Why Science Education Alone is Not Enough

Science did not come into existence independent of the other disciplines. It is one dimension of a complex culture. We err in attempting to theorize how best to teach it with little or no regard for the broader cultural matrix. How we have transformed our curriculum into its present fragmented condition is not difficult to trace. A reductionist and materialist orientation has resulted in a serious loss of coherence, of beauty, and of any real depth of meaning for the subjects we teach. In this paper, I will argue that the tendency to think of science and science education in isolation from a broad and intellectually noble cultural design is damaging, not only to the teaching of our culture in general, but also to the teaching of science. A substantial and fundamental reorientation is called for.     

Allchin's Shoehorn, or Why Science is Hypothetico-Deductive

Allchin's critique of my analysis of Galileo's discovery of Jupiter's moons, and of my characterization of science as hypothetico-deductive, contains several factual and conceptual errors. Thus, contrary to his attempt to paint scientific discovery in terms of blind search and limited induction, a careful analysis of the way humans spontaneously process information and reason supports a general hypothetico-deductive theory of human information processing, reasoning, and scientific discovery.     

孩子，你需要多少爱才满足

伴着孩子的成长,我渐渐明白:在孩子心里,任何东西都不能取代爸爸的位置:你给他的时间,他永远不嫌多;夫妻相爱,孩子才能有安全感:爱他,就要用他喜欢的方式;他的心里渴望你时时刻刻的陪伴……     

Two Cheers for Naturalised Philosophy of Science or: Why Naturalised Philosophy of Science is Not the Cat's Whiskers

Science &; Education -     

改变公司文化是否可能(英文)

Introd uctionSch ein (19 9 2) ever argued th at th e relationsh ip between lead ersh ip andculture is com plem entary. On th e beginning th e leader creates th e organizationand at th e sam e tim e its culture. W h en th e organizational culture is stabilizedand form alized , on the contrary it will decid e what kind of lead er is suitable forthe organization. Th at is to say, it sets the criteria for selecting th e lead ers. Asth e d evelopm ent of th e organization and its culture, when fac…     

改变公司文化是否可能

For a corporate leader, sometimes when the corporate culture is maladaptive to the dynamic environment, he/she could employ proper tools or processes to help the company survive although the changes could be time-consuming, complicated and even painful. To change the company culture successfully, the manager or the changing team needs to make a systematic and well-designed culture change program. Furthermore, when putting the program into practice, the leader needs to monitor and control the whole progress.     

In Defence of Comprehensive Schools

In the first part of this article the question of the language of instruction is seen in relation to questions of poverty, power and partnership. In the second part the fate of the African languages in some selected countries is given a closer look. Two distinct trends are noted, one strengthening the dominant languages which, in the context of Africa, means the former colonial languages and one focusing on a growing concern for a preservation and revival of African languages as languages of instruction in at least the primary schools in Africa. The battle between these two trends is discussed. The article builds partly on discussions the author has had with policy-makers in African countries.     

In Defence of Educational Equality

The principle of educational equality is important for the plausibility of egalitarianism. I argue against John Wilson's recent attempts to show that two particular versions of the principle are incoherent, and I rebut his argument that even if it were coherent it would be wrong to endorse it. Two other objections to this version of the principle are considered and shown not to be decisive. The principle governing the distribution of educational resources that Wilson advocates is also rejected.     

为大众文化辩护

鉴于许多批评家将社会风气的败坏、道德的沦丧武断地归罪于大众文化,或者先入为主以正统自居,鄙视大众文化,文章在承认其某些弊病的前提下,从总体情况和具体文本两方面入手,为大众文化作尽量客观切实的辩护,认为大众文化的主流宣传了一些做人的朴素道理,表达了颇为深刻的思想。而且诸多大众文化的文本也很有艺术价值和追求。     

In Defence of Gay Lessons

Abstract

The arguments against the positive treatment of homosexuality depend on such false premises as that it is an illness or is socially subversive or that homosexuals are necessarily promiscuous. Since most of the problems are engendered by the intolerance and hostility which flow from unwarranted negative attitudes, these need to be countered by dissemination of correct information and constructive discussion.

The term positive image is a relative one without unambiguous denotation. However, many repellent images are projected by homosexuals themselves. Moral educators must not countenance irresponsible and decadent behaviour, but should guide people towards, and foster respect for, caring and committed relationships whether they be homosexual or heterosexual. So temperate and humane a proposal should command the support of all but bigoted and fanatical extremists.     

Trust Is Not Enough: Classroom Self-disclosure and the Loss of Private Lives

The paper presents and critiques some important philosophical and educational arguments that are used to support the practice of personal self-disclosure in the classroom, both in group settings and in the form of autobiographical journals. It argues that there are important reasons for valuing privacy even when self-disclosures occur in an environment of perfect trust and caring; that to understand the importance of privacy primarily in terms of trust, or the absence of trust, is to risk overlooking the less apparent, yet more subtle, threats which 'sympathy' and 'caring' can pose to self-disclosers.     

钻孔灌注桩桩顶混凝土强度不足的预防措施

时钻孔灌注桩桩项砼强度不足这一质量问题进行了分析，找出强度不足的原因，并提出预防措施。     

“文”“法”何必不两立——从《广笑府》的一则笑料说起

中国自古以来法家就有轻视儒士文人甚至视之为蠹的传统。鼓吹评法批儒的时代把是法非文推向了极端。这些都与特定时代的统治权力之争有极大的关联。如今要想打着加强统治权的旗号行褒法贬文之实已无可能,是法非文由思想层面转向了语言形式层面,也就是以法律语言规范文学语言,以至文学语言尤其诗歌语言在某些法律学者的眼里逻辑混乱,语言拉杂,病句连篇,其中刘大生教授的名文《病句走大运——从海子的自杀说起》很有代表性。文学语言与法律语言差异很大,对二者进行辨析有助于消除人们对文学语言尤其诗歌语言的偏见和误解。     

In Defence of the Modernist Project in Education

This paper advocates the concept of critical modernity, in contradistinction to that of postmodernity, in orientating the practice of education. It draws on work in anthropology, and the writings of Giddens and Habermas, in support of a re-vivified project of modernity. It also presents ideas from on-going communication styles research that may give efficacy in education to Habermas's concept of communicative action.