{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"7e4c841a-b79b-4458-bd26-8f762fabd431","title":"技术与时间 3：电影的时间与存在之痛的问题","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787544726474","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"7e4c841a-b79b-4458-bd26-8f762fabd431","id":"7e4c841a-b79b-4458-bd26-8f762fabd431","uuid":"7e4c841a-b79b-4458-bd26-8f762fabd431","title":"技术与时间 3：电影的时间与存在之痛的问题","normalized_title":"技术与时间3电影的时间与存在之痛的问题","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787544726474","isbns":["9787544726474","1111101000"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":344,"navigation_url":"https://workshop.closeclaw.top/ai/book/7e4c841a-b79b-4458-bd26-8f762fabd431","title_url":"https://workshop.closeclaw.top/ai/title/%E6%8A%80%E6%9C%AF%E4%B8%8E%E6%97%B6%E9%97%B4%203%EF%BC%9A%E7%94%B5%E5%BD%B1%E7%9A%84%E6%97%B6%E9%97%B4%E4%B8%8E%E5%AD%98%E5%9C%A8%E4%B9%8B%E7%97%9B%E7%9A%84%E9%97%AE%E9%A2%98","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/7e4c841a-b79b-4458-bd26-8f762fabd431/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/7e4c841a-b79b-4458-bd26-8f762fabd431/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/7e4c841a-b79b-4458-bd26-8f762fabd431","page_url":"https://workshop.closeclaw.top/api/ai/books/7e4c841a-b79b-4458-bd26-8f762fabd431/page","search_url":"https://workshop.closeclaw.top/api/ai/books/7e4c841a-b79b-4458-bd26-8f762fabd431/search"},"page":{"printed_page":209,"pdf_page":223,"physical_index":223,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"7ddaaec72186370907467ce60b8aea58577455952b6560e2adbd3da9edbd7a59"},"chapter":"第四章我们的教学机构的动荡","content":"我们试图理解一般意义上的持留机制以及科学的构成要素，要达到这一目标，首先必须以哲学思想的重大成就为出发点，主要包括康德、胡塞尔、海德格尔、西蒙顿等人的成就。然而，我们认为，这些伟大的思想家对于持留机制尽管并非视而不见，但却没有把对持留机制(亦称“综合”)的理解进行到底—在这一方面，雅克·德里达占据了一个过渡性的地位，在《象征与魔鬼》中，我们将阐明这一点。因此，当导向及其准则成为我们的核心问题之时，我们现在就必须考察海德格尔对空间性的分析，考察他在反驳康德的“在思想中进行导向”的问题之时所做的批判(以及批判的准则)。\n\n第四章 我们的教学机构的动荡\n\n209","previous_page":208,"next_page":210}