Sellars starts the work by demarcation of the natural and rational spaces, but he finally dosen’t give up the given completely, due to his standpoint of scientifical realism. McDowell goes forward in Sellars direction by replacing nonconceptual sense-multifold with the conceptual experience, which forms the final court of knowledge. But he has always been keeping an empathy to the appeal of the given. Comparing with them, Brandom is more radical in destroying the myth of the given. He completely abandons the thinking way of empiricism, not looking forward the constraint of the knowledge from the world, but from the language peers instead. He calls himself a rational pragmatist, however, since his practice is only in the sense of the discursive one, not the interaction between lives and their environments, which makes him unable to account for the source of the norms.
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Key words:
- given /
- concept /
- experience /
- norm /
- practice
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