Authors' addresses

Education in Finland is facing new challenges in the form of two related trends: ‘therapisation’ and ‘projectisation’. The concept of therapisation describes the ways in which ideas, discourses and practices from counselling, therapy, psychiatry, educational and clinical psychology become internalised and normalised in education. Projectisation represents a disciplinary and productive form of power related to project-based activities that have permeated education in Finland. The alliance between projectisation and therapisation specifies the parameters of what can be said and done in project-based education. This article analyses the shift in Finnish education towards individually targeted, project-based and therapeutic activities, such as those for mental health and emotional well-being, as well as activities for emotional and psychological support and raising self-esteem. These short-term educational activities targeting youth at risk of social exclusion represent a form of regulative and productive power that intertwines with young adults’ education, guidance and rehabilitation. The article is informed by a Foucauldian discourse-analytic methodology and on an empirical study. Through analysis of interviews and ethnographic research with young people and project workers involved in education, guidance and rehabilitation activities, I draw critical attention to the alliance between therapisation and projectisation in education and some of its educational and social implications.     

京派作家的文化观

京派作家不是一个严密的文学团体,在实际创作中也存在很大差异,并且学术界对京派的研究长期存在着激烈争议。但他们拥有相似的文化观,这一文化观主要体现在自然人性观、古典审美情结和中立包容、沉稳宽厚的文化姿态三方面。其中这种文化姿态的形成受到了学院文化和北平文化的双重滋养。正确把握和理解这种独特的文化观,为我们认识京派作家的整体性提供了一个坚实的依据;同时也对我们准确理解和把握京派作家本身的蕴含与风格,认识其历史定位及现实影响,具有独特的作用。     

清代才子佳人小说作者创作心态流变研究

清代颇具规模的才子佳人小说创作流派,历经四个时期的发展于清末走向衰落。当时的政治背景、思想倾向及审美心理等对不同时期作者创作心态会发生影响与变化。