Play Disabilities: A Reason for Physical Educators to Rethink the Boundaries of Special Education

Disabilities are commonly conceptualized in dualistic ways—specifically as mental or physical in nature and as located in the self rather than in the “other” or “out there.” In this essay I reflect on the consequences of a more holistic understanding of both handicaps and special education. This new approach, I suggest, would reveal something called a play disability. I review the nature of play before discussing the symptoms of this impairment. I discuss play handicaps on the side of human personality and attitude as well as on the side of the world or would be playgrounds. I speculate on what special education pedagogies for the play disabled might look like, cite the life experience of a handicapped pianist in arguing for the importance of play as a central component of good living, and then conclude with reflections on our unique opportunities and obligations in physical education to address any play deficit disorders we find among our students.     

思想政治教育是素质教育的灵魂

思想政治素质是人的素质的灵魂。在素质教育中，思想政治教育是培养“四有”社会主义事业建设和接班人的方向性保证。思想政治教育要引导学生主动探索问题，追求真理，反省自我，完善人格，为民族的振兴和国家的富强贡献自己的创造力。     

贯彻"新课标"精神,实践语文创新教育

语文教育必须贯彻"新课程标准",适应素质教育的需要.在教学中,以"创新"为灵魂,实施语文创新教育.语文创新教育不仅要体现在知识的传授中,还要落实在听、说、读、写的教学实践中,融会于自主、合作、探究与综合性的学习中,全面提高学生的语文素养,培育学生的创新意识、创新精神、创新能力,激发创新感情,提升创新品格,使之形成良好的个性品质和健全人格,成为创新型人才.     

Losing Our Way: Pragmatism,Perfectionism and Education as Anxiety

I explore in this paper the extent to which Stanley Cavell's contribution to the philosophy of education is measured by his distance from American pragmatism. I wish to argue that pragmatism and what Cavell calls ‘perfectionism’ are simply not offered in the same key and crucially that it is this stylistic or tonal difference that separates Cavell not only from his pragmatist contemporaries but from the pragmatist picture of democracy and education as sketched so compellingly in the work of John Dewey. I suggest, in other words, not only that Cavell is importantly distant from the pragmatists but that it is this very distance—this very ambivalence to that tradition of thought often taken as the native philosophy of America—that captures Cavell's distinctive educational promise.     

师范院校体育教学应为终身体育服务

师范院校体育教学作为国民基础教育的基础与核心,应为终身体育服务,现行的师范院校体育教学观念.课程设置及教材体系等,已不能适应新时期的需要,必须把原来的没有师范性,以体质教育,运动教育为主的体育教育转向终身体育教育.     

灵魂的转向——教育理念

按照柏拉图的理念,教育在于灵魂的转向。教育要使人的灵魂,从我们的眼睛看到的感觉世界,进入一个用灵魂的眼睛才能看到的至善至美的理念世界。否则,沉迷于感觉世界的人,就像习惯于在洞穴中生活的囚徒一样,走到洞穴上面的世界,反而觉得是痛苦的,仍然想逃回到洞穴中去。教育家是走出洞穴的人,要把洞穴里的囚徒解救出来,使他们的灵魂看到善。当下,我们应该建立这样的教育理念:"人"与"民主","人"与"民主"就是这个时代的善。     

发挥“四史”教育铸魂育人功能

“四史”教育蕴含着丰富的文化价值,对塑造学生正确的历史观,抵御历史虚无主义,激发爱国情怀有着积极的推动作用。开展“四史”教育,打造“五个一”工程,建立一支红色宣讲团、举办一场党史绘画展、开启一项红色轻骑兵走基层活动、塑造一种融入红色精神的专业志愿服务精神、打造一项传承红色基因的社会实践新品牌,为学生点亮信仰之光,照亮前行之路。     

成人:大学教育之道

人只有通过教育才能成为人,成人是大学教育的根本目的,大学要使人不断地成为人,成为全人.但是大学之成人还面临着很多困境,教育的迷失正导致人的异化和缺席,由此学生也就难以成"人".     

Materialist Pragmatism and Sociology of Education

Some problems in recent sociology of education, such as those associated with epistemological and cultural relativism, are traced to foundationalisl and dualist epistemologies. These problems are avoided by a materialist epistemology which is holist, rejecting the idea of foundations for knowledge, and monist in asserting but one kind of object of knowledge—the physical. Recent interpretivist and marxist views are unable to specify grounds for rational theory‐comparison, e.g. with positivism. The proposed epistemology, materialist pragmatism, includes a methodology, based on “touchstone theory”, enabling rational debate and avoiding a vicious relativism. Once we reject the material/non‐material and related dualisms (especially natural science/social science) it can be argued that qualitative research methods, such as ethnography, are epistemologically more basic than quantitative methods.     

实用主义教育哲学与成人教育主张略述

19世纪末20世纪初在美国教育界兴起的以实用主义哲学为理论基础的实用主义教育观推动着美国成人教育运动;本文试图从对实用主义教育基本特征说起并进一步用其指导我国成人教育的理论研究与实践。     

师范院校体育教学应为终身体育服务

师范院校体育教学作为国民基础教育的基础与核心,应为终身体育服务,现行的师范院校体育教学观念。课程设置及教材体系等,已不能适应新时期的需要,必须把原来的没有师范性,以体质教育,运动教育为主的体育教育转向终身体育教育。     

Feeling Heard: Inclusive Education,Transformative Learning,and Productive Struggle

Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a quality education for all. Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy of transformative learning, in particular John Dewey and phenomenology, to further the discussion on these two questions. The authors argue that teacher–learner relationships, of a particular kind, are necessary for fostering environments wherein all learners have access to quality educational experiences associated with productive struggle as an indispensable aspect of transformative learning processes. They define such relationships as “educational relationships that support students to feel heard.” In developing their argument, the authors first analyze the concept of productive struggle, an aspect of learning increasingly recognized in research and policy as an indicator of quality education. Second, they discuss three necessary, though not sufficient, conditions for the teacher to cultivate educational relationships that support students to feel heard. Third, they draw out connections between environments that support feeling heard and those that support productive struggle, and they discuss teachers' challenges and risk-taking in creating such environments. The authors close with a discussion of implications for international policy, practice, and research.     

思想政治教育是素质教育的灵魂

素质教育的实施体现了以人为本的教育理念。思想政治教育的功能是促进大学生政治素质、思想素质和道德素质的提高。思想政治素质是最重要的素质，思想政治教育是素质教育的重要内容。我们要抓住思想政治教育这个灵魂，把它作为素质教育工程的重中之重来对待，真抓实抓，注重实效，又要自觉地把思想政治教育这个核心内容融入素质教育系统工程的各个环节、过程与要素之中，使之与素质教育系统的各个要素环节有机结合，融为一体，相互促进，协同运作，共同营造出良好的育人环境，达到培养和造就人才、服务社会的目的。     

Huelga Schools in Houston: Community-Based Education in the Struggle for Legal Recognition, 1970

This essay provides an overview of the huelga schools established in Houston, Texas, in 1970. For 2 years, from 1970 to 1972, the Mexican American community opposed the Houston Independent School District’s plan to integrate the schools by pairing so-called White Mexican Americans with African American students. While they protested this decision, Mexican Americans also established huelga or strike schools in order to provide their children with basic skills in education and to explain the meaning and significance of their political actions. This is the history of the huelga schools established in the 1st months of this struggle.     

试论健康教育的意义、目的、任务和原则

健康教育具有独特的意义、目的、任务和原则.健康教育是实现人人健康的重要战略举措;是投入少、产出多的保健措施;是解决青少年健康问题的有效途径.     

教育:灵魂转向还是技术培训——兼谈自由教育观念下的文科教育

古今教育发生的一个核心转换是从"灵魂转向的技艺"到专门化的"技术培训",这种转换具体体现为教育在社会功能、目的基础及内容上所发生的变化。施特劳斯认为,大众文化平庸化的侵蚀,特别期待自由教育提供人性的卓越,自由教育的成品是一个有文化的人,它的重要前提是老师首先接近大师。文科教育必须在关注人的灵魂、注重阅读、倾注耐心和开放的格局下才能求解当代文科生的窘境。     

精神追求:儿童艺术教育的必然走向

在儿童艺术教育中,人们往往过多关注儿童艺术技能的获得,有意无意地忽视艺术教育活动中儿童的精神追求.如何在精神层面思索儿童艺术教育的真谛,是广大儿童艺术教育者无法回避的课题.教师要在儿童艺术教育活动中自然、随机地激发儿童与艺术对话的渴望,在对话中不断提升儿童的艺术感受力、创造力,最终实现儿童艺术教育的精神追求.