Moral Law and Moral Education: Defending Kantian Autonomy

In this paper, I examine why Kantian ethics has had such a hard time of it. I look at readings of Kant's moral theory that have had great force in the 20th century and conclude that these have much to do with an ensuing confusion, which has led to charges of rigidity, formality and severity. Then I demonstrate that when we make moral judgements we rely heavily on the stock of rules, norms, duties and laws that is extant in our social life. We use these as frames that are already influential in the role and scope of our anticipated moral action. We deliberate primarily by forming a maxim (principle) that must have the consent of all. We do so only occasionally, as the existing stock of rules is already in operation, helping us to reject out-of-hand outlandish or egregious maxims. Finally, I discuss, in very cursory form, some educational approaches based on this way of conceiving Kantian moral theory.     

《风》诗艺术形式研究综述

作为中国早期诗乐结合的乐歌,《风》诗在《诗经》中形式特征最为明显。虽然古人很早就注意到这个问题,可是受经学阐释的影响,这方面的研究并没有很好的展开。20世纪20-30年代从歌谣角度对《风》诗形式所进行的讨论,具有十分重要的意义。但是在后来相当长的时期里,学术研究更多关注《风》诗的思想内容,对艺术形式的研究重视不够。1980年代以后,不少论者从音乐角度与语言学角度研究《诗经》,取得了一些可资借鉴的成果。由于重视诗乐关系与文本分析,《风》诗的艺术形式研究在一些具体的方面有所深入。回顾古今学者的研究,我们发现,《风》诗艺术形式研究的状况,往往和那个时期人们对《风》诗性质及对诗乐关系的认识有密切关系。这说明,要推进和深化《风》诗艺术形式的研究,还需要对这些问题进行深入思考。     

Moral and Religious Education

Abstract

Kohlberg's developmental theory of moral reasoning postulates a supremely adequate form of moral thinking to which all other stages are tending, labelled Stage Six. Kohlberg identifies this with a principle of justice, though without adequately justifying the elimination of other autonomous universal principles. The claim that this principle provides consistent, reversible and universalizable moral judgements is criticized: by itself a purely formal principle of justice can provide no particular moral judgements at all; for that we need independent values, such as the value of life which Kohlberg appeals to, but does not justify, in his discussions of the Heinz dilemma. More generally there is no reason to expect that any form of moral reasoning will be supremely adequate in Kohlberg's sense, providing a solution to all moral problems and dilemmas. The principle of justice is merely one among the many specifically moral principles which Kohlberg locats at Stage Five, albeit the one which he personally happens to favour.

Perhaps the most striking feature of Lawrence Kohlberg's many accounts of his cognitive‐developmental theory of moral reasoning is the crucial importance which he attaches to the form of reasoning labelled Stage Six, when it is a stage of development that only a tiny minority of individuals actually attain. Indeed it appears that even that number has had to be revised downward in the light of changes to the theory and scoring system, until it begins to seem that only a handful of saints and heroes, such as Socrates or Martin Luther King, remain. In fact so slender is the empirical evidence for a separate form of Stage Six reasoning that the official scoring manual (Kohlberg et al., 1977) prefers to ignore it altogether. Clearly, then, the case for Stage Six must be almost wholly theoretical, not to say philosophical, as the supremely adequate form of moral thinking to which all other stages are tending. And by the same token it may seem that criticisms of Kohlberg's claims for Stage Six will leave the rest of the theory untouched. But that, I think, is to underestimate the significance of Stage Six. It is the apogee of his system, providing both a focus and a rationale for the stage‐development that allegedly leads to it; it is as crucial to the theory as Kohlberg's own writings make it. Without Stage Six the cognitive‐developmental account stands in need of radical re‐thinking, to put it no higher.     

Nonlinearity, conservation law and shocks

In part 1 of this series we explained the concept of genuine nonlinearity, which is responsible for the appearance of discontinuities in a solution which was initially smooth. To include discontinuities in the solution, it became necessary to consider the governing equation in the form of a conservation law. In this part we first discuss an example of a continuous solution satisfying discontinuous initial data. Then we use the stability consideration to fix a unique solution of the conservation law. In the end, we present three examples which show that genuine nonlinearity significantly changes the evolution of the shape of a pulse. Continuous Solution with Discontinuous Initial Data     

The contribution of educational research to teachers’ professional learning: philosophical understandings

In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge and practice. We discuss two popular conceptions of good teaching, which conceive of the teacher as craft worker and as executive technician, and suggest that, while each of these aspects of knowing reflects something of the qualities that good teachers need, any one on its own is insufficient. In contrast to such mono-dimensional conceptions, a research-based textured notion of professional judgement encompasses a complementary and mutually enriching relationship between different aspects of professional knowledge and practice. We identify three interconnected and complementary aspects of teachers’ professional knowledge: situated understanding; technical knowledge; and critical reflection. Accordingly, teaching as professional endeavour demands of teachers practical know-how, conceptual understandings of education, teaching and learning, and the ability to interpret and form critical judgements on existing knowledge and its relevance to their particular situation. We conclude that in principle research can both enrich and be enriched by teachers’ professional knowledge and practice but that to build this relationship in a holistic way into teacher education programmes and partnership models presents considerable practical challenges.     

Fair Educational Opportunity and the Distribution of Natural Ability: Toward a Prioritarian Principle of Educational Justice

In this article, I develop and defend a prioritarian principle of justice for the distribution of educational resources. I argue that this principle should be conceptualized as directing educators to confer a general benefit, where that benefit need not be mediated by improved academic outcomes. I go on to argue that it should employ a metric of all‐things‐considered flourishing over the course of the student's lifetime. Finally, I discuss the relationship between my proposed prioritarian principle and the meritocratic principle that it is presumed to supplement.     

迁移规律在田径教学中的运用

研究运动技能的迁移与干扰规律,对提高田径课的教学质量非常重要,是体育教学研究的一项重要课题,就迁移规律在田径教学中的运用作分析和探讨。     

谈外语大班教学中的小组学习

在外语教学实践中,小组活动是大班外语课堂教学中的一个极好的教学组织形式.本文就如何设计、组织小组教学做了初步的探讨.     

智能型真空测控仪表系统化的研究与实践－－ZKY－50B智能型真空系统多参数测控仪的研制

本讨论了研制一种基于高性能嵌入式微处理器（MCU）适用于一般中，小型真空应用系统的新型系统化智能仪表的工程意义，说明了这种系统化真空仪表的设计原理，介绍了ZKY－50B智能型真空系统多参数测控仪的设计要点以及该仪器在真空冻干系统控制中的应用。     

A Complexity Approach Toward Mind–Brain–Education (MBE); Challenges and Opportunities in Educational Intervention and Research

In the context of an educational or clinical intervention, we often ask questions such as “How does this intervention influence the task behavior of autistic children?” or “How does working memory influence inhibition of immediate responses?” What do we mean by the word influence here? In this article, we introduce the framework of complex dynamic systems (CDS) to disentangle the meaning of words such as influence, and to discuss the issue of education and intervention as something that takes place in the form of complex, real‐time, situated processes. What are the applied implications of such a CDS framework? Can we use it to improve education? Five general principles—process laws—are introduced, which can be used to guide the way we formulate research questions and methods, and the way we use the results of such research. In addition, we briefly discuss a project in progress, in which we ourselves attempt to apply the process laws that govern educational activities. Finally, we report about a discussion about the usability of the process laws, both in educational research and in the classroom, as was held during our workshop at the Mind, Brain, and Education Conference, November 2014.     

广义线性模型在线性约束下的参数估计

利用Lagrange乘数法导出了广义线性模型在线性约束下的回归参数的最小二乘估计,并讨论了它的性质.证明了当设计阵列满秩时,它在协方差阵意义下要优于无约束下的广义最小二乘估计.     

独立成分分析方法的研究及应用

独立成分分析法（ICA）是近几年发展起来的一种新的信号分离方法。本文介绍了ICA的定义、基本原理及几种主要算法及其相互关系，并进一步讨论了ICA在各个领域的应用。     

Comparative Research in Education: a mode of governance or a historical journey?

This text is not a research paper, nor an epistemological reflection about the field of comparative education. It is an essay in the literal meaning of the word—‘an attempt, trial, that needs to be put to test in order to understand if it is able to fulfil the expectations’—in which we introduce an interpretation of the current condition of the field of comparative education. In the introduction to this essay we discuss the current phenomenon of a regained popularity of comparative educational research. We believe that this situation has both positive and negative consequences: it can contribute to the renewal of the field or it may be no more than a brief fashion. Our reflections focus on the uses of comparative research in education, not on any precise research question. Even so, only for illustrative purposes, we present some examples related to the European Union. We then go on to discuss current comparative practices, arguing that comparative educational studies are used as a political tool creating educational policy, rather than a research method or an intellectual inquiry. In the two main sections of this text we define two extreme positions: comparison as a mode of governance and comparison as a historical journey. We do recognise that between these two extremes there is room enough to imagine different positions and dispositions. But our intention is to separate very different traditions of the comparative field analytically. Throughout the article we build a case in favour of a comparative-historical approach. Nevertheless, we argue that the reconciliation between ‘history’ and ‘comparison’ will only be possible if we adopt new conceptions of space and time, and of space-time relationship. This is a condition required for the understanding of comparative research in education as a historical journey.     

Changing knowledge regimes: Universities in a new research environment

This paper takes an apparent knowledgeparadox as its point of departure. `Knowledge'has acquired a more all encompassing meaningtoday, yet this has not strengthened thesupport for and confidence in higher educationinstitutions. On the contrary, it is oftenclaimed that they have outlived theirusefulness. In trying to understand thedevelopment behind this paradox, we deal withthree issues. We discuss first thewidening concept of knowledge and the claimthat there is emerging a new mode of knowledgeproduction. Secondly the widening concept ofknowledge is put into a social and politicalcontext, where massification and its socialimplications are discussed. Thirdly we developa theoretical framework based on the concept ofknowledge regimes. In this part wediscuss how the concept of knowledge regimesand the related concepts of knowledgeinterests and knowledge alliances may behelpful in understanding the complexities andambiguity of higher education development.Finally we discuss some implications regardingknowledge's role in social development. Wequestion the assumption that there is anecessary relationship between a wideningconcept of knowledge and a given form ofknowledge development.     

论发展性评课模式的建立

运用发展性评价理论，以行动研究的方法构建一个发展性评课模式，对发展性评课模式的特点与传统评价方式的区别及具体实施过程均作全面的阐述，希望发挥评价的导向和改进功能，促进教师的课堂教学不断从低效教学走向有效教学。     

日本“神道教”与日本军国主义的关系

日本是一个地理环境狭小、人口只有12540万(1993年)的小国,但在历史上,却屡屡发动一系列对外战争,充分体现了其民族沙文主义的色彩。探讨日本对外扩张的军国主义思想,我们不难发现其民族宗教“神道教”与其军国主义之间有着千丝万缕的联系。日本“神道教”在日本军国主义形成、发展过程中的作用,既促成了历史上日本的多次对外战争,也是二战后,为什么日本作为战败国,虽接受了远东军事法庭的审判,但其军国主义的思想却阴魂不散的主要原因。     

高校大规模排考系统的算法统计

It is a multifactor optimization problem to arrange examinations on a large scale for universities. In this paper, a kind of grouped optimization algorithm was proposed. A principle about related degree, which plays a core role in realization, was introduced in the algorithm. According to the algorithm, we worked out a set of software correspondingly and applied it to a certain university in Shanghai to arrange examinations. It shows that the algorithm is very effective.     

Algorithmic Design for the Examination Arrangement System on a Large Scale for Universities

It is a multifactor optimization problem to arrange examinations on a large scale for universities. In this paper, a kind of grouped optimization algorithm was proposed. A principle about related degree, which plays a core role in realization, was introduced in the algorithm. According to the algorithm, we worked out a set of software correspondingly and applied it to a certain university in Shanghai to arrange examinations. It shows that the algorithm is very effective.     

人脸识别中的PSVM方法

最临近支持向量机Proximal SVM(PSVM)是一种有效的、简单的和快速的近似支持向量机方法,识别效果和标准支持向量机相当,相比之下有较少处理时间．虽然有此优点,它的有效性仅仅是针对维数不高、大样本的数据集,而对于上千维甚至上万维的、小样本的人脸数据库情况没有人给出实验结果．文章把PSVM稍做改变,对四个公开的人脸库进行分类．同时采用几种典型的泛化线性鉴别分析(GLDA)方法,对人脸图像预处理．从识别率和所用的处理时间两方面以及用最近邻及最近特征线分类器进行对比,得出具有较好识别效果和处理时间的方法．     

Mach’s principle

The underlying idea in Mach’s principle is that the origin of inertia or mass of a particle is a dynamical quantity determined by the environment, in particular the rest of the matter in the universe. In this article, we discuss the role of this idea in the Brans-Dicke theory of gravitation and the Hoyle-Narlikar cosmology.