{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"c377f608-9f8d-4e82-acf0-78a48f7daa88","title":"技术与时间：2.迷失方向：人文与社会译丛","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787544711999","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"c377f608-9f8d-4e82-acf0-78a48f7daa88","id":"c377f608-9f8d-4e82-acf0-78a48f7daa88","uuid":"c377f608-9f8d-4e82-acf0-78a48f7daa88","title":"技术与时间：2.迷失方向：人文与社会译丛","normalized_title":"技术与时间2迷失方向人文与社会译丛","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787544711999","isbns":["9787544711999"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":306,"navigation_url":"https://workshop.closeclaw.top/ai/book/c377f608-9f8d-4e82-acf0-78a48f7daa88","title_url":"https://workshop.closeclaw.top/ai/title/%E6%8A%80%E6%9C%AF%E4%B8%8E%E6%97%B6%E9%97%B4%EF%BC%9A2.%E8%BF%B7%E5%A4%B1%E6%96%B9%E5%90%91%EF%BC%9A%E4%BA%BA%E6%96%87%E4%B8%8E%E7%A4%BE%E4%BC%9A%E8%AF%91%E4%B8%9B","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/c377f608-9f8d-4e82-acf0-78a48f7daa88/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/c377f608-9f8d-4e82-acf0-78a48f7daa88/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/c377f608-9f8d-4e82-acf0-78a48f7daa88","page_url":"https://workshop.closeclaw.top/api/ai/books/c377f608-9f8d-4e82-acf0-78a48f7daa88/page","search_url":"https://workshop.closeclaw.top/api/ai/books/c377f608-9f8d-4e82-acf0-78a48f7daa88/search"},"page":{"printed_page":150,"pdf_page":159,"physical_index":159,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"178e0bb9c4b61f2b6ea1797221af6c2d803a31e9ecbb2301d8abbd73da61594e"},"chapter":"第三章记忆的工业化","content":"至于再激活，它是科学繁荣的条件，其前提是胡塞尔所言的“主动”阅读几何学的已经在此。正是这种阅读的主动性酝酿出新的几何文献，并把几何学推向其观念的未来。然而这对我们意味着：当阅读不等于解码时，真正的阅读能力离不开写作能力。“理解”一段文字—即感受布朗肖所说的奇特体验—永远是能够把正在读的东西写下来。我们永远也写不完，即读不完，因为文本是无终结的，正如未来因其不确定而不确实一样。这个文本的“什么”不是可从现实中构想出来的，一切现成在手的简单存在者①，但我们也从中看到文字器具性的实在性如何把“谁”置于其“什么”的这种特殊性之中。\n\n每个语文老师都知道，学生的阅读刚开始都不着边际，都是阅读的缺陷；只有到了试着把所读内容写出来时，他们才真正理解读过的东西。同样，如果不先弄懂别人的想法，思考之人就不可能完全明白自己在思考什么——维特根斯坦在分析“我”的哲学—语法特权时揭示的正是这一点。读者应当写，并能像别人一样重读自己的文章，这样才能知道他读的究竟是什么。正因如此，从古代的学校起，学生们就学习、比较、背诵和模仿大师的作品；也正因如此，我们才对大师的作品作“诠释”、论述、概述等。这便是高级语文课，即古希腊语、拉丁语课或法文课，只有这样才能彻底掌握拼写文字。\n\n技术与时间\n\n① 摘自《爱比米修斯的过失》。\n\n150","previous_page":149,"next_page":151}