The British Conservative Government and the raising of the school leaving age, 1959–1964

This paper establishes and explains the important role of the Conservative Government of 1959–1964 in supporting the raising of the school leaving age in Britain from the age of 15 to 16. This was a significant and high-profile national issue that generated much educational, social and political debate around conflicting priorities during this period, and was emphasized in both the Crowther Report of 1959 and the Newsom Report of 1963. The Treasury was strongly opposed to the proposal due to its high financial cost. There was a large element of electoral opportunism involved in the Conservative Government’s approval of raising the school leaving age (ROSLA), announced in January 1964, but it also highlighted deeper complexities and reservations in Conservative attitudes to ROSLA as well as a long-term ambition to consolidate education as a Conservative issue.     

“学术”与“政治”的二元对立及其理解“历史”的方式

本研究了学术、政治的相关意义及关系,阐述了其二元对立及其理解“历史”的方式。     

《先秦政治思想史》方法论探微

梁启超以研究领域宽泛而著称,后人对其著述品评甚多,却有一些问题始终未被重视,对其思想史的方法论研究即为一例。通过对《先秦政治思想史》的分析,可以看出梁启超对先秦政治思想的解释可谓粗精杂陈、得失参半：有其新意,却又不够精审;力图展现经典原貌,却又浅尝多变;主客观交相结合,解释的规范性与主观性、经验性杂为一体。     

略论欧克肖特的近代西方政治思想史观

欧克肖特是当代英国著名政治哲学家。欧克肖特认为,近代以来的欧洲道德体系是一种主要由共同体道德、个人主义道德、集体主义道德三种不同道德信仰不断冲突挤压的混合物。与这三种道德观相对应的是三种不同的统治理论。欧克肖特从思想史的角度对近代欧洲三种不同的道德观及其统治理论进行了梳理。     

俄罗斯卢布的文化意义大观

货币除了经济学家归纳的五种职能外,还有一项重要的社会功能,即文化的功能.作为俄罗斯的法定货币,卢布与最广泛的普通民众发生着联系,在流通过程中也传递着文化,是俄罗斯文化的载体.每个时代的政治、经济、宗教等的变化无不在卢布上留下痕迹,探究卢布,可以看到俄罗斯与俄罗斯文化的内核与特征.     

Education,revolution and evolution: the Palestinian universities as initiators of national struggle 1972–1995

Since the concept of nationalism first emerged on the world stage, universities have played a key role in its collective formation and dissemination to the masses. Established under challenging circumstances and subjected to the Israeli occupation of the West Bank and Gaza Strip in the wake of the 1967 war, Palestinian institutions of higher education have trodden a thin line between the training of human resources requisite to their national movement and compliance with the dictates of a military regime bent on curbing such aspirations. This research examines the various roles played by Palestinian universities in the ongoing struggle for national independence. Spanning from its inception to the establishment of the Palestinian Authority, this collection of first-hand accounts, historical documents and critical analysis explores the evolution and adaptation of Palestinian higher education amidst three decades of social and political turmoil.     

中国现代文学史分期的政治学与文学

联系社会意识形态背景对中国现代文学史中的概念、分期方法加以仔细的资料梳理和辨析,会发现新文学史研究的大突破与社会政治密切相关。在其研究兴起的30年代,由于社会发展变化被视为文学发展的最重要原因,使文学史分期与政治史分期重叠和接近成为必然。新时期文学史分期的不同构想受制于新的意识形态实践并成为其表述。现实政治框架的转换引起文学史评价标准的变化,使文学史不断重新整合。建立纯粹独立的文学史秩序的企图,要通过政治转换实现,政治成为制约中国现代文学史的基本力量,知识话语和政治权力构成 错综复杂的关系。     

Educational research: Which way now?

The British Educational Research Association (BERA) was established 44 years ago, in 1974, at the height of the postwar expansion of education, and at the onset of a long period of controversy and reform of education that has continued ever since. The presidential address for 2017 looks back to reflect on the birth and early years of BERA, on its founding principles and the circumstances in which it grew. It does so to identify the ideals that motivated and helped to shape the nascent organisation, and to ask how relevant and useful these are at a very different time, charting our future in the twenty‐first century. More broadly, this address moves beyond an institutional history and a history of ideas, to contribute to a social history of educational research based on a wide range of documentary and archival evidence. In considering our past, we must attempt to resist an uncritical and functional approach in favour of a critical and reflective outlook that is alert to unresolved issues and problems, no less than it is to success and progress in our collective endeavours. This is necessary partly in order to reconstruct our historical experience in a robust manner, but also to address our present situation in an effective way. In 1977, the historian Brian Simon framed his presidential address to BERA around the key question ‘Educational research: which way?’ Forty years on, we can appraise how BERA has approached this question, and also ask at the same time: which way now?     

试论屈原的“历史中间物”意识

屈原处在“中间物”的历史文化地位上，面对着战国时期中原文化和楚文化的激烈冲突与交流，对两种文化进行了双重的整合与扬弃。处在“中间物”的位置上的屈原．对自我及其人生过程进行的思考．透露出强烈的现实态度和理性意识，显示出反抗精神和自醒意识。它是我们认识屈原心理、精神结构的一个重要切入点。     

魏晋南北朝时期谱学的时代特点

魏晋南北朝时期谱学是史学的重要组成部分。谱学的发展突出反映了这个时期的阶级关系和政治形势,反映了门阀地主的要求和趣味。魏晋南北朝时期谱学的时代特点主要表现在谱学盛行、谱学定尊卑,辨责贱的门阀性质以及谱学在政治活动中发挥重要作用等方面。魏晋南北朝时期谱学的这些时代特点,实质上是这个时期史学与政治关系的一个侧影。     

近代日本中国语教育的历史轨迹--同远东政治紧密相连的语言教学

1868年的“明治维新”,不仅使日本进入了一个新的历史时期,也使日本的中国语教育走上了同政治挂钩的语言教学之路。近代日本中国语教育经历了三个阶段:第一阶段(1871~1885),从传统的南京语教育向北京官话教育转换的时期;第二阶段(1885~1918),同经济扩张和军事扩张紧密结合的时期;第三阶段(1918~1945),为建立“东亚新秩序”服务的时期。近代日本的中国语教育主要是作为日本对外侵略扩张的工具,同远东政治格局紧密相连,走上了歧路,世人应引以为训。     

"三个代表"重要思想在政、史教研中的重要作用

“三个代表”思想在政、史教研中起着重要的作用。它本身就是对历史的规律性总结,理应成为政、史教研的重要指导思想;它为有效地理解、掌握历史史实提供了科学的理论范式;具有“与时俱进”特性的“三个代表”思想,能够把历史与现实有机地联系起来,借鉴过去,把握现在,展望未来。     

浅析亨廷顿和福山政治发展观的差异

亨廷顿和福山均为西方政治发展理论的代表人物,但二人关于政治发展的理论渊源、态度、内容及特征方面皆不尽相同。亨廷顿基于发展中国家现实立场,从分析的角度提出权威政治的观点,主张将稳定与制度化作为其政治发展的目标,并演变为分析文明的冲突及强调民主的重要性。福山则从历史发展的角度以其历史终结理论乐观地认为自由民主制度是人类意识形态发展的终点,并在中国模式出现之后,对其终结理论进行了重新修正。