Suggested graduating exercises for an agricultural high school

In this article, we discuss the development of a new higher education phenomena within the United States-tribal colleges and universities (TCUs). The article highlights how these institutions have dramatically changed the higher education realm for American Indians and Alaska Natives in just the short time span of 30 years. A historical overview of TCUs portrays the growth of the TCU movement from previous externally imposed Indian education efforts that failed to meet the needs of students. Selected institutional portraits demonstrate the intersections between culture and community as tribal communities create and control their own institutions of higher education. These intersections are further illuminated through examination of broad TCU curricular functions. Successes and challenges experienced by Native teacher preparation programs nationally, as well as a case study of curriculum development for a specific Native teacher preparation program, provide further insight into how community members identify their own educational needs and develop programs that are specifically tailored to meet those needs. The article concludes that TCUs are promoting a new mindset that is leading to renewed economic, social, political, cultural, and spiritual vitality through education. As a consequence, American Indian people are hopeful about regaining their greatness in America with TCUs leading the way.     

酒文化之中西对比

酒在人类的日常交往中发挥着重要的作用,在人类文化的历史长河中,酒不仅仅是作为一种物质而存在,更是一种文化象征。中西方不同的文化背景,使中西方的酒文化亦呈现出不同的特征。了解和掌握中西方在酒史、酒器、酒礼及酒德等文化方面的不同,有助于人们从更深层次了解不同文化,更好地进行跨文化交流。     

近年来水西文化研究述评

水西文化,泛指乌江上游鸭池河以西一带发展起来的彝族文化。目前,学术界对水西文化的研究方兴未艾,在各研究领域都取得了长足的进步。但在新的时代背景下,水西文化研究的繁荣发展仍需进行多方面的努力,因此,我们认为应强化研究团队建设,重点培养科研人员掌握彝文字的能力,注重应用型研究,加强宣传力度,打造好龙头文化品牌,提升水西文化的知名度,助力水西地区的腾飞。     

原型性再生产：社会变迁下的彝族传统文化传承——以昙华十八月历为例

文化具有非常灵活的传承性和适应性,文化与实践在历史中的结合促使文化内涵与功能重新生产。人们依据对文化秩序的既有理解来组织自己的行动计划,并赋予其行动目标以意义。通过原型性再生产,昙华彝族十八月历从记忆符号变为现实象征,并因自身的物化表达演绎着不同的功能和形态。     

从象征人类学的视角解析贵州盘县淤泥乡彝族丧葬仪式

彝族丧葬活动由不同的仪式程序和符号体系构成,是了解彝族文化的一个重要侧面.贵州盘县淤泥乡彝族的丧葬仪式,凭借一系列的符号体系和文化事项,折射出彝族的文化、彝族丧葬仪式的内涵以及活动对人们的心理暗示.因此,通过对盘县淤泥乡彝族丧葬仪式的定点调查,以象征人类学的方法解析各种文化事项和符号系统,可以对彝族文化有更直观的认知和了解.     

杏花村历史文化内涵的独特性及其不可复制性

作为村落文化的杏花村历史文化,具有鲜明的独有性和强烈的排他性,强烈地表现在其文化内涵的每一方面。文章通过对杏花村文化内涵的分析,对其历史文化的独有性和排他性作了较为具体的论述,从而论证了杏花村历史文化的不可复制性。     

Accounting for Native/non‐Native differences in IQ scores

Verbal and Performance WISC‐R subscale scores were collected from 691 Native and 234 non‐Native children in Grades 2 and 4. Samples were drawn from each of four sites in North America: Northern Woodlands, Plains, Northwest coast, and Southwest Desert. Native children had substantially lower IQ scores than non‐Native, the difference especially pronounced for the Verbal subscale. Biopsychosocial variables including maternal and child health, socioeconomic status, parental attitudes toward school and toward cultural separation, and children's English‐language skills accounted for 67% of the Native/non‐Native difference on the Performance subscale and 57% of the Verbal subscale score difference. Implications for understanding Native/non‐Native IQ score differences and for interventions to promote Native children's academic success are discussed. © 2000 John Wiley & Sons, Inc.     

跨文化交际中的中西方时间观念差异对比

文化气象万千,无所不在。作为非语言交际的重要方面,时间信息的传递也具有深刻的文化内涵。不同的文化塑造了人们不同的时间观念。由于中西方文化在哲学观、历史背景、社会模式等诸多方面千差万别,其对时间的观念和态度也存在着很大差异,从而产生了不同的时间取向模式。如何对待时间以及如何使用时间,在很大程度上影响了中西方文化之间进行的跨文化交际效果。通过对比分析导致中西方时间观念差异的文化因素,进而更深层次地理解和把握中西文化各自的时间取向,提高跨文化交际的有效性。     

Inferentialism at Work: The Significance of Social Epistemology in Theorising Education

In connecting educational theory to a neo‐pragmatist social epistemology, we set out to understand education as knowledge practices that yield ‘the cultural world again’ by retelling culture or by making explicit what is implicit in culture. Recent trends in German educational studies towards holistic understanding of education demonstrate that such a holistic, non‐representationalist framework is deliberately placed outside the traditional procedure of merely applying knowledge gained in the so‐called foundational disciplines such as philosophy, sociology or psychology to the field of education. By constructively relating Brandom's non‐representational inferentialism to a re‐reading of Mollenhauer's distinction of the presentation and representation of culture in and through education, we try to show that Brandom's philosophy can also be used to point out an inferentialism that is already at work in educational theory. Together, this strengthens a social theoretic account of education that explores how to conceptualise the role of knowledge in educational processes in terms of a holistic epistemology.     

彝族服饰视觉造型的符号学浅析

云南彝族服饰主题意象的视觉造型,作为少数民族文化的一种形式载体和符号,对于我们了解该民族的文化心理和审美特征以及彝族的生存方式及历史文化有着重要的意义。通过对云南彝族服饰主题意象视觉造型的符号学层面,包括对服饰主题意象视觉造型的色彩和造型语言等方面进行分析探讨,理解其独特的文化内涵,可以对现代服装设计具有一定的作用。     

旨切理赡,思洽识卓--评韩林《武则天形象的文化建构及阐释》

当前关于武则天的研究主要集中于史学,从文学文化的角度关注的不多。韩林的《武则天形象的文化建构及阐释》分析了武则天形象从政治符号、消费符号到文化符号的建构与演变过程,剖析了武则天形象对民族文化、民族心理、民族性格所起到的巨大作用。具有独辟蹊径,不落窠臼;治学严谨,一丝不苟;视野开阔,融汇贯通的特点。该书既具有一定的科研价值又具有较强的可读性,是一部不可多得的佳作。     

Race and popular cinema: The rhetorical strategies of whiteness in city of joy

This essay analyzes the hegemonic representations of whiteness in contemporary Hollywood cinema. By specifically focusing on the 1992 Hollywood film City of Joy, this essay examines the rhetorical strategies through which whiteness is enacted in popular culture in relation to non‐white “natives” of the “third world.” The essay also illustrates the rhetorical intersections between whiteness and gender. A central argument of this essay is that an understanding of the politics through which non‐white groups are culturally marginalized simultaneously requires an examination of the politics through which whites are centered and legitimized in cultural practices.     

浅析侗族风雨桥文化

风雨桥作为侗族文化的标志之一,有其深厚的文化底蕴。从风雨桥的点点滴滴去了解侗族文化的深层内涵,如风雨桥的特色与传说、风雨桥的历史积淀、风雨桥的文化意义等。只有充分地了解侗族文化,才能很好地运用其传统来加快现代化建设步伐。     

Indigenous Political Difference,Colonial Perspectives and the Challenge of Diplomatic Relations: Toward a Decolonial Diplomacy in Multicultural Educational Theory

This article considers how diplomacy can be refined and amplified within the field of multicultural education. Focusing on Native American peoples in particular, I argue that the multiculturalist emphasis on cultural diplomacy overlooks the political difference of First Nations peoples. In contrast to a multiculturalist cultural diplomacy, the article develops diplomacy according to a decolonial framework that seeks to dismantle colonial perspectives of Native American political difference. Drawing upon theorists and historians of diplomacy, as well as Indigenous and decolonial writers, the article seeks to provide the terms through which teacher identifications as decolonial diplomats can be fostered toward Native Americans.     

Finding Educational Insights in Psychoanalytic Theory with Marcuse and Adorno

This article seeks to clarify the potential that Herbert Marcuse's and Theodor W. Adorno's psychoanalytic accounts may have with respect to the philosophy of education today. Marcuse and Adorno both share the view that psychoanalytic theory enables a deeper understanding of the social and biological dynamics of consciousness. For both thinkers, psychoanalytic theory provides conceptual tools for thinking through contradictions between the needs of an individual and those of the governing entity. In fleshing this out, I first explore Marcuse's radical account of sublimation which seeks to demonstrate how the revision of instinctual energy makes it possible to establish a subjectivity which utilises the human potentiality to its fullest. I then turn to Adorno who emphasises the importance of understanding that exterior conditions transform our instinctual energies. After recapitulating Adorno's conception of natural, instinctual impulses and his use of psychoanalytic theory, I will explore the possibility of a critical rationality through a critique of rationality's current mode. From the perspective of Adorno's and Marcuse's theories, both rationality and sensuous desire play their respective roles in enabling critical rationality. In conclusion, the article reflects the different advantage points of Marcuse's and Adorno's accounts from the perspective of philosophy of education. Thus, education should provide individuals with the ability to recognise the subtle and invisible ways through which the calculating mode of rationality operates in late‐capitalist society. Regarding education, Adorno's conception of non‐identity could be developed in the direction of promoting ways of experiencing non‐conformity within such a society.     

我国文化软实力建设现状及提高路径

十八大报告中提出,要"提高国家文化软实力,发挥文化引领风尚、教育人民、服务社会、推动发展的作用。"这标志着我们党对文化建设的认识达到了一个新境界。文化是国家实力的象征和体现。一个民族的复兴,必须有文化的复兴作支撑。增强文化软实力是建设文化强国的有力抓手。     

大学英语教学与文化背景知识的传授

在当今的外语教学中,联系文化学习语言这一命题,已被人们普遍接受。缺乏对 英美文化背景知识的了解会经常导致英语学习中文化干扰,文化休克的现象发生。因此,教师应把文化背景知识的传授当作英语教学的有机部分予以重视。鉴于非英语专业学生西方文化基础薄弱,课时少这一特点,大学英语教学的文化讲授应遵循实用性原则,针对教材出现的具体的文化现象随语随文加以诠释,帮助学生尽快获得一种跨文化意识,提高他们对英美原文的理解力。     

The Influences of Culture on Learning and Assessment Among Native American Students

The purpose of this article is to raise issues concerning the influences of culture on assessments of Native American students. The nature and extent of the problem is portrayed by citing information from national data sources on the achievement of Native American students. Cultural aspects of assessment and principles of assessment are discussed, using personal experiences to encourage others to reflect on cultural aspects of assessment. The article ends with the argument that there is much to learn about assessing Native American and other minority students, taking into account the external influences of culture, environment, attitudes, context, and perspectives.     

浅论鄂西土家族饮食文化的象征意蕴——以春节饮食民俗为例

文章以鄂西土家族春节期间的饮食文化为核心,从对土家族饮食文化的概况和形成因素出发,对春节特色食物进行归类,进一步阐明食物作为特殊民俗符号在特定时间点上的象征意义。从土家族大年三十团年饭上的祭祀仪式、进食仪式和饮食禁忌三个方面进行探究,食物通过自己特定的表达方式完成象征意蕴的表达,强调饮食民俗的文化功能,健康优秀的饮食文化应该得到保留和发扬。     

Seeking excellence for the land of paradise: Integrating cultural information into an environmental education program in a rural Hawai’ian community

The purpose of this case study was to: (1) assess whether a group of 12 students from a rural Hawai’ian community acquired local environmental knowledge through a place-based environmental education program, and (2) determine how integration of cultural information into this program affected participants’ views about their natural world. A tertiary objective was to develop and test a methodological approach for evaluating youth environmental education programs. Findings revealed a tripartite foundation of novel experiences, mentorship through social connections and learning about nature through a cultural lens facilitated a deeper understanding of nature and culture. Additionally, the mix of qualitative techniques effectively facilitated an in-depth understanding of program impacts on participants’ views toward the local environment.