“吾道一以贯之”刍议

本文研究阐明,如果＂礼＂是＂仁＂的形式,＂仁＂是＂礼＂的核心,那么,＂中庸＂就是＂仁＂与＂礼＂相统一的方法。＂过犹不及＂、＂和而不同＂、＂权（适中）＂、实用价值等,都是＂中庸＂之法的运用与实践,其目的是有效地达到＂仁＂与＂礼＂的融合,以最终实现＂大同＂理想和愿景。     

心灵美学绪论

＂心灵＂这个词,可以作为＂美学＂的表述。因为,它指我们用＂感觉＂感觉到的＂超感觉＂,使我们的＂感性＂之中,存在着＂超感性＂。从而,在＂有限＂之中＂感＂到了＂无限＂,在＂自然＂当中＂感＂到了＂自由＂。＂心灵＂成了＂美学＂诞生的基础,也是＂美学＂研究的主体。     

“隹”的用法

＂隹＂读zhuī,字形和＂佳＂相近。＂隹＂是个象形字,在古书上是指短尾巴的鸟。它一般作为偏旁出现在合体字里,有时表读音,有时表意义。＂隹＂作声旁的字,有＂堆＂、＂锥＂、＂睢＂、＂摧＂等。＂隹＂作形旁的字,意思大都与鸟有关,如＂雀＂、＂雁＂、＂雉＂、＂隼＂。再如,＂集＂是个会意字,本义是鸟落在树上;     

说“舍”

汉字是属于表意体系的文字,字形和字义有着密切的联系。＂舍＂是个常用字。长期以来,很多学者认为＂客舍＂的＂舍＂和＂舍弃＂的＂捨＂在意义上毫无关系。这一说法值得商榷,还有待于继续挖掘,文章使用汉字字形结构分析手段,在对＂舍＂字字形和本义分析的基础上,通过对＂舍＂的词义系统的梳理,分析了＂舍＂字的意义演变线索,得出＂捨＂的＂舍弃＂义是从＂舍＂的本义＂客舍＂引申出来的,＂捨＂是＂舍＂的分化字。     

“宁可A”后无舍弃项照应考察

＂宁可＂只带选定项（＂A＂）就能标记取舍句,但其舍弃项仍以＂明示＂、＂蕴涵＂或＂隐含＂方式存在。＂宁可A＂后之所以无舍弃项（＂B＂）照应,主要是为突显选定项（＂A＂）和减弱对比性而造成。＂明示＂和＂蕴涵＂舍弃项的＂宁可A＂句式可转换为＂宁可A,也不B＂句式,而＂隐含＂舍弃项的则不能。     

吕大临“性与天道”思想探析

＂性与天道＂是宋明理学特别是北宋理学中最为重要的议题之一。吕大临＂性与天道＂思想形成于美学时期,在这一时期他继承并超越了张载,并在＂性与天道＂问题上提出了自己独特的见解。吕大临以＂虚而诚＂表达了＂天道＂无形而实有的特征,并在＂性与天道一＂的理论框架下,推演出＂天道＂下贯于＂人性＂也同样＂虚而诚＂。在分别阐述＂天道＂和＂性＂之后,吕大临又以＂理义者,人心之所同然＂来表达＂性＂与＂天道＂的贯通之意,最终使得儒家的大道精微之＂理＂落实到现实的＂礼＂之上。不难看出,吕大临在＂性与天道＂问题上已经形成了完备的理论体系。     

征圣·宗经·非教——以《圣经》为参照,以《论语》为例证质疑儒教之存在

孔子是我国古代著名的思想家,教育家、儒家学派的创始人,被尊为＂圣人＂,《论语》是其思想的结晶,被奉为＂经典＂。＂儒家＂是一种学派,不同于西方以＂圣经＂为依归的基督教等宗教。＂儒教＂非教,＂儒教＂之＂教＂非＂宗教＂之＂教＂,乃＂教化＂之＂教＂,同时也具有＂政教＂之＂教＂的含义。＂征圣＂和＂宗经＂在现代社会仍然不可或缺,同时更应牢牢把握＂非教＂这一基本原则。     

用智慧让语文课堂敞亮

时代呼唤智慧型人才,智慧即知识、能力与美德的综合体。作为培养智慧型人才的阵地——语文课堂,就是要让＂真爱＂与＂和谐＂相伴,让＂质疑＂与＂探究＂相随,让＂激情＂与＂理性＂碰撞,让＂简单＂与＂深厚＂交融,让＂高效＂与＂魅力＂统一,用智慧让语文课堂敞亮。     

“未饶”考释

唐宋诗词中,＂饶＂、＂未饶＂两词经常出现,表示＂逊,不如＂与＂不逊,不亚于＂的意思。考察＂饶＂的词义发展历程,这一用法并非由自身词义引申发展得来,而是通过＂相因生义＂获得了＂羡＂的＂羡慕＂义,在具体语境下解释为＂逊,不如＂,＂未饶＂也就可释为＂不逊,不亚于＂。     

论《道德经》的“廉洁”思想

＂廉＂侧重于正直,＂洁＂侧重于不贪,合称则是指人的正直而不贪的高尚德行。《道德经》提出了＂廉而不刿＂的命题,并指出以＂无私＂、＂不争＂、＂不以兵强天下＂、＂以百姓心为心＂、＂以正治国＂等重要观念和思维方式来解决这个难题。而＂洁＂主要是指不贪财色功名以洁身自好,要做到这一点,《道德经》指出应＂功成身退＂、＂不贵难得之货＂、＂见素抱朴,少私寡欲＂、＂致虚极,守静笃＂、＂知足知止＂等。《道德经》＂廉洁＂思想是以其＂道＂论为核心的辩证的自然主义哲学。     

浅论高校教学方法

教学是一门科学,更是一门艺术;是知识的传递,更是情感的交流。教师应把握教学规律,处理好教学中的＂动与静、定性与定量、平面与立体、图与表、电教与人教、纵向与横向、时间与空间、数理与物理、综合与具体、理论与应用＂等十大关系,关注＂难点、重点、趣点、接点＂四大关键,做到深入浅出、泛引精解、厚论薄述,讲授中声音有强弱、节奏有快慢、形式多变化,将教学变得生动、有趣、高效。     

Reviews

Hatcher, Richard; Troyna, Barry and Gewirtz, Deborah Racial Equality and the Local Management of Schools
Hustler, David and McIntyre, Donald (eds) Developing Competent Teachers: Approaches to Professional Competence in Teacher Education
Daglish, Neil Education Policy-Making in England and Wales: The Crucible Years, 1895–1911
Diller, Ann; Houston, Barbara; Morgan, Kathryn Pauly and Ayim, Maryann The Gender Question in Education: Theory, Pedagogy and Politics
Webb, Rosemary and Vulliamy, Graham Roles and Responsibilities in the Primary School: Changing Demands, Changing Practices
Delamont, Sara A Women's Place in Education: Historical and Sociological Perspectives on Gender and Education
Copelman, Dina M. London's Women Teachers
Halstead, J. Mark and Taylor, Monica J. Values in Education and Education in Values
Cowen, Robert (ed) The Evaluation of Higher Education Systems
Jipson, Janice; Munro, Petra; Victor, Susan; Froude Jones, Karen and Freed-Rowland, Gretchen Repositioning Feminism and Education: Perspectives on Educating for Social Change
Carnoy, Martin (ed) International Encyclopedia of Economics of Education (Second Edition)
Elliott, Jane; Francis, Hywel; Humphreys, Rob and Instance, David (eds) Communities and Their Universities: The Challenge of Lifelong Learning
Oram, Alison Women Teachers and Feminist Politics 1900–39
Wang, Margaret C.; Reynolds, Maynard C. and Walberg, Herbert J. Handbook of Special and Remedial Education: Research and Practice (Second Edition)
Broadfoot, Patricia M. Education, Assessment and Society
Stoll, Louise and Fink, Dean Changing Our Schools     

习近平继续教育工作重要论述意涵的研究

习近平关于继续教育工作的重要论述阐释了意义、地位、宗旨、任务、质量等根本问题;反映了创新、协调、绿色、开放、共享的发展理念;表达了人的全面发展与社会发展相结合、政府意志与公民力量相结合、文化继承与本土创新相结合、理论建构与制度建构相结合、问题导向与责任担当相结合的时代特征;体现了方向性、前瞻性、协同性、人民性和特色性的实践价值。     

Advocacy and IEC strategies. Getting the most from the experience of others in promoting adolescent reproductive and sexual health

The UN Educational, Scientific and Cultural Organization Regional Clearing House on Population Education has commissioned a series of case studies on the promotion of adolescent reproductive and sexual health, with emphasis placed on advocacy and information, education and communication (IEC). The case studies will document the experiences of Bangladesh, China, India, Indonesia, Iran, Malaysia, Philippines, Sri Lanka, and Thailand. The advocacy activities include programs to gain the support of lawmakers and policymakers, the mass media and other influential groups. IEC activities, on the other hand, reach out to the youth, counselors, teachers and trainers, extension workers and motivators, and health personnel. Advocacy and IEC also differ in strategies. Political lobbying, high level meetings, seminars, mass media campaigns, and advocacy skills training are typical advocacy strategies; while, individual counseling, research, non-governmental organization involvement in communities, youth camps are of IEC strategies. The case studies also examine national policies, program responses and strategies, and factors that have contributed to best practices, and innovative approaches to advocacy and IEC. The impact of the target groups of the case studies will be evaluated and those with successful outcomes will be identified.     

Book Reviews

Books reviewed:
Eric Ives, Diane Drummond and Leonard Schwarz, The First Civic University: Birmingham 1880–1980: An Introductory History
David Coulby, Beyond the National Curriculum: Curricular Centralism and Cultural Diversity in Europe and the USA
John Haldane (ed), Philosophy and Public Affairs
Basil Bernstein, Pedagogy, Symbolic Control and Identity: Theory, Research, Critique
Margaret J. McLaughlin and Martyn Rouse (eds), Special Education and School Reform in the United States and Britain
R. Mahalingam and C. McCarthy (eds), Multicultural Curriculum – New Directions for Social Theory, Practice and Policy
Martin Hughes, Charles Desforges, Christine Mitchell and Clive Carre, Numeracy and Beyond: Applying Mathematics in the Primary School
Jon Davison and John Moss, Issues in English Teaching
Robert Graham, Taking Each Other Seriously: Experiences in Learning and Teaching
John Retallick, Barry Cocklin and Kennece Coombe (eds), Learning Communities in Education
John Smyth, Alastair Dow, Robert Hattam, Alan Reid and Geoffrey Shacklock, Teachers' Work in a Globalizing Economy
Peter McLaren, Che Guevara, Paulo Freire, and the Pedagogy of Revolution
Ann Filer and Andrew Pollard, The Social World of Pupil Assessment
D.C. Phillips and Nicholas C. Burbules, Post-positivism and Educational Research
Britt-Marie Berge with Hildur Ve, Action Research for Gender Equity
David Coulby, Robert Cowen and Crispin Jones (ed), Education in Times of Transition
Mark Halstead and Terence McLaughlin (eds), Education in Morality     

汉语的功能和陷阱

语言的功能:表达与交流、历史记忆、承载文化、发展构建与伸展、审美、政治、心理调节、哲学与神学、游戏。语言的陷阱:言、意和文之间的错位,语言与现实的脱节,语言统治着人类,语言荒谬化的诱惑。     

关于大学生宿舍建设和管理的思考

随着高校后勤化的推进,学生宿舍已经不仅仅是学生睡觉、休息的地方,它更成为学生学习、生活、娱乐、交往的重要场所,也是大学生思想品德、组织纪律、集体主义、精神文明建设、素质教育等诸方面培养和形成的重要阵地,它对学生的人格塑造、道德养成、人生观、世界观、价值观的树立和形成,甚至生活道路的选择,都产生着直接或间接的影响,同时学生宿舍也成为学生违纪的高发地。为了更好的发挥学生宿舍中管理育人、服务育人的功能,高等院校必须更新观念、加大投入,培养一支高素质的管理干部队伍,将大学生宿舍文化建设纳入校园文化建设之中,创建和谐宿舍文化。     

谈高职院校五年制班主任应处理的十个关系

高职院校的班主任应该处理好十个关系，即热爱与严格的关系；说到与做到的关系；谨慎与糊涂的关系；治标与治本的关系；疏导与堵截的关系；个别教育与集体教育的关系；批评与鼓励的关系；借鉴和创新的关系；坚持原则与讲求策略的关系；摆正自己与学生家长的关系。这十个关系的妥善处理，有利于学生的成长，对班主任工作起到事半功倍的效果。     

论汉水流域丧歌多文化向度的价值系统结构

汉水流域丧歌作为一个典型的汉水文化事象,其中蕴涵着丰富而典范的孝文化、乐感文化和伦理习俗文化等中国文化的核心内核。迎来送往、养生送死、慎终追远、追根溯源等传统道德标准是汉水流域丧歌创作和流传的最深刻文化动因,而其巨大的习俗传承价值、伦理教育价值、历史认识价值、社会心理价值和美学认同价值则是其长期而广泛流传的最直接的现实动因。演唱丧歌是汉水文化习俗的最重要的组成部分和最普遍的表现形式,几乎伴随着汉水流域民俗大礼———丧礼形式的每一过程。加之汉水文化产生和繁育在世界文化遗产与中国道教圣地武当山、世界民间故事村武家沟村、汉民族第一部神话史诗《黑暗传》、第一个以“汉”命名并将“汉”字几乎覆盖所有中国文化事象的朝代汉代和汉民族民歌村吕家河村等古老文化化石和文化富集区所在地,在中国文化产生和演变的历程中具有典范和代表意义,因而,挖掘、整理、保护好汉水流域丧歌,并进而认识、利用、传承好汉水流域丧歌,不仅对于抢救、挖掘、整理、保护、传承、利用地方文化具有示范作用,同时,对于在全球化背景下重新辨证深入地全面认识和实现中国传统文化的价值,实现中国传统文化的科学持续发展,有效地服务于中国特色的精神文明和和谐社会的建设,不仅具有深远的历史文化价值,而且更具有直接强大的现实社会价值。     

Book Reviews

Books reviewed:
Richard Edwards and Robin Usher, Globalisation and Pedagogy: Space, place and identity
Jackie Brine, Educating Women: Globalizing Inequality
David Carr, Professionalism and Ethics
Andrew Pollard and Ann Filer, The Social World of Pupil Career: Strategic Biographies through Primary School
Bernard Crick, Essays on Citizenship
Mike Bottery and Nigel Wright, Teachers and the State: Towards a Directed Profession
Stephen Heathorn, For Home, Country and Race: Constructing Gender, Class and Englishness in the Elementary School 1880-1914
Jane M. Page, Reframing the Early Childhood Curriculum: Educational Imperatives for the Future
Leslie P. Steffe and Patrick W. Thompson (eds), Radical Constructivism in Action
Patricia Broadfoot, Marilyn Osborne, Clare Planel and Keith Sharpe, Promoting Quality in Learning – Does England have the Answer?
Claire Cameron, Peter Moss and Charlie Owen, Men in the Nursery: Gender and Caring Work
Mike Cole (ed), Education, Equality and Human Rights
R. Alexander, P. Broadfoot and D. Phillips, Learning from Comparing: New Directions in Comparative Educational Research , Volume 1 Contexts, Classrooms and Outcomes
OECD, Learning to Bridge the Digital Divide