围绕“三化”目标,造就创新型人才

创新型人才是社会化、城市化和国际化水平较高的人才。社会化是造就创新人才的基础,城市化是造就创新人才的必要前提,国际化是造就创新人才的重要途径。大学是完成一个人社会化、城市化和国际化的关键阶段,现时代的大学应按照社会化、城市化和国际化的需要不断深化教育教学改革,以社会化、城市化和国际化为要求调整人才培养目标,完善教育教学体系,丰富大学生实践活动。     

Cowan,Whiteness, Resistance to Brown,and the Persistence of the Past

In this paper, I examine the use of litigation as a strategic tool of resistance for thwarting school desegregation. Utilizing Cowan v. Bolivar County Board of Education as a case study, I argue that, despite losing the constitutional right to racially segregate public schools according to an explicit white supremacist doctrine, whites in Bolivar County, Mississippi, were successful in stemming the impending tide of social change associated with school desegregation through litigation. Litigious resistance not only provided southern whites with a racially moderate epistemology for undermining school desegregation regionally, but their legal challenges to school desegregation also laid the groundwork for non-southern white animus toward all federal education policies that promoted racial inclusion.     

《西游记》杂剧对《西游记》小说影响的再认识

通过考察中国戏曲与小说的发展轨迹，结合两的整体关系，指出《西游记》杂剧记叙唐僧取经内容完整，结构宏大，由此演进为小说具有必然性，并进而对它在后世百回本小说《西游记》成书过程中的影响和作用作了具体、客观的评析。     

Unionization,democracy, and the university

Legal status collective bargaining between faculty associations and university administrations has affected university governance and, on the whole, has done so positively by democratizing most of the procedures used to determine the terms and conditions of faculty employment. To the extent that matters hitherto within the mandates of academic senates have been removed to the collective bargaining regime, senates have been somewhat weakened. The greatest danger to democracy on the campus probably lies in the bureaucratization of faculty associations, thus leaving them open to the partial paralysis of creeping legalism.     

The unintended consequences of school inspection: the prevalence of inspection side-effects in Austria,the Czech Republic,England, Ireland,the Netherlands,Sweden, and Switzerland

It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure.     

Comparing Southern Europe: the difference,the public,and the common

ABSTRACT

After criticising the solutionist drift, this article argues for the need for three gestures, in order to build a more problematised Comparative Education: estrangement, that is, the ability to see the unknown and therefore to distance ourselves from what is already known; intercession, that is, the ability to perceive the importance of mediators; communication, that is, the ability to work in common with others, from different positions and perspectives. Based on these three gestures, the article argues for a Comparative Education that seeks to develop three lines of work: to build a science of difference, rather than a ‘solution’ that tends to homogenise educational directions throughout the world; to strengthen the public space, instead of contributing to the authority of experts; to revitalise the common, instead of yielding to the current fragmentation, in which we interact only with what is similar to us. The arguments are not limited to Southern Europe, as they intend to open up a set of general questions about the meaning of comparative work in education.     

School disciplines,social representations,and the construction of the didactics of history,geography, and civics

The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved.     

Ren-li,reciprocity, judgment,and the question of openness to the Other in the Confucian Lunyu

Here the author takes ren-humanity to be, as Confucius says, an underlying, ineffable, potentially universal human quality, and draws a distinction between three different types of moral capacity in the Lunyu: the man of ren’s capacity for li-proper interactions, his capacity for total reciprocity with another, and his capacity to make moral discriminations. The nature of these moral judgments is then discussed in relation to the praxis of entering into shu-reciprocity with another and that of recognizing others’ actions as being li-proper. A key question is that of whether even an intuitive feeling of commonality, if not identity, with another man-of-ren involves a subjective judgment. Confucius’ view that foreigners can respect ren even if they may not possess it is also discussed. The author suggests that any viable ethical model would need to maintain a universal standard of humaneness while also including a maximum degree of openness to the other.     

Ethnicity, ethics, and the deaf-world

This article is concerned with ethical aspects of the relations between language minorities using signed languages (called the Deaf-World) and the larger societies that engulf them. The article aims to show that such minorities have the properties of ethnic groups, and that an unsuitable construction of the Deaf-World as a disability group has led to programs of the majority that discourage Deaf children from acquiring the language and culture of the Deaf-World and that aim to reduce the number of Deaf births-programs that are unethical from an ethnic group perspective. Four reasons not to construe the Deaf-World as a disability group are advanced: Deaf people themselves do not believe they have a disability; the disability construction brings with it needless medical and surgical risks for the Deaf child; it also endangers the future of the Deaf-World; finally, the disability construction brings bad solutions to real problems because it is predicated on a misunderstanding.     

UNESCO,the Faure Report,the Delors Report,and the Political Utopia of Lifelong Learning

Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), have been associated with the establishment of lifelong learning as a global educational paradigm. In this article, which draws on archival research and interviews, I will explore how these two reports have contributed to debates on the purpose of education and learning. In the first half, I will shed light on their origins, the context in which they came about, how they have been received by the education community and by UNESCO member states and how they have been discussed in the scholarly literature. In the second half, I will discuss the key themes of the reports, in particular lifelong learning as the global educational ‘master concept’. In the last section, I will reflect on how the Faure report and the Delors report are still relevant for our debates about learning today. I will argue that the concept of lifelong learning, as put forward by these reports, was a political utopia which is at odds with today's utilitarian view of education.     

Knowledge, the disciplines, and learning in the Digital Age

ICTs (Information and Communication Technologies) are now widely used in schools: However, despite predictions, they have not revolutionized teaching and learning. Why is this? Does it matter? Should we care? This paper outline seeks to answer such questions and why we should care. School ICTs are informed by a range of different, and often conflicting ideas, with the result that student work is often “digital busywork”. The article argues that if ICTS are to play a useful role in helping us to re-develop our schools for the Knowledge Age, we need to re-examine some of our old ideas about knowledge. In particular, we need to re-examine the place and purpose of the traditional disciplinary knowledge that is the basis of the current curriculum.     

Femininity,science, and the denigration of the girly girl

Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there has been less attention to why femininity is excluded from/by science. This article attempts to unpick some of these issues, with a particular focus on the construct of the ‘girly girl’, in relation to access to science. Drawing on qualitative data from the Economic and Social Research Council-funded ASPIRES 2 project, we analyse the discourses used by young people and parents in discussion of ‘girly girls’ and physics. We show the misogynist and excluding discourses projected onto the ‘girly girl’, and indeed that are used to interpolate femininity more broadly. We found that in discussions of science and (hyper-)femininity, even potentially positive feminine attributes were denigrated. Hyper-femininity was produced as ‘more than lack’: vacuous, but also a risible presence. In reflecting on our findings we consider whether femininity may be more derided in some discursive contexts (e.g. science discourse) than others, and whether femininity can or should be conceived as more than lack.     

Culture,Kinesiology, and the Free Society

In Notes Towards the Definition of Culture, T.S. Eliot asked whether culture should be understood as “essentially, the incarnation (so to speak) of the religion of a people.” By “incarnation,” Eliot meant that “what we believe is not merely what we formulate and subscribe to, but that behavior is also belief.” It is, Eliot insisted, our actions, and not merely our ideas, which matter. Together, our actions and our ideas embody and then give life to culture. “Religion” is, no doubt, a contested term. For present purposes, all that needs to be conceded to make Eliot’s point worth pursuing is that every culture has some conception of the good, the true, and the beautiful, which it promotes, encourages, and thereby cultivates. What implications does this have for kinesiology? I will examine three points. First, the discipline of kinesiology cannot be abstracted from the culture in which it finds itself, without becoming an anti-culture. This fact means that kinesiology must necessarily attend to the ways in which physical activity is embedded in the historical, anthropological, sociological, and philosophical foundations of society. Second, kinesiology contributes to the cultivation or brutalization of society. This results from the attention paid (or not paid) to the question of truth in the field. Such attention to truth requires recognition of the epistemological limits of science as well as to the importance of free-will, choice, and example. Finally, kinesiologists must be willing to cultivate and defend intellectual freedom as part of a free society. A free society allows for a diversity of opinions, not as end in itself, but as the vehicle by which fallible human beings approach the truth.     

Community organizing,schools, and the right to the city

One of the central tenets of the neoliberal world view is that there is no alternative to market-based societies with their focus on competition, individualism, and the abandonment of social safety nets and environmental protections. This vision has become the new common sense. As neoliberal policies and practices have spread across the planet, communities and regions have been turned into winners and losers with seemingly little voice in the matter. Alternatives, however, are in fact being invented in places that have been most victimized by this process. Much can be learned from them. Non-formal and formal educators in Detroit, Michigan and Roxbury, Massachusetts are demonstrating how young people can become participants in efforts to resist this vision and join with their communities in inventing solutions that promise to be healthier for human beings and the natural world.     

Metaphor,Simile, Analogy and the Brain

Abstract

Fox argues that the poetic function of language fulfils the human need to symbolise. Metaphor, simile and analogy provide examples of the ways in which symbolic language can be used creatively. The neural representations of these processes therefore provide a means to determine the neurological basis of creative language. Neuro-imaging has demonstrated that while metaphor, simile and analogy activate some areas of the brain in common, they also each activate different areas. This suggests that creative language has had sufficient evolutionary importance to be processed within more than one neural system. Additionally, the neuro-imaging data suggest that symbolic language activates areas beyond the language centres and therefore is encoded using sensorimotor representations. Here we will discuss the neural representations of metaphor, simile and analogy, and will reflect on the neural systems which have evolved to support symbolic language and how this understanding might be used to help develop skill in creative language.     

Women,Citizenship, and the Social Studies

With work currently being undertaken on formulating Australia's first national curriculum, now seems an opportune time to review the current state of play with regard to how well inclusivity is being represented in the developing documentation. An accurate understanding of “what is” is often the first step in preparing for “what may be” on a much broader scale. Accordingly, this essay addresses three matters, and does so by way of engaging in interpretive documentary analysis. First, the notion of inclusivity in education per se is introduced, and the concept itself defined. Second, an examination is undertaken of how the various state jurisdictions currently interpret the notion of inclusivity. Third, consideration is given to the work presently being undertaken on inclusivity as it relates to the national curriculum.     

矩阵的主、次、行、列转置的研究

本将高等代数的中的“矩阵的转置”定义为“矩阵的主转置”,由此给出矩阵的次转置、行转置、列转置的定义,得出相关结论,并予以严格证明,这对矩阵的深入研究有着极其重要的意义。     

Barack Obama,the Exodus Tradition,and the Joshua Generation

This essay explores Barack Obama's invocation of the Exodus during his 2008 presidential campaign. It argues Obama's turn to Exodus, his rare embodiment of Joshua, and his renewal of the American covenant nicely addressed major rhetorical problems that he faced. Of equal importance, his campaign oratory opens an important line of inquiry into the relationship between social order and critique in this idiom. Obama's discourse induces us to examine anew the possibilities for social and political change suggested by the Exodus.     

Studying,taming, and exploiting the micro

The chequered history of the development of the primary English syllabus in the Australian state of New South Wales, which was released to schools in 1994, suggests that current theoretical assumptions about curriculum change may need further interrogation. Throughout its long period of gestation every 'rule' for successful curriculum development and implementation was either ignored, broken or rendered unattainable due to particular circumstances. T he syllabus gained a degree of notoriety in the Australian context in that it acknowledged a controversial theoretical underpinning- a functional view of language- and was the first syllabus to incorporate national outcomes. T his paper argues that many of the conditions advocated in current educational theory relating to curriculum change are unrealistic in the present political and economic climate and that the politicization of education, the role of the media, as well as subject-specific factors, deserve more attention as significant forces in curriculum change. Change is not made without inconvenience, even from worse to better. Richard Hooker (1594)     

单身妈妈，撑起孩子的一片天

今天，全世界大约每四到五个有未成年孩子的家庭中，就有一家是靠单身家长孤身负担的。而他们当中有80％都是单身妈妈。此外，绝大多数单身妈妈家庭都是由于离婚和未婚先孕造成的。在许多西方国家，单身妈妈数量的不断上升已经引起公众和决策者们越来越多的关注。从上世纪80年代早期开始，这个问题就已经在美国以及其它许多欧洲国家的民众和决策者中引发了广泛的争议。虽然中国的离婚率很高，单身父母的数量也与西方国家相差无几，但人们很少谈论或者了解到这方面的问题。