试论教育是对人的发展的干预

教育的一般涵义在于人的改变，而人的改变是人的内、外部世界之间的相互转化。发展是人的内部因素，教育是人的外部因素，教育最后成为对人的发展的干预；教育过程和教育结果并不必然是积极的，因为发展与教育都是由一系列的矛盾范畴组成。笔者提出人的发展有五对矛盾范畴：发展-异化，内化-外化，生长-预设， 解构-建构，人-人的意义；制度化的教育本身就是对人的异化，只有艺术才能协调人的发展的矛盾，故对教育要进行艺术定位。     

THE EXPANSION OF EDUCATION IN EASTERN EUROPE: A REGIONAL VIEW

The higher education systems in the countries of eastern and central Europe are still in a period of stagnation. A period of rapid growth is expected, similar to that of the 1960's in the western part of Europe, to begin around the turn of the millenium. Because of the similarities of its middle classes, Subregion A (territories with traditional state education) might adopt a massification scenario even in the face of financial restrictions. The higher education of Subregion D (territories with non‐state education) might follow an élitist scenario in the course of higher education development according to which the autonomy of institutions and the privatization of systems would become major political issues.     

THE PEDAGOGY OF THE TRANSFORMATION: ECONOMICS EDUCATION IN CENTRAL AND EASTERN EUROPE

This article presents a critical analysis of economics education in central’ and eastern Europe since the 1989 revolutions. The infusión of Western economics teachers and literature, while introducing a new perspective to central and eastern Europe, has also created problems. These problems stem from the narrow perspective and belief in the universal validity of orthodox economic theory held by these teachers and their failure to teach any other perspective. The author advocates a different type of economics education for central and eastern Europe. It includes a broader focus on societal problems and the integration of economic history, comparative economics, economic development, and history of economic thought into economics curricula. Finally, the author recommends that economics education be focussed on giving students a perspective with which to develop their own alternative policies for their respective nations, teaching them that there is more than one economics paradigm and that there are multiple alternative transformation paths.     

国家-社会视角下的农村基础教育发展:教育政治学分析

本文从国家—社会的视角剖析了农村基础教育百年来的发展过程,集中探讨了近些年农村社会发生的若干重大过程,如税费改革中县乡财政关系的调整、农村中小学布局调整中利益格局的变化及私立教育兴起等对农村基础教育的发展及其治理结构的影响,描述了农村基础教育发展的不同阶段国家与社会关系的变化,着重分析了这些过程中政府之间以及政府、学校与民众之间围绕教育治理所发生的互动关系,指出了农村基础教育发展的某些新动向。     

THE INTERNATIONALIZATION OF HIGHER EDUCATION: A POINT OF VIEW FROM A DEVELOPING COUNTRY

This article takes a close analytical look at the internationalization of higher education, asking penetrating questions with regard to its basis, its forms, and its results. The author is particularly concerned with problems of asymmetry with regard to the educational links, particularly at higher education level, between the developed western democracies and the developing countries. Going beyond the question of brain drain, the article probes the problem of the alienation of third world academics trained in the higher education institutions of developed countries. While on the balance the author praises the results of the internationalization of higher education and, at any rate, recognizes that it is here to stay, he cautions all those involved in it be aware of who in fact gains and who loses as a result of it.     

中国传统生育观的形成及其转变——一个博弈论的分析框架

传统的生育观是在封建的、封闭的、自给自足的自然经济基础上形成的,是人们在争夺稀缺资源的博弈中逐渐形成的共同知识。要转变生育观,必须改变它存在的物质基础,通过改变人们进行生育决策时面对的约束条件和目标函数,最终改变生育决策。因此,要改变中国传统生育观,就必须加快城市化进程,建立完善的社会保障体系。     

全球教育治理-鸟瞰国际组织在世界教育发展中的作用

全球教育治理已见端倪。国际组织对世界教育产生了重大影响,主要体现在重视人力资本、倡导教育平等、发动全民教育、开展国际评估、统一大学学制、构建学习化社会等几个方面。各个国家应当关注国际组织在教育发展上的政策优先点.作为制定本国教育政策的参照,并努力建设独具特色的教育系统和政策体系,由此奠定国际教育治理的"和而不同"。     

QUALITY IN HIGHER EDUCATION FROM AN INTERNATIONAL POINT OF VIEW: THE ROLE OF UNESCO

Although admittedly quality is very hard to define, UNESCO, particularly its European Centre for Higher Education and its Division of Higher Education, have undertaken a number of actions to further quality in higher education. Thus CEPES created EGAA (European Group on Academic Assessment) and the Division of Higher Education stressed the questions of quality in higher education in a recently prepared UNESCO draft policy paper. A strong component of the UNESCO UNITWIN and UNESCO Chairs Programme is directed at improving the quality of universities and university programmes in developing countries. The effort in favour of quality thus dovetails into other policies and actions of UNESCO, such as those in favour of the development of Centres of Excellence in the academic world. Yet quality improvement should not mean the imposition of one university model throughout the world but drawing upon what is best in local customs and indigenous culture.

     

论教育改革方案的可接受性与可行性:公共选择的观点

教育改革已成共识 ,但是 ,困难在于人们如何选择和实施什么样的方案。本文从公共选择理论出发 ,认为教育改革的方案设计不仅必须反映现代教育理念、理论 ,作为一种现实政策 ,还必须充分考虑利益调整与冲突所带来的方案可接受性问题 ,以及方案实施所需要的条件是否充分的可行性问题。只有经受住了可接受性与可行性的拷问 ,一项教育改革方案才会有生命力 ,才有可能取得成功。     

论教育理论发展的时代特点-教育学概念体系的创新与转型

教育学理论的发展有两种基本形态 ,一种是累积性的发展 ,一种是转型性的发展。它们是由社会发展和现实的教育发展所决定的。当前中国教育学理论的发展已经具有了转型和创新的特点。它表现在一系列的基本概念、重要范畴及基本理论的变化中 ,而且这种创新和转型与其他国家和地区教育学理论的转型也是一致的。同时 ,这种教育学理论的转型与创新对于教育实践和改革的创新和发展 ,具有提供合法性根据和指导的意义。但是 ,这种创新和转型也是比较困难的     

教育经济学的发展:关注人力资源的全面开发和能力构建--中国教育与人力资源发展高级国际研讨会评述

2004年8月26日至27日,由北京大学教育学院、教育经济研究所主办的"中国教育与人力资源发展高级国际研讨会"在北京大学英杰交流中心隆重召开.来自美国哥伦比亚大学、德国卡塞尔大学、日本东京大学、加拿大多伦多大学、以色列巴以拉大学、印度国家教育规划和管理研究院、世界银行、福特基金会、中国教育部、中国教育电视台、国家教育发展研究中心、上海教科院、中国社科院、中国科学院、北京大学、清华大学、北京师范大学、香港中文大学、华中科技大学、西安交通大学和西南师范大学等国内外专家学者参加了会议,与北京大学教育学院、教育经济研究所的师生们济济一堂,对中国未来教育与人力资源的发展进行了广泛而深入的探讨.     

大连市职业高中(中专)教师继续教育思考

从大连市职业高中 (中专 )机电类专业教师队伍现状出发 ,对继续教育培训内容、模式等进行探讨。     

生态哲学维度：环境教育与人的生态意识之提升

生态意识是生态存在的反映。生态意识的高低是衡量现代社会进步和民族文明程度的重要标志。环境教育是增强中华民族生态意识,落实环境保护基本国策和实施可持续发展战略不可或缺的有机构成。生态意识具有协调人的自然属性与社会属性的双重性,渗透人的思维方式与实践方式的双向性,辐射人的环境保护与发展能量的双效性等时代特征。通过环境教育,有效提升人们的生态意识和生态素质,对于坚持以人为本,贯彻全面、协调和可持续的科学发展观,构建社会主义和谐社会,均具有重大的意义。     

EQUIVALENCE IN HIGHER EDUCATION ‐‐ A VIEW FROM THE FEDERAL REPUBLIC OF GERMANY

The authors of this article make a plea for the rationalization and the streamlining of the procedures for granting recognition of foreign diplomas and studies and for obtaining rulings as to their equivalence. The removal of the remaining economic barriers among the countries of the European Community at the end of 1992 is bound to stimulate the mobility of students, graduates, and job seekers, many of whom already, on an individual basis, think of themselves as members of an international community. What is needed, in addition to a strong commitment to the very ideas of mobility, equivalence, and recognition of diplomas as well as efficient means for making decisions on these questions, is goodwill, increased flexibility, and easy access to accurate and up‐to‐date information for both seekers and granters. Also, professional licensing procedures for foreign workers will need to be liberalized.     

体育教学如何实现被动学习向主动学习的转变

由于体育教学改革的滞后,使许多体育课上学生依然处于被动学习的状态,这影响了体育课的效率,影响了新时期教育目标的实现,必须进行改革。变被动学习为主动学习是体育教学改革的核心,要实现这项目标,必须对体育教学进行全面系统的变革。