Action,an ‘encompassing ethic’ and academics in the midst of the climate crisis

In the midst of a crisis like the climate crisis and calls for ‘all hands on deck’, what do academics, as a microcosm of humanity, see? In Hannah Arendt’s terms, an ‘abyss of freedom’ to act or a paralysing ‘abyss of nothingness’? Some from the academy themselves, including Tamboukou, Apple and Bourdieu, make judgements more akin to the latter and mount arguments to urge action. This paper joins their call and theorises ethical and demonstrably plausible resources as a potentially generative heuristic for political action by academics in the face of ‘dark times’. I develop these resources by initially drawing on Arendt’s ethical, but limited, action process. Then, through interpreting and expanding her unfinished theory of judging and echoing Karl Jaspers' concept The Encompassing, I propose the notion of an ‘encompassing ethic’. This ethic, synthesised with Arendt’s action process, ameliorates action’s limitations and suggests the idea of ‘encompassing action’. The paper concludes by bringing these conceptual resources to life through two inspiring historical examples of such action involving academics.     

Subjectivity as a site of struggle: refusing neoliberalism?

This paper extends the author’s previous enquiries and discussions of governmentality and neoliberal policy technologies in a number of ways. The paper explores the specificity and generality of performativity as a particular contemporary mode of power relations. It addresses our own imbrication in the politics of performative truths, through our ordinary everyday life and work. The paper is about the here and now, us, you and me, and who we are in neoliberal education. It draws upon and considers a set of ongoing email exchanges with a small group of teachers who are struggling with performativity. It enters the ‘theoretical silence’ of governmentality studies around the issues of resistance and contestation. Above all, the paper attempts to articulate the risks of refusal through Foucault’s notion of fearless speech or truth-telling (parrhesia).     

对歌曲《Someone in the dark》的功能文体学分析

本文尝试从功能文体学角度分析电影《E．T．》的宣传插曲《Someone in the dark》。根据韩礼德提出的“相关性标准（criteria of relevance）”,本文选取了及物性,时态分析和人称代词及其所指作为该歌曲的文体特征进行分析。探究其语言模式有动因的突出（失衡和失协）以及它们是如何有效地表达文体意义。     

社会资本、学术寻租与教职终身制——高校科研工作者教职聘任制模式研究

高校教职的聘任是实行终身聘任制模式还是实行聘任合同制模式,一直是学界争论的一个焦点。分层线性模型对107位拥有高级教职的科研工作者成果的追踪研究表明,社会资本的获取使科研人员在职业生涯中始终可以保持高产出状态。这一过程事实上是一种"学术寻租"行为,研究型高校实行终身教职聘任制更有利于减少这种"学术寻租"的出现,因而优于聘任合同制。     

浅析东北近代知识分子产生的历史背景

鸦片战争后的东北,由于清政府无暇东顾,“封禁”政策逐渐废驰,文化教育得到很大发展,再加上外国资本主义政治、经济、文化的入侵,东北的社会经济结构发生了巨大变化,新兴资产阶级的出现使作为其代言人的东北近代知识分子应运而生。     

高校教师科研合作及其回报的变迁——基于CAP和APIKS调查数据的分析

基于2007年CAP和2018年APIKS的调查数据,分析了近十年来我国高校教师校内、国内和国际科研合作率以及科研合作回报效应的变化。研究发现：从2007年到2018年,高校教师校内科研合作率下降,国内、国际科研合作率大幅上升,这些变化在青年教师群体上表现得尤为典型;不同性别、高校层次和学科教师科研合作率的差异一直存在;科研合作的回报效应发生了变化,整体而言,国内合作的影响力降低,国际合作的影响力增强。今后,应进一步通过精准施策,促进各教师群体的科研合作,改革科研评价制度,提升科研合作质量。     

Pedagogic democracy versus pedagogic supremacy: migrant academics’ perspectives

ABSTRACT

This paper investigates the underexplored area of othering of migrant academics within their teaching context. Nine personal narratives of migrant academics’ teaching were analysed qualitatively for indications of pedagogical othering. Migrant academics indicated the need to align their own pedagogic values and practices with that of their host institutions they work in as they felt their own values and practices were considered less desirable. We argue, from a Gramsci’s hegemonic perspective, that the pedagogic adaptation by migrant academics aimed at improving student learning is not problematic in itself, but more problematic is the inequality of opportunity for migrant academics to contribute to pedagogical decisions which can meaningfully influence the departmental culture. Lack of pedagogic democracy where the ‘home’ academic environment has a monopoly of knowledge and a hegemonic position regarding learning and teaching can compromise the student-learning experience by limiting articulation of alternative pedagogical perspectives by the migrant international academics.     

从大学性质浅析去行政化的可行性

从大学的组织结构和活动构成来看,大学是学术活动和管理活动的集合体,二者缺一不可。但大学从出现之初便确立了其以学术为中心的特点,虽然随着外在环境的变化,这一特点正在弱化,但其根本性质从未改变。但随着大学规模的扩大,作为辅助学术活动的行政权力正被一步步放大,大有挤压学术空间的趋势。近年来,关于去行政化的呼声越演越烈。从大学的性质角度来分析去行政化的可行性,从而理性的看待大学去行政化。     

梁启超、钱穆《中国近三百年学术史》的著述思想之辨异

梁启超的《中国近三百年学术史》与钱穆的《中国近三百年学术史》在学术界都享有盛誉，影响深远。学术界对两部学术史研究多着眼于梁、钱二人梳理三百年学术的理论基础即清代学术思想渊源与宋学的关系。本文试从另一角度即以二人的学术史著述思想来辨析两部学术史，以二人对学术界定的差异、采用的不同体例及学术视野来展开论述。     

Re-signifying participatory action research (PAR) in higher education: what does ‘P’ stand for in PAR?

While carrying out a study aimed at understanding the contribution of participatory action research (PAR) to the political realm in contemporary higher education, a problematic situation was found when doing a literature review in the field of action research. This problem concerns the intermittent appearance of the ‘participatory’ component (P) in the acronyms used by PAR practitioners. To flag this problem, a decision was made to use the parentheses around the ‘P’ in PAR; that is, (P)AR. This intermittent appearance of (P) in the literature of action research is linked to one of the main findings in the study; namely, the existence of contested views of ‘action’ and ‘politics’ in action research. In order to address the concept of ‘participatory’ in PAR, and drawing from Hannah Arendt’s notion of ‘natality’, it is suggested that the participatory aspect of PAR (i.e. the ‘P’) be re-signified on the basis of six imbricated ‘P’ notions: people, plurality, publicity, participation, power and politics. The objective of this article is to present how this theoretical resource was utilised to re-signify the ‘participatory’ component of PAR. It is discussed that this re-signification of participation (the P), together with the re-signification of the action (‘A’) and the research (‘R’) components of PAR, constitutes one of the implications to contribute to the re-humanisation of contemporary higher education.     

‘Me at university doing teacher training – what a big laugh’: narrative and parrhesia

This paper uses Foucault’s notion of parrhesia to analyse the story of another and to interrogate teacher education in terms of the particular moral order or the forms of socialization that it uses. I examine the context of my own teaching in terms of truth‐telling and the normative expectations that were found to exist. Through reflection and analysis and using the patterns of action research came the realization that some of what we do within teacher education examines a student’s moral performance rather than their pedagogical ability. The particular moral code that fits within teaching and teacher education needs to be considered in terms of social justice and social change. It argues that there exist collegial restraints and the typifications that serve to find the kinds of students and future teachers we consider appropriate. As an example of an action research study, the paper raises many questions that need to be further considered particularly in regard to ‘regimes of truth’ within teacher education.     

志士情怀 学者风范——读陶天白的《沙原寸草》、《天山鳞迹》

陶天白先生近年新出版的《沙原寸草》、《天山鳞迹》,饱含其渴望祖国和平统一、民族团结、反对民族分裂的爱国情怀。陶老渊博的知识和锲而不舍的学术探讨精神为人钦佩,尤其是陶老的博大胸怀和高尚品格、老而弥坚壮心不已奋斗的精神令人敬佩。     

上古楚语研究述评

上古楚语的研究呈现出由记录性、零散性、单一性逐步转向考证性、系统性、多角度性的趋势，其研究材料与研究方法都有所拓展，但有许多方面仍需加强，突出表现为：史籍所载楚语资料穷尽性的梳理工作，楚地楚人作品中楚语成分的考证，出土的楚地文献的充分利用与详尽分析。     

学术期刊编辑的文化审思

编辑是一种独特的文化存在,文化是期刊品质的内涵格调。学术期刊编辑的文化意义和使命就在于,不仅要满足人们日益增长的文化需求,而且要在提升人们文化品位中致力于人类文明的传承与创新。编辑要有高远的文化使命和追求。     

汉娜·阿伦特行动理论及其政治意蕴

汉娜·阿伦特的政治思想蕴含对人类痛苦经验的强烈关怀。她从极权主义引致的灾难开始考察,指出痛苦经验在于非公共空间的生存状态,出路在于通过行动开创公共空间,这也是阿伦特行动理论的生成机理。阿伦特通过考察法国革命失败的原因进一步论证了以上观点,其行动理论有一定的局限性,但对当下的政治实践具有重要的借鉴意义。     

大学教师教学风格刍议

教师教学风格不仅体现了教师个人高超的教学艺术,而且也体现了教师教学的独特性与规律性的统一、艺术性与科学性的统一、稳定性与发展性统一教学规律。重视大学教师教学风格的培养对于提高教育教学质量、实现大学教育培养目标、促进教师个人专业发展和自我完善均具有十分重要的意义。