Introduction: The idea of political education

This article considers the current context for renewed concern about 'political education' worldwide and in the UK. The concept 'political education' is analysed, as are normative and positive questions about the relationship between education and political outcomes. The article goes on to consider the history of and reasons for UK exceptionalism as regards this aspect of educational policy-explanations for British antipathy to political education are sought in aspects of British political institutions and political culture.     

Technology and the values of a liberal education

Conclusion Scholars in the humanities and social sciences have legitimate concerns about the impact of computer technology on their budgets, their time, and their institutions. The discipline of computer science, however, is extremely well suited to the values of a classical liberal education: students who study it become intimately acquainted with objectivity, critical thinking, and personal responsibility. As such, computer science and computer technology should be a welcome ally in the battle for the soul of America’s universities. In the long run, they inculcate values and intellectual habits that represent the best in American higher education.     

西方主要女性主义理论派别的教育思想概论

在自由女性主义、激进女性主义、社会主义女性主义以及后结构主义女性主义的教育主张中,自由女性主义主张渐进地改变教育中的性别不平等,揭示了教育中的刻板印象的累积效应、权威成层,主张在教师教育中进行性别平等理念和策略方面的教育;激进女性主义揭示了教育中的父权制和女教师在父权制中的同谋问题;社会主义女性主义则揭示了教育的性别和阶级认同,指出性别生产内在于阶级再生产、阶级控制和阶级斗争之中;后结构主义女性主义者主要关注教育中的"话语"、"解构"在性别再生产中的作用,他们还从多个角度分析了"男性气质"的问题.     

自由教育的现实价值

历史证明,自由教育是大学的一颗童心。自由教育是普通教育的古典先驱,是通识教育的灵魂。自由教育对大学具有特别重要的历史和现实意义,然而,中国缺乏自由教育的传统。     

The politicization of liberal education

This essay was originally presented as an address on 30 March 1990, at the Southwestern Political Science Association annual meeting, held in Fort Worth, Texas.     

纽曼自由教育思想探析

纽曼在《大学的理想》一书中,对自由教育思想做了详尽的阐述,对自由教育作出了新的界定,并进一步探讨了自由教育和专业教育的关系问题。纽曼提出的大学理想蕴含着经典自由教育哲学的思想,内涵丰富,对我们的高等教育改革和发展仍有重要的启示。     

德国古典大学修养观及其启示

修养观是德国古典大学观的重要组成部分,它经过不同时代学者的阐释而具有丰富的内涵,尢以柏林大学建立前后洪堡等新人文主义学者的修养观念为核心内容。它强调人的尊严和全面、和谐发展,以及通过科学(或学术)探索达至道德修养的境界。在当今时代背景下对它进行重温和反思,仍然能得到一些有益的启发。比如,大学应促进青年学生全面、和谐的发展和精神层面修养的提升,注重发挥科学在大学生思想道德修养中的作用等。