后现代精神与后现代课程观

后现代主义认为我们必须调整自己——认识到我们不再生活在"现代"世界."现代"世界如今已经成为过去的事情.我们进入了"后现代"世界.但后现代却又与现代有着千丝万缕的联系,后现代思想的复杂,必将带来多元的后现代课程观.     

Rediscovering Development in Infancy

This commentary endorses J. Kagan’s (2008) conclusion that many of the most dramatic findings on early perceptual, cognitive, and social competencies are ambiguous. It supports his call for converging research operations to disambiguate findings from single paradigms and single response indices. The commentary also argues that early competencies must be placed into a longitudinal framework, thereby allowing researchers to (a) identify whether regressive phenomena play a role in skill development, (b) understand what functions (if any) given skills play in their precocious manifestations and whether these functions are comparable in later instantiations of skills, and (c) avoid rich interpretations by identifying how robust a suspected competency is across contexts.     

Finding our inner voices: Rediscovering scholarship

This essay explores the need to reconsider how we define, reward, and support scholarship, and the philosophical foundation of what a scholar really is. Noting that only 10 to 15% of the professoriate regularly publish, the author questions if some faculty become stymied and distanced from their work because of the gap that exists between what they want to do and what their institutions expect them to do. Could more faculty find their voices as scholars and public intellectuals if universities and colleges ascribed more value to the scholarships of teaching, practice, and service? The surprising results of a survey of members of the Professional and Organizational Development Network in Higher Education are included.     

“FEELS”:一种建设性后现代的课程理念

"FEELS"是用五个英语词语的首字母编造的一个首字母缩写词,用来代表成功的教育五个方面的观念。这五个英语词语是:Flexible-goals(灵活的目标)、Engaged-learner(融入的学习者)、Embodied-knowledge(体现的知识)、Lively-interactive-learning(活泼互动的学习)和Supportive-teacher(支持性教师)。这一理念主要基于以下三种建设性后现代理论:以阿尔弗雷德.诺斯.怀特海哲学为基础的过程思想(也称"建设性后现代思想")、威廉.多尔后现代课程观中经验的认识论及其基于此的"四R"课程思想和王红宇的课程自传及其"第三空间"的舞蹈的课程理论。作为一个概念,"FEELS"同英语词"feels",指人的"感受",从怀特海的过程哲学角度关注教育事件中个人的经验和感受。基于怀特海的宇宙论思想,它甚至可以被理解为宇宙的本质:即宇宙中时时、事事、处处均存在感受。"FEELS"可以被作为一种分析工具,用来理解和欣赏成功的教育。其基本假设是,教育的根本目的是帮助一个人成为一个完整的人。     

桑塔耶纳美学的“解构”与“建构”

19世纪末20世纪初是西方思想家解构传统美学和建构新美学二者并举的重要时代.桑塔耶纳解构经典美学的“非功利性”和“普遍性”;建构“对象化”思维范式.桑塔耶纳认为美是情感的对象化.桑塔耶纳的“情感对象化”不是以外在客体对象表现主体内心情感,而是情感和感觉印象一起构建对象性事物.     

现代设计与后现代设计

现代设计与后现代设计是现代设计史上最重要的设计运动,它是大机器时代的生产技术与现代艺术中的客观化趋势相结合的产物。着重探讨两者面貌特征、持续时间和波及范围,对它们产生的内在动因做了简单梳理,以期找出形成的内在因素,从中吸取养分,为我所用的。     

后现代语境下的《Gangnam Style》

《GangnamStyle》是2012年风靡网络的一部音乐电视作品,它病毒式地迅速广泛传播,并在全世界范围内掀起一股模仿其骑马舞的热潮.韩国文化的高度商品化和高度媒介化,社会经济的后现代语境,是《GangnamSty1e》生成后现代性的重要原因.《GangnamStyle》削平了深度,有着显著的技术美学因素;而且,不论从音响构成、“鸟叔”的草根形象以及镜头剪辑都有着后现代主义解构特征;“鸟叔”在这部音乐电视中是卑琐性的自由释放的狂欢内体,作品所带来的社会影响也充满了狂欢化特质.     

从人本主义心理与后现代思潮的契合谈当前教育

人本主义心理学的主张和后现代思潮在许多方面不谋而合,他们的研究倾向和对人性的看法反映了当代西方社会的思想动态。探讨人本主义心理学与后现代思潮的契合之处,不仅开拓了心理学的研究视野,也为认识教育学中的实际问题提供了新的视角。     

对水果储存中氧浓度的重新认识

在教学过程中,各种资料中经常会遇到利用水果储存中的氧浓度问题来讨论有氧和无氧呼吸的关系,但是对于资料中的解析,本人存在着不同观点,特提出来与各位同仁商椎一下。     

Deconstructing deep and surface: Towards a critique of phenomenography

The notion of 'deep' and 'surface' approaches to learning is critiquedalong with phenomenography, the associated methodology and theory ofknowledge. A number of reasons are suggested to explain why the deep/surfacenotion has attained what is tantamount to foundational status within highereducation research, practice and development. These include its ability toboth cohere with the past while at the same time enabling a new generation ofresearchers to rise within the discourse; the contemporaneous growth ofeducational development centres and staff developers within higher educationinstitutions; the simplicity, universality and power of the metaphor.Some elements of a critique of phenomenography are suggested followingboth postmodern and philosophy of science objections regarding theobservational and interpretive neutrality of the researcher. These point tothe importance of the understandings of researchers in the construction ofresults. It is also suggested that the 'qualitative' nat ure of the researchis undeveloped and does not exhibit the hermeneutical values usuallyassociated with 'human' as opposed to positivist science.The idea of deconstruction is then introduced and the deep/surfacemetaphor discussed in terms of the post-structural critique of binaries.Finally, the question of power within the higher education developmentdiscourse is raised.     

后现代史学叙事中的中国女性

在后现代理论影响下,西方的中国女性研究出现了重大转向,高彦颐的<闺塾师>和贺萧的<危险的愉悦>是其中的代表作.前者在挑战既有三种意识形态解释的基础上,重构了明末清初中国女性的自主空间;后者抛开传统的"实在论"取向,转而分析隐藏于上海妓女背后的话语权力网络.中国学者杨念群的<从科学话语到国家控制>一文,则将高、贺的研究取向融合为一,对女性"缠足"背后的权力关系进行了精彩的身体政治分析.这三种研究为中国女性史学提供了一个全新的研究空间,但与此同时也面临诸多理论上的困境.     

面向复杂性:福柯的后现代知识观

自然科学的发展已从对简单性的追求转向了对复杂性的强调。对客观世界复杂性的研究 ,生产了复杂性科学。后现代的知识理论也转向了对知识本身的复杂性的强调。福柯的知识考古学则是对知识的复杂性进行的较为全面的阐述     

Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid-19

The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0). In this studio, anatomists are web-performers who not only collaborate with other foundational science educators to devise meaningful and interactive content but who also partner with actors, directors, web-designers, computer engineers, information technologists, and visual artists to master online interactions and processes in order to optimize students' engagement and learning. This anatomy studio also offers students opportunities to create their own online content and thus reposition themselves digitally, a step into developing a new competency of stage presence within medical education. So restructured, Anatomy 3.0 will prepare students with the skills to navigate an emergent era of tele and digital medicine as well as help to foreshadow forthcoming changes in medical education.     

试论后现代社会理论中的话语情结

社会是由语言符号构成的世界,这个世界的意义就在于话语所表达的意义。因此,社会理论素有语言学情结并发展出具有社会理论特征的用符号系统及其符号和话语来分析化和社会的话语理论。后现代主义的社会理论家追随了后结构主义路径关注话语并予以分析,企图从话语的变化中找出现代向后现代变迁的社会特征和迹象。通过分析三位后现代社会理论家——福柯、利奥塔和波德里亚得的话语情结,本试图透过他们的话语情结从另一个视角对当下的经济、政治、社会、化以及日常生活之间的内在联系做出说明,并解释这些向度是如何形成复杂社会体系的。     

香港后现代戏剧的探索与困惑

后现代主义是1980年代以来香港最活跃也最引人注目的戏剧实验。解构／拼贴戏剧对传统戏剧及文学文本的重新结构或诠释，和意象戏剧的反戏剧、反文本、反语言，都有其独特的艺术探索与创造，但也潜含着诸多困惑。