An Empirical Study of Geahigan's Inquiry Model in Learning Art at Senior Secondary School Level

The philosophical foundation for teaching art criticism in schools has been dominated by formalist and expressionist aesthetics, while from a practical point of view it has been influenced by art criticism models that emphasise observation and linguistic practices. Instead of asking students to observe an artwork and make verbal or written statements, George Geahigan proposed an inquiry‐based art criticism learning model that engages students in personal response, research, and aesthetic concept and perceptual skill acquisition activities. Using inquiry‐based art criticism as a foundation for curriculum development and connecting the model to authentic situations in schools, the present study investigated the effectiveness of the model on student learning. Fifteen secondary school teachers were invited to participate. Eight teachers taught the experimental group (n=85) with inquiry‐based curriculum plans and the other seven teachers taught the control group (n=82) with their own school curriculum plans. Students of both groups were asked to write an art criticism essay before and after the implementation of the curriculum plans. The results demonstrated that the overall improvement of the experimental group after one academic year was significantly greater than that of the control group. This article reports on the theoretical framework, methodology and results of the study. It was found that the inquiry‐based approach was a successful strategy in improving students’ skills in analysing, judging and using aesthetic and contextual knowledge in art criticism writing. The discussion focuses on the improvements that were made in the art criticism essays of the experimental group.     

李长之的书评及其理论和风格

李长之是中国现当代文学批评家中致力于书评最勤 ,数量最多的学者。他认为书评是文学批评的一部分 ,文学批评的基础是在批评精神 ,批评的精神在忠实 ,在求真。同时书评应有独立的价值 ,既包括自己的主张 ,自己的体系 ,也指文字的优美 ,本身是有力的创作。李长之的书评理论及其实践对现在的书评工作仍有现实意义。     

资本批判逻辑下的技术批判——马克思资本主义批判思想的一个重要路径

在马克思那里,资本主义是通过资本与技术的结合来实现对工人的强有力的统治和剥削的。在资本主义生产关系中,科技的进步受制于资本增殖逻辑,资本主义生产方式的发展,以及与此相关的劳动资料和劳动组织方式的改进等技术进步形态,都强化了资本对工人的剥削和控制。因此,资本批判逻辑下的技术批判构成了马克思资本主义批判思想的一个重要方面,体现了马克思批判思想是资本主义批判和技术批判的结合,也是技术历史进步性与社会变革的统一。     

略论"媒介批评"的概念及其起源

国内2001年出版的两本媒介批评专著关于媒介批评概念与起源的认识与理论总结存在着一些偏差。本文认为媒介批评是人们依据一定的新闻传播观念或理论,并且参照新闻史的背景来对新闻传播实践中存在的问题进行的批评活动。媒介批评的起源从认识论角度可以追溯到新闻媒介的起源,经历了从口头自发批评到文字批评再到自觉的系统理论批评的发展历程。     

Does Infant Carrying Promote Attachment? An Experimental Study of the Effects of Increased Physical Contact on the Development of Attachment

This study was designed to test the hypothesis that increased physical contact, experimentally induced, would promote greater maternal responsiveness and more secure attachment between infant and mother. Low-SES mothers of newborn infants were randomly assigned to an experimental group (n = 23) that received soft baby carriers (more physical contact) or to a control group (n = 26) that received infants seats (less contact). Using a transitional probability analysis of a play session at 31/2 months, it was demonstrated that mothers in the experimental group were more contingently responsive than control mothers to their infants' vocalizations. When the infants were 13 months old, the Ainsworth Strange Situation was administered. Significantly more experimental than control infants were securely attached to their mothers. We infer from these results that for low-income, inner-city mothers, there may be a causal relation between increased physical contact, achieved through early carrying in a soft baby carrier, and subsequent security of attachment between infant and mother.     

知识分子到知识工人——在单向度视野下看现代中国知识分子的职能转变

马尔库塞的《单向度的人》立足于发达的工业社会,就技术的发展对社会的影响做了非常具有前瞻性的假设,时至今日,我们工业社会的发展可以说是在践行他的这一假设,在这一过程中,知识分子作为一个特殊的群体,曾经他们的身上是带有对制度的批判和关注社会的使命的,然而在工业日益发达的今天,这种批判性却日以微弱,甚至知识分子的定义也悄然发生改变,这种职能的转变不得不引起我们的思考,一旦开始思考我们就会发现,要解决这个问题,面对的还是马尔库塞的问题。     

论《史记》批判性的表现形式

司马迁撰写《史记》,欲成"一家之言",并对社会历史"稽其兴坏成败之理",表现出了强烈的批判性,而这一批判的功能又是以多种形式表现出来的。"论赞"是直接评判;"寓论断于叙事"中隐含批判;微言讥讽中寄寓批判。     

Sociology and Music Education: a response to Swanwick

This paper is a response to Professor Swanwick's critique of our sociological perspective on music education. A detailed presentation of the sociology of music thesis demonstrates that accusations of ‘social determinism’ and ‘referentialism’ are both misconceived. Moreover, Swanwick's position leads to difficulties in his approach to music aesthetics, where at times he makes assumptions concerning the work of theorists such as Meyer and Keil which these authors have themselves explicitly repudiated. We then relate certain observations which Swanwick makes concerning the processes of schooling to wider sociological theories of schooling that help make sense of the kinds of constraints Swanwick correctly identifies. Finally, we accept Swanwick's challenge to be more explicit concerning both our response to his charge of relativism and our practical recommendations for the reform of music teaching.     

An Experimental Research on Error Patterns in Written Subtraction

Pupils' mistakes, if suitably analysed, may give useful suggestions for improving the teaching/learning process of mathematics. We present here the main issues of an investigation on a population of 732 Italian pupils (9–12 years old), addressed to determine the typology of errors in performing written subtraction. We compared our results with those emerging from a study carried out in Brazil on pupils of the same age, concerning the errors in performing the usual algorithm of written subtraction. In our study, one group of Italian pupil utilized the usual algorithm and another group utilized an algorithm also called ‘Austrian subtraction', which was commonly taught in the primary schools of Trieste (Italy) up to the sixties and is still taught in Austria. We attempted to assess whether certain error patterns depend on different ethnic–cultural situations, teaching methods and algorithm used, and to what extent. We briefly present results from the experimental research and subsequent developments.     

何谓哲学的批判——诠说哲学的批判概念之涵义

批判概念的涵义,在西方思想界是自明的,但在中国一直晦暗不明;而且批判概念在中国曾被歪曲误解得面目全非,人们甚至把被误解的批判当作本来涵义的批判,至今对批判概念的本来涵义懵懵懂懂.而当代中国社会的现实发展,亟需我们恢复哲学批判概念本来的、合理的内涵,开展正常的批判和发挥哲学的批判功用.哲学的批判是一种形上批判或元批判,其涵义是批判的本来涵义.对哲学的批判概念的本来涵义作了探讨性的诠说,大致廓清了哲学批判概念的基本义域,并由此对这一概念作了界说.诠说和把握哲学的批判概念,对于合理、恰适地发挥哲学的批判功用,进而开展其他领域的批判,以及促进和繁荣学术事业,均具有十分关键的意义.     

现代文论的诗话传统刍议

现代文论中仍然保留着相当的诗话传统。这种"现代诗话"的现代性在于其思想武器、论诗眼光、论述方法、理论观点等与传统诗话均有所别。现代文论对传统诗话的继承主要体现在诗性与逻辑性统一的多重对话性,片断性与整体性统一的文体结撰方式等方面。     

双重视野下的宗教——宗教问题再认识

在哲学史上,对宗教的探讨大体存在两条路径,一种是理性主义的,沿着这条路线,宗教问题就被置于社会批判的框架之内,宗教也就成为批判的对象了;另一种是非理性主义的,在此视域中,宗教作为信仰而存在,其存在因此也就具有一定的合理性。就我们当前的现实而论,在双重视野下对宗教问题进行探究具有非常重要的意义。     

On the difficulties to resurrect the beyond. A commentary on the article Learning beyond the body by Juan-Ignacio Pozo / Sobre las dificultades para resucitar el más allá. Un comentario sobre el artículo Aprender más allá del cuerpo de Juan-Ignacio Pozo

This commentary follows Pozo’s critique of psychological theories rooted in the ‘cognitive revolution’ prompted by the emergence of computer technologies in the mid-twentieth century. The core of his criticism is the assumption of the mind/body dualism built in these theories. Pozo makes the case for an approach striving to integrate mind and body while postulating the notion of a basic incarnate mind, which grows beyond the restrictions of the body by mastering the symbolic formal systems of our culture. I argue that this vision smooths the mind/body dualism without overcoming it. I elaborate on four areas in which Pozo’s theory coincides with assumptions characteristic of the mind/body dualism: explicitness, formal notations, animal cognition and representations.     

哲学批判概念阐释

从批判的前提,批判的依据或尺度,批判的实质内容,批判的目的,批判的基本特性等层面,对批判概念作了初步的阐释。在此基础上,讨论了批判和哲学的关系,认为,批判是哲学的本性,批判精神是哲学的本真精神;马克思主义哲学无疑是当代最具深度的批判性哲学。在今天,阐扬哲学主要是马克思主义哲学的批判性和批判精神,具有特别重要的现实意义。     

Problematising Critique in Education and Child‐Rearing: Ruhloff's Scepticism

In ‘Problematising Critique in Pedagogy’ Jörg Ruhloff develops a concept of critique that is motivated by a deep concern for the state of humanity. This is a thought‐provoking development of critique, but I find myself disagreeing over, or rather simply unconvinced by, his understanding of the human condition, and, connected to this, of criticism. Referring to Nietzsche, I start by illustrating one way in which a concept of critique such as Ruhloff's may in some sense be implied in educational praxis, focusing mainly on his concern that critique is not domesticated by political, economic, or other forces. In the second section I draw on Stanley Cavell to discuss some contentious aspects of Ruhloff's construal of criticism. Here I focus on Ruhloff's claim to universality, as contained in his appeal to what he calls the condition of human rationality and to a procedure of critical‐transcendental‐sceptical deliberation over the presuppositions of different standpoints. Ruhloff's understanding of criticism exemplifies an attitude that presents itself as a hostility to the ordinary. Connected to this, I sketch a conception of scepticism that is different—viz. more dynamic—than his understanding of it as a kind of methodological tool in the service of exposing presuppositions. Scepticism needs to be acknowledged in existential terms, as inherent to the human condition: a condition of life with language. With further reference to Cavell, the importance of expression, of revealing oneself as an exemplar, can then be emphasised. I conclude, in the third section, by indicating in what sense I find that a commitment to substantial judgements is lacking in Ruhloff's conception of critique and criticality.     

解释学与阅读

解释学作为一种批评话语一直强调其语言学范式。虽然解释学似乎已经是一种学科间的桥梁,但大多数当代批评话语一直对把解释学传统作为一个普遍的文化批评的方法保持警惕性的冷漠。这表明解释学的未来将依赖能够找到把一个遭到抑制但仍然活跃的主体恢复到解释学过程中的方式。与解释学发展历史紧密相关的文学批评——解释学批评、接受理论和文化理论——经历了"奴隶式的阅读"、"主人式阅读"和新近倡导的"亲近式阅读"。当前的文学批评只有在把文学作为传播交流方式的前提下恢复文本/读者范式中被抹杀的作者的维度,才能真正将一个遭到抑制但仍然活跃的主体恢复到文学解释学的过程中来。     

Deficits in phoneme awareness do not arise from failures in rapid auditory processing

Many studies have found that phonologicaldeficits in poor readers are associated withdeficits in speech perception. Two hypotheseshave been proposed concerning the nature of thelatter: a speech-specific and a generalauditory hypothesis. The main topic of thepaper is the general auditory hypothesis andits special form as proposed by Tallal and hercolleagues (1993). Thepaper reviews the evidence for these hypothesesand finds it to be either purely correlationalor flawed by misinterpretation of resultsand/or lack of necessary experimental controls.Moreover, a recent control study, the first ofits kind, found no support for Tallal's specialform of the general auditory hypothesis. Thepaper concludes that deficits in speechperception often observed in impaired readersare phonetic (speech-specific), not auditory,in origin.     

金批《史记》的批评视角

在文学批评领域，金圣叹的小说戏曲批评历来为人们所注目，以至于淹没了金氏在其他方面的成就与贡献，金批《史记》即是其一。论文着重从金批《史记》的批评视角方面关注金氏《史记》研究的价值：一目之以“文”；二动之以“心”；三析之以微。通过这三个方面的分析，肯定了金氏在《史记》的文学研究方面的贡献及地位。     

关于建国后十七年教条主义文学批评的思考

建国后十七年文学批评中存在的教条主义之风,既与时代政治的控制制导有直接的关系,同时也体现出传统积淀的思想意识和思维判断特征,可谓是外在的政治权威意识与内在的政治依附性心态相互作用的结果。这种批评思维模式首先从对电影《武训传》的批判中显示出来。随着政治上左倾思潮的发展,文学批评的教条主义操作愈加武断化、简单化,发展到极端便使文学批评完全失去了批评主体的主观能动性,由教条主义文学批评走向政治性的、不讲道理的批判,从而离文学批评的本质越来越远。     

Learning from text: knowing the test format enhanced metacognitive monitoring

In an experiment with 56 young adults, the hypothesis was tested that information about the format of an anticipated test improves metacognitive monitoring. Half of the participants were informed about the format of the test before they started studying a text about human genetics. The other half of the sample received the same information after studying the text. All participants then answered 15 true-false inference items about the contents of the text and judged their confidence in the correctness of each answer. Whereas experimental and control group did not differ in the number of correct answers, the confidence judgments in the experimental group were more accurate and discriminated better between correct and incorrect answers than the control participants’ judgments. Furthermore, the informed participants’ discrimination performance correlated positively with their domain-related prior knowledge. The results extend earlier findings concerning the role of the test format for monitoring processes.