当代终身学习概念的本质特征及其理论发展的国际动向

近年来终身学习的概念逐渐受到社会各界的关注，那么何谓终身学习?终身教育和终身学习理念所蕴藏的基本内涵又有什么不同?为什么围绕同一个概念会出现两种不同的表述?终身教育的地位又为何有逐渐被终身学习所取代的趋向?关于这一问题目前仍还处在一种较为模糊的认识状态。而对基本概念的理解和认识不清，则将在很大程度上影响了上述理念对实践所产生的指导作用。因此对终身学习与终身教育的关系及其蕴涵于概念之中的本质特征作一番梳理和研究则实属必要。     

人本管理:一个需要澄清的理念

在我国的管理实践中，长期以来见物不见人的现象非常突出，以人为本的管理理念亟待加强。究竟何为人？何为本？人在管理中的实质是什么？人本管理作为一种新的管理理念与能本管理的区别何在？这是摆在我们面前的一个重要问题。     

Developing a Strong Program of Construct Validation: A Test Anxiety Example

What would a strong program of construct validation look like for the concept of test anxiety? What are the components of strong validation programs? In particular, how does structural equation modeling fit into such a program?     

区分马克思主义真理观和其他真理观的关键

什么是真理?如何理解真理范畴?为了回答这两个问题,已出现了真理范畴的符合论、融贯论和实用论.而符合论本身又有几种类型,马克思主义符合论是其中的一种.如何区分马克思主义符合论与其他符合论?关键在于辩证理解马克思主义真理范畴的符合论.     

Investigating the Consequential Aspects of Validity: Who Is Responsible and What Should They Do?

Where do we stand today as the concept of the consequential aspect of validity gains maturity? What are the implications for the various stakeholders in the measurement enterprise?     

Linguistic performance and minority groups

Abstract

Beginning with linguistic performance as currently defined, this article systematically pursues its implications to and through the notion of “successful communication.” The four divisions of the article attempt explorations of the following questions: What does linguistic performance do? What place does it have in a theory of communication? What are the practical implications of such a theory in connection with actual language use? How is all this relevant to problems of what we take to be “linguistically underprivileged” (minority) groups? The article concludes that the concept of linguistic performance, “scientifically” based, is not significant in successful communication, which is an art.     

价值理论的拓展与创新

何谓价值？它是怎样产生的？它有什么意义和作用？什么是价值理论？怎么认识价值理论的哲学意义、经济学意义以及现实意义？这是人们最想弄清楚的概念。因为在现实生活中，价值是一个复合型的概念，它既包含了最本质的哲学意义，也包含了经济学的意义。人们有时候是从哲学的意义来探讨价值问题，比如“人生价值”；有时候是从经济学的意义来探讨价值问题，比如“商品价值”。所以探讨价值问题涉及三个方面的问题：一是价值的本质、属性和构成；二是价值经济意义；三是现代意义的价值评价和运用。这就是文章所要探讨的问题。     

宗教因子及相关问题辨析

什么是宗教?构成宗教的条件是什么?凭什么来判断某种文化就是宗教?根据相关学科理论和中国宗教历史传统和现实表现看,构成宗教的有七个基本因子,以此对传统宗教、民间宗教、新兴宗教、民间信仰、会道门、迷信、邪教等问题进行比较分析,通过对概念的厘清、特征的概括及宗教相关现象进行界定,可为宗教学理论研究提出一点参考,为宗教政策提供咨询。     

生活德育探问

生活德育作为一个新概念,能否为教育理论所认同,生活德育的开展何以可能,这需要我们做五方面的逻辑思考:生活是否需要道德?需要什么样的生活道德?为什么需要生活德育?如何理解生活德育?学校生活德育如何可能?     

论西方20世纪四大音乐理念

摘要：多元化的20世纪音乐为人们所反思：什么是音乐?怎么音乐?音乐为什么?音乐怎么了?任何声音、任何组织方式，不管是否表现什么、甚或什么声音也没有都可以构成音乐作品。这确实为音乐、为大众带来了新思想、新观念，改变了我们的音乐理念。     

Leadership for Organisational Learning and Improved Student Outcomes—What Do We Know?

The Leadership for Organisational Learning and Student Outcomes (LOLSO) Research Project addresses the need to extend present understandings of school reform initiatives that aim to change school practices with the intention of supporting enhanced student learning. In this article results from LOLSO's teacher surveys ('teacher voice') and student surveys ('pupil voice') are organised around six of the project's major research questions: how is the concept of organisational learning (OL) defined in Australian secondary schools (teacher voice)? What leadership practices promote OL in schools (teacher voice)? What are some outcomes of schooling other than academic achievement (pupil voice)? What are the relationships between the non-academic and academic outcomes of schooling? Do school leadership and/or organisational learning contribute to student outcomes? What other factors contribute to student outcomes? The answers to these questions lead to four clear implications relating to distributive leadership, development, context, and a broader understanding of student outcomes. The answers also raise concerns about the current emphasis on transactional leadership, that is school leadership that overemphasises the managerial or strategic.     

Doing curious research to cultivate tentacular becomings

Abstract

Referring to Haraway’s concept of tentacularity, this article embarks on a curious research practice-inspired speculative journey to think with material tentacular becomings in an Australian kindergarten. Some of the questions that guided our curious research practice asked: How does curious practice as a postqualitative methodology enable us, as researchers, to cultivate a presence that creates the conditions for these research encounters and events to be perceived? What becomes possible for generative relational diverse learning with matter-energies if we accept that there is no rational explanation at hand? What worlds come into being if we speculate instead of rationalize? How do children animate, and are animated relationally, in particular worlds and not in others? How do we, as researchers, become entangled within children’s ways of perceiving and naming encounters? We experimented with Haraway’s notion of tentacularity as our navigational tool to map four entangled territories in this article.     

外语学科：如何守正，怎样创新？

守正创新是外语学科高质量发展的基本原则。何为守正、为何守正、如何守正？何为创新、为何创新、怎样创新？明确了这些问题,把握了守正与创新的辩证关系,就会守正而创新,即既坚定学科理念、坚守学科性质、树立学科自信、不断深化学科内涵建设,又立足于学科本体而积极开展学科创新、拓展学科内涵,以充分发挥外语学科的优势和特长,为中国式现代化建设做出外语学科不可替代的独特贡献。     

论家庭教育的新视角—以首届“中国十大杰出母亲”候选人和家庭为例

中华民族自古就十分重视家庭教育,但目前中国的家庭教育在教育目的,教育观念,教育对象,教育内容,教育方式方法和尺度把握等都存在了在着误区,家庭教育教什么？怎么教？这是需要深入研究的。首届“中国十大杰出母亲”36个候选人典型范例的启示是：家庭教育既要把握教育的方向,尺度,又要选准家庭教育的切入点和新视角。     

物权行为理论刍议

所谓物权行为究竟是指什么?自德国学者萨维尼于创立物权行为理论以来,这个问题就一直是学者们不断争论的问题。通过分析物权行为基本原则,界定物权行为概念内涵,可以论证我国应当在物权立法中认可物权行为理论。     

我国《合同法》违约归责原则的变迁及经济学检讨

违约归贲原则集中折射了一国评价违约行为及违约责任的社会经济基础和基本的价值观念.我国<合同法>之违约责任究应以"过错贲任"抑或"严格责任"作为归责原则?围绕这一问题的学术见解可谓聚讼盈庭,直至今天,法学界仍然延续着上开命题理论上的不懈探讨.笔者不揣浅陋,试图借鉴经济学和制度学派的理论研究思路和工具对我国<合同法>所设计的违约责任归贲原则之效率结果予以初步探讨,以期实现对相关理论研究的有益拓补.笔者认为,从预防违约损失的有效性、提高资源配置效率的角度,我国<合同法>应采行过错责任原则.     

INCLUSION: Special or inclusive education: future trends

In this article, Lani Florian, Professor of Social and Educational Inclusion at the University of Aberdeen, examines the relationships between ‘special’ and ‘inclusive’ education. She looks at the notion of specialist knowledge among teachers and at the roles adopted by staff working with pupils with ‘additional’ or ‘special’ needs in mainstream settings. She explores the implications of the use of the concept of ‘special needs’– especially in relation to attempts to implement inclusion in practice – and she notes the tensions that arise from these relationships. She goes on to ask a series of questions: How do teachers respond to differences among their pupils? What knowledge do teachers need in order to respond more effectively to diversity in their classrooms? What are the roles of teacher education and ongoing professional development? How can teachers be better prepared to work in mixed groupings of pupils? In seeking answers to these questions, Lani Florian concludes that we should look at educational practices and undertake a thorough examination of how teachers work in their classrooms. She suggests that it is through an examination of ‘the things that teachers can do’ that we will begin to bring meaning to the concept of inclusion.     

Nous écouter,nous soutenir,nous apprendre 1 : a comparative study of pupils' perceptions of the pedagogic process

In many countries around the world there is a current focus on the restructuring of education systems in a bid to increase the quality of the educational experience for pupils in order to raise their academic achievement. However, the defiition of quality as expressed through policy may not always accord with the aims and aspirations of individual teachers or, perhaps more importantly, match the constructions given to the concept of quality by pupils. The rhetoric and intent expressed in policy texts may even have the potential to restrict the quality of what teachers do and what pupils experience. This paper draws on the findings of the ENCOMPASS project to illustrate the concepts of quality as expressed by the pupils themselves. It looks at what pupils in England, France and Denmark had to tell us about motivation, engagement and the conditions necessary for effective teaching and learning. It proposes some reflections on questions such as: What do young people see as the purpose of schooling? What motivates young people to learn? What do young people expect from their teachers in order to enhance their learning?     

何谓教育理论联系实践--一个现象学的考察?

何谓教育理论联系教育实践？对其回答之关键在于对不同论域下的教育理论、教育实践以及二者之间联系的理解,以及在何种意义上探究教育理论联系实践。“教育理论联系实践”是一个流变的观念,现代意义上教育理论联系教育实践的本质为教育理论与教育实践的彼此强求关系。教育理论联系的是能够被理论指导与改造的教育实践,教育实践联系的是能够改造自身的科学化教育理论。这使得现代意义上的教育理论与实践的联系趋向更为紧密,但也失却了对教育理论和实践各自独立品性的自我自觉和坚守。