论宋代僧尼的经商活动

经济活动是人类最根本的活动,在经济活动中所表现的人性应当是人性的本质所在。本从现有史料入手,力图对宋代僧尼的经商行为进行细致的分析和研究,并通过这一历史现象来反映自然的人性和人性的自然,即通过经济行为探讨人性的一个侧面。力求真实地理解寺院僧尼和客观地看待他们所从事的经济活动。     

Uncertainty,environmental policy and social learning

This note puts the research project which led to this Special Issue in the context of developments in and around environmental policy over the past two decades, from the perspective of someone closely involved. It links political and institutional problems over sustainable development to the changing role and authority of science in contemporary society, and to the new kind of emphasis on social learning to be found in the papers that follow.     

Relationship between eye movement,learning, and picture complexity

Is the number of eye fixations a reliable external indicator of internal cognitive processes when subjects are unaware that their eye movements are being monitored electronically? In this study involving college students, there was a relationship between posttest scores and the number of eye fixations, and intelligence level of the subject was correlated with eye fixations.     

泰国清迈、清莱佛教建筑文化研究

我们通过考察泰国清迈、清莱佛教建筑文化和资料分析有如下结论：建筑文化是社会文化的集中体现。建筑文化的精神特征是人类社会上层建筑领域内容和层次的表现。泰国的佛教建筑文化集中表达和包含了泰民族的精神世界与泰国的政治体制。泰国的佛教建筑文化之所以取得如此成就，是泰民族在南传佛教浸润下形成的社会意识形态作用于建筑文化模式所产生的结果。同时也反映了泰民族吸收中国、印度、欧洲文化的积极进取态度。中国传统文化与泰国佛教建筑文化有着深远的历史关联。     

Experiential learning,self-beliefs and adult performance in Senegal

Ability to update skills constitutes a key element in the process of improving adults' performance. Professional skills are usually updated through engagement in active learning by connecting prior experiences to new ones and also sharing information with others through reflection and hands-on activities. Such learning processes can be achieved through experiential learning. Experiential learning can lead to creation of retrievable knowledge, which can be applied to their daily professional activity. Results of this study indicated that experiential learning needs to be rooted in the culture and values of the social environment in which adults live. Further, individual characteristics may influence the impact of experiential learning on adult professionals' abilities to reach higher levels of performance. A random sample of 126 farmers was selected. Data were collected through a questionnaire and were examined by quantitative as well as qualitative data analysis techniques.     

远程教育中心学习环境建设与运行

本文就远程教育中心学习环境建设与运行进行了初步的研究,着重探索了学习环境建设的内容与要求及学习环境运行的基本模式,力求对远程教育中心学习环境的建设与运行提供一些参考与借鉴。     

Reflexivity,learning identities and adult basic skills in the United Kingdom

This paper reports on the findings of a small qualitative research project that examined the experiences of a group of adult learners attending a basic skills programme in the English Midlands during the late 1990s. It explores patterns of participation on such programmes and illustrates that early life course experiences can shape changing dispositions towards learning and forms of (dis)engagement from formal provision. The concept of reflexivity is used to help describe the differing contributions that structural and agential processes make to this patterning of engagement with learning. Such an approach is posited as a development of the concepts of learning identity and learning career that have recently been used to understand participation in education.     

Gender differences in formal,non-formal and informal adult learning

At first sight, participation rates in adult learning do not differ strongly between men and women. Further exploration, however, makes clear that differences exist at the level of the type of learning. Men participate more in work-related learning and experience more job-related motives to participate. Women take on the main responsibilities in the home, resulting in less employment in knowledge intensive jobs and fewer opportunities for work-related training. In this paper, we use the Harvard gender analysis framework to gain insight into the differences in adult learning activities between men and women. In the empirical part, we use the Eurostat Adult Education Survey, which provides sex-aggregated data, which are needed to gain insight in the broader activity profile of the population divided by men and women.     

Pulling Up Grassroots: A study of the right-wing "popular" adult environmental education movement in the United States

In the United States many non-government organisations (NGOs) champion progressive political agendas, yet some popular movements are highly conservative. The political right has mobilised effectively in the past two decades on a variety of domestic issues, including the construction of an environmental discourse in reaction to modest environmental gains. Such endeavours, branded as "anti-environmental", have been neglected in serious discussions on popular social movement learning. Few studies explore the educational and activist moments in this "Other environmentalism". This paper, using historical/textual analysis and drawing on experiences of the author, enquires into rightwing natural resource initiatives. It describes and analyses the methods they employ to alter gains made in the progressive environmental movement. Conservatives were found to have both grassroots as well as elite sponsorship and are effective sites of adult learning, resistance, and meaning making. Many elements of this Other environmental discourse seek to change understandings, dispositions, behaviours, attitudes, and knowledge--the adult educational politics and policies--of society.     

Mindfulness,adult learning and therapeutic education: integrating the cognitive and affective domains of learning

Although it has been given qualified approval by a number of philosophers of education, the so‐called ‘therapeutic turn’ in education has been the subject of criticism by several commentators on post‐compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives concerned with enhancing and developing confidence and self‐esteem in learners. After offering some critical observations on these developments, I suggest that there are some educationally justifiable goals underpinning what has been described as a therapeutic turn. Whilst accepting that ‘self‐esteem’ and cognate concepts cannot provide a general end or universal aim of education, the therapeutic function—the affective domain of learning—is more valuable and significant than is generally acknowledged. This claim is justified by an examination of the concept of ‘mindfulness’ which, it is argued, can be an immensely powerful and valuable notion that is integrally connected with the centrally transformative and developmental nature of learning and educational activity at all levels. The incorporation of mindfulness strategies within adult learning programmes may go some way towards re‐connecting the cognitive and affective dimensions of education.     

阿拉伯帝国翻译运动与同时期唐朝佛经翻译运动之背景对比分析

公元8世纪中期到公元10世纪末期,阿拉伯帝国境内掀起了一场关于古希腊、古罗马先进的科学、哲学、医学著作译成阿语的运动。而从公元七世纪到九世纪中叶,中国唐朝也在进行着规模盛大的佛经翻译运动。这两场翻译运动对世界文明的交流与发展做出了重大贡献。从政治需要、政府支持和民众响应三方面对两大翻译运动产生背景的异同进行对比分析,有助于说明两个民族对外来文化的诉求。     

Activist research and organizing: blurring the boundaries,challenging the binaries

This article draws from ongoing research into the practices and processes of activist researchers. It discusses social relations of knowledge production located outside of academia with/in social movement milieus. Focusing on the politics of research in people’s organizations and social movement organizations in the Philippines, it builds on interviews with activist researchers. It argues for a Marxist theory of praxis which insists upon the unity of thought and action, contending that research and organizing in this context are mutually constitutive and that knowledge production in these movements is dialectically related to the material conditions experienced in struggles for social and economic justice.     

Language learning,teaching and educational reform in rural Thailand: an English teacher's perspective

This article discusses English language teaching in Thailand through a biographical case study of a teacher working in a government school in the rural north-east. It explores a particular context of teaching and learning, showing how an individual comes to be a teacher and deals with the day-to-day demands of teaching, as well as reflecting on the place of English in a society where it is a foreign language. The article contends that case studies of this type have the power to illuminate the context of teaching, to enable us to come to a fuller understanding of the demands of being a teacher of English in societies where it is a foreign language, and thus to provide essential data on the realities of teaching in various contexts. This data may then be used to inform centralized programmes to reform English language teaching which at present rarely consult the principal change agents – teachers – prior to their implementation. Curriculum reform programmes in Thailand have been criticized for their lack of impact at the classroom level and the article maintains that, if these programmes are to be effective, they should be based on an understanding of the local contexts of teachers' work.     

Characteristics and differences of lifelong learning policy implementation for the elderly in Thailand

The study examined the process of policy implementation of lifelong learning for the elderly in Thailand, covering four main regions within the country. The study empirically compared inputs, processes, outputs, and outcomes of policy implementation in the north, south, northeast, and central regions of Thailand and captured the rigor of policy implementation. Using qualitative research methodology, the study showed that each region had established a networking model among stakeholders differently, with distinct actors as focal points in promoting the policy. North and south were the two regions where the elderly were most active and had contributed substantially in terms of inputs. They had also steered the process of policy implementation through close collaboration with sub-district administrative offices and the establishment of their respective associations for the elderly. The other two regions depended on support from the central government and regional branch of the office of non-formal and informal education. The sharp contrast between the regions led to the conclusion that the direction and pro-activeness in promoting lifelong learning policy for the elderly people in Thailand yielded different policy outputs and outcomes; that policy outputs and outcomes remained at the discretion of key actors within each locality; and that policy output and outcome were also not completely dependent on the top-down direction provided by the national government.     

Interactive learning and technology in the US science and mathematics reform movement

This article presents an overview of the science/mathematics reform movement in the secondary/elementary schools and higher education institutions of the United States. It describes the research and views of educational practitioners regarding the need for change, as well as the particular changes which appear to be required. Emphasis is placed on the roles of interactive learning and technology in meeting reform goals.
Details of a recently completed curricular innovation project in science and mathematics are provided. Funded by the National Science Foundation, the project brought five faculty in the natural sciences together with a learning theorist at Florida Community College at Jacksonville, a large, multi-campus, public institution. The group developed and taught two basic integrated science/mathematics courses in which cooperative and discovery learning, supported by multimedia technology and distance learning, were major components. Details of results are provided as they relate to meeting the goals of the reform movement.     

试论学习型社会中成人学习环境的创建

学习型社会要求全民确立终身学习的意识,全社会形成浓厚的学习氛围,以促进人的终身发展与完善。为此,要创建良好的学习环境,形成以家庭、社区和跨区域的网络学习环境。     

Traversing the Gap: Concientización,educative-activism in environmental adult education

Although many individual behaviours have changed and a plethora of collective pro-environmental actions are taking place worldwide, environmental problems continue grow. From a framework of environmental adult education, I believe that by continuing to concentrate on behaviour modification and awareness-raising, we ignore the strengths, knowledge and power of people on the streets, as well as the larger structural and ideological problems at the root or environmental destruction. It is crucial that adult educators, those working with the 'public', acknowledge the serious and sometimes fatal risks of taking political action while encouraging the potential of people to make change through critically-focused educational-activist work.     

Lifelong learning through the SkillsFuture movement in Singapore: challenges and prospects

This article examines the promotion of lifelong learning (LLL) in Singapore through a new national initiative known as the SkillsFuture movement. It is argued that the attainment of LLL is confronted with three key challenges, the first being the sociocultural preference for academic rather than vocational education in Singapore. Secondly, there is an absence of a strong local culture that underscores the habits of mind needed for LLL. The final challenge is the dominant ideology of pragmatism that potentially conflicts with the goal of the SkillsFuture movement for individuals to enjoy learning and pursue their passion. The article further recommends a reconceptualisation of the notion of LLL in Singapore by supplementing the skills growth model with the individual development and social learning models. The Singapore example illustrates the difficulties and prospects of advocating LLL due to historical and socialcultural conditions and practices.