从民族认同到国家认同：少数民族地区大学生社会主义核心价值体系教育探析

少数民族大学生来自于少数民族聚居地区,是少数民族地区的优秀分子。如何对少数民族大学生进行社会主义核心价值体系教育,不仅关系少数民族地区经济发展和少数民族大学生健康成长,更关系到维护民族团结和祖国的长治久安。本文以“民族认同”到“国家认同”的视角对少数民族大学生核心价值体系教育进行探讨。     

浅议少数民族教育权的保护

笔者将少数民族教育权的实施情况作为特别关注的对象,通过对内蒙古自治区少数民族教育实施情况的考察,探讨少数民族教育权这一特殊的法律权利问题,并对少数民族教育权实施中存在的问题和原因做出分析,指出少数民族教育权有效实施的重大社会意义,最终对保障少数民族教育权的有效实施提出法律对策。     

试论中国少数民族教育现代化的建设

少数民族教育现代化问题是我国教育走向现代化中的一个重要组成部分,加快少数民族教育发展,提高少数民族的教育水平,从而改善少数民族的生活,是构建和谐社会的重要举措。研究现代化与教育现代化为加深民族教育的理解与研究提供了理论基础,我们应当在此基础上对少数民族教育现代化问题有一个新的认识。当前我国正加大对少数民族教育的管理和支持力度,大力发展少数民族教育事业,培养大批少数民族发展所需要的人才,努力促进我国少数民族教育现代化。     

云南少数民族女性的教育和发展

本文在对云南少数民族教育现状调查的基础上,通过对云南少数民族女性受教育状况的分析,探讨在社会转型期,制约云南少数民族妇女接受教育的原因,从而提出转变和提高少数民族女性接受教育的对策,以利于真正促进少数民族女性教育的发展。     

少数民族受教育权的基础理论探析

少数民族受教育权是少数民族人权的重要组成部分。目前对少数民族受教育权的理论研究较为薄弱,国内和国际立法也不完善。本文试图对少数民族受教育权的概念、性质、内容等基础理论进行初步分析,以期对少数民族受教育权的理论深化和立法完善提供参考。     

少数民族教育政策影响少数民族大学生国家认同的实证研究

少数民族大学生在培育人才、争取人心、维护稳定、引领风尚上发挥不可替代作用。本研究在对2 073名南疆少数民族大学生国家认同调查的基础上,考察了少数民族教育政策与少数民族大学生国家认同的关系。基于上述关系,提出要加强少数民族教育政策对影响少数民族大学生国家认同的建议。     

对少数民族学生进行英语教学的几点思考

对少数民族学生进行英语教学,一要把握少数民族学生学习英语的心理特点;二要突出对少数民族学生进行英语教学的特点。只有这样,才能激发少数民族学生学习英语的兴趣,调动他们学习英语的积极性。     

西北地区少数民族女性教育及社会化发展研究

西北地区少数民族整体素质的培养与提高影响到西北地区综合素质的提高,而西北地区少数民族女性受教育的状况影响到少数民族自身整体素质的提高,也影响到对少数民族下一代的教育。制约西北地区少数民族女性发展的主要因素有:自然条件的影响,社会经济形态、政治形态的历史影响,少数民族封闭心理的制约,女性自卑心理的影响。对西北地区少数民族女性社会化发展的问题进行思考,从深层次上对西北地区少数民族女性的教育及社会化发展进行探讨,具有现实意义。     

论少数民族文化的保护

长期以来,我们在推动少数民族地区经济和社会事业发展的过程中,往往把民族发展看作仅仅是民族经济的繁荣,而对少数民族的文化建设重视不够。对于民族地区而言,民族地区要繁荣,少数民族的文化建设应该被重视。本文从少数民族文化的概念谈起,对保护少数民族文化的重要意义进行了详细论述,通过对保护少数民族文化重要性的分析,结合理论和实践,就如何保护少数民族文化提出了一些不成熟的应对策略,仅供参考。     

“大统战”视野下桂西南高校少数民族学生工作创新路径探究

随着国家少数民族政策红利和高校扩招,越来越多的少数民族学生进入高校进行学习生活,这对高校统战工作提出更高要求。在"大统战"视野下,分析桂西南高校少数民族学生的特点,结合高校少数民族学生工作中存在的问题,对桂西南高校少数民族学生工作创新路径进行探究,得出高校应重视少数民族学生统战工作,少数民族学生工作形成联动机制,强化对辅导员、少数民族学生骨干的理论培养,以生为本改进工作方式,加强民族文化校园行,构建和谐校园等结论。     

论罗蒂协同性实用主义的反哲学本性

理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。     

Reviews

Buckingham, David Moving Images: Understanding Children's Emotional Responses to Television
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education     

Nanotechnology and Nanoscale Science: Educational challenges

Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.     

哈萨克民族图案纹样解析

哈萨克人的日常生活用品地毯、衣饰、家具、器皿、乐器、马饰等物品上都绘有不同的图案纹样。图案纹样艺术在本质上是一种人的意志和精神的物化。古老的哈萨克民族图案纹样艺术的审美心理结构和纹样形式的形成有赖于历史的生成与积淀,印记、装潢、文字、宗教以及生活方式等成为形成哈萨克图案纹样艺术样式的主要因素。     

Empowering Dialogues in Humanistic Education

Abstract

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives.     

Remembering Smithells: Past,Present, Future

In this article, I analyze a set of narratives about, and memorials to, Philip Ashton Smithells, the founder of physical education in New Zealand and a pantheon figure within the discipline. Rather than analyzing these narratives and memorials as stories and artifacts that accurately reconstruct Smithells and his ideas and practices, I conceptualize them as choices that create representations or interpretations that are independent of the truth. I also conceptualize the memorials to Smithells, which include a building, painting, photograph, lecture, and scholarship, as triggers for personal and collective memories. But neither narratives nor memorials can guarantee what individuals or communities remember and, in this sense, history, as representations of the past, is always fluid. Notions of choice and representation may unsettle those who regard history as synonymous with facts and truths and who seek the clarity of a definitive past. However, conceptualizing history as representations reminds us that our understanding of physical education, its origins and its founders, will continually shift with new reflections and as fresh ideas emerge, material conditions change, and events unfold.     

Pathways to reading,mathematics, and science: Examining domain-general correlates in young Chinese children

Early competencies in reading, mathematics, and science are associated with later school achievement and adulthood socioeconomic status. This cross-sectional study examined how fundamental domain-general capacities, including language, spatial, and self-regulatory skills, together relate to competencies in reading, mathematics, and science in young Chinese children. A total of 584 Chinese children aged approximately six years were tested individually on their language (receptive vocabulary), spatial (spatial perception, spatial visualization, and mental rotation), and self-regulation (behavioral regulation and working memory) skills, as well as their academic competencies in reading, mathematics, and science. The results showed that vocabulary, spatial, and self-regulatory skills were all associated with Chinese reading, mathematics, and life sciences, whereas only vocabulary was related to earth and physical sciences. The relation between vocabulary and formal mathematics and that between mental rotation and life sciences were found to be stronger in boys than in girls. The findings suggest that foundational domain-general skills may provide the building blocks for children’s academic competencies.     

文学的当下境遇与未来命运

当下文学的贫血突出表现为它的包装化与炒作化、表演化与矫情化、泛美化与生活化。这在很大程度上反映了当下文学内部存在的历史理性与价值理性的矛盾、科技理性与价值理性的矛盾、世俗生存与精神承担的矛盾。欲拯救当下文学 ,须张扬生命精神 ,保持思的张力 ,怀有一颗童心。     

论关涉人生幸福的教育

幸福是人所追求的生存状态与存在方式,现代意义上的幸福就是一种生活得更好的能力。教育作为一种特殊的生活方式,既要使生活于其中的人感受到幸福,亦要使人获得一种活得更好的能力。因而,幸福是教育的应然追求,关涉人生幸福的教育应超越知识而面对生活与意义,应超越设计而面对境遇与传统,应超越塑造而走向对话式生成,应超越实体而让师生在交往关系中共享幸福,应超越裁定而面向学生的发展。     

Phytate： impact on environment and human nutrition. A challenge for molecular breeding

Phytic acid (PA) is the primary storage compound of phosphorus in seeds accounting for up to 80% of the total seed phosphorus and contributing as much as 1.5% to the seed dry weight. The negatively charged phosphate in PA strongly binds to metallic cations of Ca, Fe, K, Mg, Mn and Zn making them insoluble and thus unavailable as nutritional factors. Phytate mainly accumulates in protein storage vacuoles as globoids, predominantly located in the aleurone layer (wheat, barley and rice) or in the embryo (maize). During germination, phytate is hydrolysed by endogenous phytase(s) and other phosphatases to release phosphate, inositol and micronutrients to support the emerging seedling. PA and its derivatives are also implicated in RNA export, DNA repair, signalling, endocytosis and cell vesicular trafficking. Our recent studies on purification of phytate globoids, their mineral composition and dephytinization by wheat phytase will be discussed. Biochemical data for purified and characterized phytases isolated from more than 23 plant species are presented, the dephosphorylation pathways of phytic acid by different classes of phytases are compared, and the application of phytase in food and feed is discussed. Project supported by the Danish Agency for Science, Technology and Innovation, Copenhagen, Denmark and HarvestPlus