Why there is no education ethics without principles

Moral education and ethical reflection are always dependent on the content of the internalized norms, principles and values of the individual. As we demonstrate, this also means that there is no instance of feeling, emotion, spontaneity, or care that can be independent of norms, rules, and values outside human discourse. In light of this, Noddings’ theory of the ethic of care is a contentious theory of child education, as it is linked with the presupposition that we can turn a blind eye to the symbolic field, to the network of rules/principles and their values, when we educate. Education that is derived only from caring, without being derived from reflection on education’s specific values, can lead to education that supports, for instance, racist ideology and racist education. This is not, of course, something that the ethic of care would advocate; however, as an educational theory, it is flawed in that, due to the rejection of reflection through principles in general, it fails to provide the educator with a conceptual apparatus through which he/she could analyze and reflect upon—could understand—what he/she is doing with regard to the norms of his/her culture. Society and educators cannot tacitly allow or be benevolent toward such fundamental mistakes in moral education.     

教育为何让主体“缺席”

教育在产生正面影响的同时也产生了负面效应。教育主体的“缺席”使教育常常偏离教育的本质。教师主体因习惯和依赖在制度中遁形，学生主体因惧怕和崇拜自动放弃。教育主体“缺席”会直接导致学生儿童期缺失、创造本质丧失以及稳育失效。     

Why Science Education Alone is Not Enough

Science did not come into existence independent of the other disciplines. It is one dimension of a complex culture. We err in attempting to theorize how best to teach it with little or no regard for the broader cultural matrix. How we have transformed our curriculum into its present fragmented condition is not difficult to trace. A reductionist and materialist orientation has resulted in a serious loss of coherence, of beauty, and of any real depth of meaning for the subjects we teach. In this paper, I will argue that the tendency to think of science and science education in isolation from a broad and intellectually noble cultural design is damaging, not only to the teaching of our culture in general, but also to the teaching of science. A substantial and fundamental reorientation is called for.     

教育何以必要与可能--康德教育思想刍论

康德从其唯心主义先验论出发论述了教育的可能性和必要性的问题,从而为其教育思想体系,也为德国教育学理论体系奠定了根基.     

为什么说人文教育是近代教育的开端

人文主义教育的核心是以人为最高目的,强调生命创造体的主体地位。从教育目标、培养对象、教育内容、教学方法等方面可以看出人文教育是近代教育的开端。     

两种单稳态电路的暂稳态时间为何不同

单稳态电路可以由门电路和555定时器组成，但两种单稳态电路的暂稳时间不同，由门电路组成的单稳态电路，其暂稳时间为0．7RC：由555定时器组成的单稳态电路，其暂稳时间为1．1RC。本文就两种单稳态电路的暂稳态时间的不同所造成的原因及如何确定进行探讨。     

Why is Marketing Education a Must for Engineers? A Manager's Viewpoint

Engineers are familiar with various techniques of design, manufacturing, production, distribution, etc. Education is primarily oriented towards learning product development and towards industrial processes. How can industry better achieve its goals? If engineers apply modern marketing techniques in their respective work environment, it can be foreseen that success will affect their organisations and their personal life! The marketing essentials are summarised with respect to a small company, that relies on R & D, production and servicing.     

汉堡包名称的由来

19世纪初,一位德国商人在去往亚洲的途中注意到,游牧民族鞑靼人(蒙古人)把肉放在马鞍底下来将它变软。马匹跑动把肉颠碎,鞑靼人就把碎肉凑集起来调上味吃。这位商人将捣烂牛肉     

为什么说人工智能是危险的梦想

机器人专家诺埃尔·夏基过去曾非常迷信人工智能。可现在他却认为人工智能是一个危险的神话,并且认为这个危险的神话会导致一个极其糟糕的未来,这个未来是没有智能和感情的机器人护理和机器人士兵的未来。他为什么会这样认为昵？尼克·弗莱明发现——     

圣丹尼大教堂何以寂寥

巴黎的圣丹尼大教堂距离巴黎圣母院咫尺之遥,但是游人不多。巴黎圣母院傲居塞纳河中央的西岱岛上,因为雨果的小说而名满天下。圣丹尼大教堂则凝聚着法国的历史,以区区一个教堂的面积,接纳了法国12个世纪的皇家骨值;圣丹尼大教堂还是阿贝拉尔晚年的栖身之地。按说圣丹尼大教堂理应享有伦敦西敏寺和巴黎先贤祠那样在神圣和世俗空间中的崇高地位,它的相对寂寥,当有其地域和文化上的因由。     

Why Harry Brighouse is Nearly Right about the Privatisation of Education

Professor Harry Brighouse has written extensively against 'educational choice' reforms in England and Wales and in the USA, and has challenged the status quo of private school provision in England and Wales. This paper explores the extent to which his arguments are applicable to the more radical, but prima facie linked, concept of the 'privatisation of education', that is, where funding, provision or regulation of education are progressively moved away from the state to the private sector. The arguments address in particular the issues of autonomy-facilitating education and educational equality, suggesting that Brighouse's arguments that use these concepts are not powerful objections to the case for choice or privatisation. Indeed, it is suggested that there are several arguments in Brighouse's writings, concerning the virtues of efficiency, diversity and innovation, and the power of the 'mimicking effect' of parents who are not skilled choosers, that contain the kernel for an argument advanced elsewhere that defends, rather than opposes, the privatisation of education.     

为什么说科学是一种文化

科学作为人类对自然界的认识活动,受到不同文化模式的哲学思想、价值观和信仰体系的强烈影响。因此,不同的科学携带了各自的文化基因,呈现出明显的文化特色。这就意味着,科学、哲学、文化是三位一体的,文化基因决定了科学的所有本质特征。我们今天学习的科学(中医学除外)是在西方文化土壤上诞生和生长的,它带有全套西方文化基因,所以我们要想在科学方面赶上西方国家,就必须实施大规模的“文化基因工程”。     

圣诞节为何如此重要?

有两个原因可以说明圣诞节为何如此重要。据1994年版的《大不列颠百科全书》所述,全球55亿人口中有18亿为基督教徒,这令基督教成为世界上最大的宗教。