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在巴赫金漫长的学术生涯和浩如烟海的理论思想体系中始终贯穿着一条主线——“对话理论”。无论是其语言符号哲学还是复调小说理论、征欢化诗学,以及其它受到文学界与理论界重视的哲学思考都从对话主义角度出发,巴赫金建构了一种深入人心的对话主义思考框架。当代许多理论家都积极借用巴赫金的对话理论建构学科交流和社会交流机制,对话也不再局限于文学体裁或结构方式,而被越来越广泛地使用。对话作为一种思维方式,一种人们相互理解和沟通的必然选择受到广泛的重视。服务型学习课程设置是当今美国在大学普及化语境下重视大学生个性化培养的、新的课程改革尝试。本文以美国服务型学习课程设置为具体案例分析论证巴赫金对话哲学从理论到实践的指导原理和意义,并希望籍此为深化巴赫金对话哲学研究提供一些方向性参考。
In Bakhtin’s long academic career and the vast theoretical system of thought has always run through a main line - “Dialogue Theory ”. Whether it is its linguistic or polyphonic novels, lexicalizing poetics, and other philosophical considerations that have been emphasized by the literary and theoretical circles, from the perspective of dialogueism, Bakhtin constructs a deep-seated dialogical thinking framework . Many contemporary theorists are actively using the Bakhtin’s theory of dialogue to construct a mechanism for interdisciplinary exchange and social exchange. Dialogue is increasingly being used more and more without limitation to the literary genre or structure. As a way of thinking, dialogue is an inevitable choice for people to understand and communicate with each other. The setting of service-oriented learning curriculum is a new curriculum reform attempt that the United States attaches importance to personalization of college students under the popularization of universities. This article takes the American service-oriented learning curriculum as a case study to demonstrate the guiding principle and significance of Bakhtin’s dialogue philosophy from theory to practice and hopes to provide some directional references for deepening Bakhtin’s dialogue philosophy research.