Scientific Literacy and Social Transformation

The paper provides a systematic theoretical analysis of the main visions of the concept of scientific literacy developed in the last 20 years. It is described as a transition from a transmissive educational vision of scientific literacy (Vision-I) to a transformative vision (Vision-III), with a stronger engagement with social participation and emancipation. Using conceptual tools from sociology and the philosophy of education, the notions of science participation and emancipation associated with transformative Vision-III are critically analyzed in order to draw attention to the growing need to define them with greater accuracy as key conceptual components of scientific literacy. Without such an approach, it will be difficult for science education to materialize and consolidate educational actions that are pedagogically sound, culturally and socially sensitive, and coherent with the social transformation of the diverse conditions of oppression. It is concluded that Vision-III should include both a broad conception of participation, which makes visible the invisible and informal acts performed by diverse groups to build society, and an alternative notion of emancipation committed to liberation.

     

教育机会平等论

教育机会从其提供者的情形来看,可以分为两类:社会提供的教育机会与非社会提供的教育机会。非社会提供的教育机会比较复杂,主要包括:天赋提供的教育机会、家庭提供的教育机会、运气提供的教育机会、个人努力提供的教育机会,等等,它们皆属私人权利,是教育机会享有者的个人权利。社会,主要通过政府提供的教育机会,则与天赋、家庭、运气、个人努力等提供的教育机会根本不同,它属于公共权利,是全社会人人均应享有的“人权和幸福”。     

社会公平:政治文明建设的价值追求

在分配领域及社会生活的其他领域中逐步建立与我国社会主义市场经济相适应的公平机制,是当前我国社会主义政治文明建设的重要任务。要从社会主义政治文明建设的根本目标和我国现阶段社会发展的实际出发,通过加强政治意识、政治制度和政治行为方式等方面的教育、改革与创新,积极、全面地推进我国社会公平机制的建设。     

Education,Equality and Social Cohesion: A distributional approach

Promoting social cohesion through education has re-emerged as an important policy objective in many countries during the past decade. But there is little clarity in policy discussions about what social cohesion means and how education may affect it. In this article we distinguish between social capital and societal cohesion and argue that education acts in differential ways on each. Using comparative, cross-country analysis, we develop a 'distributional model' which shows the relationship between equality of educational outcomes and various measures of social cohesion. In the final part of the article we discuss theories explaining the cross-country trends and variations in educational inequality and social inheritance in education, and argue that education system characteristics, such as degrees of 'comprehensiveness' in secondary schooling, may be an important factor in both. We conclude by arguing that policies to increase social cohesion through education must pay more attention to the reduction of educational equality than they currently do.     

Distance Teaching Universities as Promoters of Social Equality and Social Accountability

The autonomous fully‐fledged distance teaching universities (DTU's) that have been established since the early 1970 ‘s in Europe and in other parts of the world, and have been shaped to a great extent on the leading model of the Open University of the United Kingdom, were by their very nature designed to promote social equality and to enhance social accountability in higher education. The major goals on their agendas were to widen access to higher education, to reach out to potential students wherever and whenever they wished to study, to provide high quality learning experiences, to reduce the costs of university education, and to be responsive both to societal demands and to market trends. This article briefly describes the main policies, mechanisms, and measures that the DTU's adopted in order to achieve their goals and concludes with the implications and lessons that might be derived from the experience of the DTU's as to the planning and policy formation of higher education systems in the future.     

中医“五行学说”对青年干部素养提升的价值

习近平总书记在全国组织工作会议强调要着眼近期需求和长远战略需要,“要建设一支忠实贯彻新时代中国特色社会主义思想、符合新时期好干部标准、忠诚干净担当、数量充足、充满活力的高素质专业化年轻干部队伍”。中医文化博大精深,蕴含着深邃的哲学智慧,其中“五行学说”是中国古代哲学的重要理论,是中国人的世界观和方法论。青年干部要不断在实践中锤炼“五行”素养,在学校事业发展的洪流中做到既能仰望星空,又能脚踏实地。     

科举制度与社会平等

社会不平等是重要的社会现象之一。中国古代社会分层明显,社会差异很大。但是,科举制度打破了旧有的社会分层,在促进合理的社会流动,在构建社会平等体系方面具有积极的意义。     

读写萌发教育理念

人们对幼儿幼儿早期读写的认识经历了以阅读准备为主导的传统认识和以读写萌发为主导新认识两个阶段,目前读写萌发理论在世界范围内是早期读写教育的主导型研究范式。本文介绍了读写萌发的相关概念。把读写萌发理论介绍到我国可以增强我们对于幼儿读写发展的理解,也可以改进我国幼儿读写教育方面的实践,同时汉语背景下读写萌发的研究也有利于丰富读写萌发理论自身。     

王艮的社会平等与改良思想

王艮是泰州学派创始人。他的平等、身本、改革创新等和谐发展思想,很有特色,对今天的和谐社会建设有着重要的借鉴意义。     

仁而自由平等:徐复观的儒家民主论

当代新儒家基于人具有天命之仁而天下为公、自由平等之核心价值,在政治上坚决主张民主自由,认为只有民主自由才能实践儒家政治理想,含具儒家价值的民主政治才能生根发展,发挥其最高的价值;主张民主政治除了吸纳西方体制,亦须以道德自觉、淑世利他和中庸均平的价值精神相互充实。迩近西方学界反思民主共和的危机,恰正呼应儒家民主在西方经验之外亦讲求道德自觉的主张。徐复观的儒家民主论谈及儒家义理为民主自由之依据、中道之政治观、人格人权相依不离之民主观,并藉此反思中国传统与西方民主政治,及儒家思想转进民主政治之关键,对儒家普世价值的阐发作出了重要贡献,值得今人审思与继承。     

基于教学平等的网络课程设计要素与原则

现代课程论和教学理论把师生间的交往活动——教学活动置于课程中的重要位置,开放教育中的网络课程尤为注重教学平等的教学效果。本文依据现代课程论和教学论的核心观点。对网络课程设计应该关注的主要因素包括课程内容、内容的结构和呈现方式、学习者的经验。以及课程教学环境的营建进行了初步分析,并据此提出了网络课程设计的一般性原则：整合性。互动性,生成性,发展性,可选择性,亲和性。     

论教育公平是促进社会和谐的关键

和谐社会的构建内在地要求各种经济、政治和文化利益在全体社会成员之间合理而平等地分配。而教育公平则为每一位社会成员在社会博弈中提供了实现利益均等的机会。目前,由于经济水平、区域差距等原因,我国教育还存在某些不公平现象,这势必影响和谐社会的构建。因此,积极推动教育公平,才能达到社会和谐的战略目标。     

Both Theory and Practice: Science Literacy Instruction and Theories of Reading

Many journal articles detail recommendations to naturally integrate literacy instruction into content-area classes, particularly science, claiming that such instructional practices will support both literacy and content-knowledge acquisition. This begs the question, are the literacy strategies recommended for content-area instruction founded in established educational theories? The purpose of the current study is to examine the implicit and explicit theories driving science disciplinary literacy instruction. Theories assist in organizing and advancing research in a systematic manner. Information on the status of theory is essential to both practitioners (who are implementing strategies) and researchers (who are making recommendations for classroom instruction). Our study revealed that in science literacy, vocabulary instructional practices are frequently supported with Schema and Dual-Coding theories. Articles also frequently used theories grounded in social dynamics, including social constructionism and sociocultural perspective, to support literacy instruction. However, recommendations for other aspects of instructional practices in science literacy are generally not well-grounded in major reading theories.     

The Meritocratic Conception of Educational Equality: Ideal Theory Run Amuck

The dominant conception of educational equality in the United States is meritocratic: an individual's chances of educational achievements should track only (natural) talent and effort, not social class or other morally irrelevant factors. The meritocratic conception must presuppose that natural talent and effort can be isolated from social class — and environmental factors in general — if it is to provide guidance in the world of educational policy and practice. In this article Kenneth R. Howe challenges that presupposition and related elements of the meritocratic conception having to do with the role of competition and education as a positional good. Howe argues that, in use, the meritocratic conception unavoidably distributes education based on developed talent and motivation that cannot be isolated from the effects of social class, thus masking the real basis of the distribution and contributing to the perpetuation of illicit group privilege. Howe then entertains and rejects several rejoinders to his critique, including that the meritocratic conception might eliminate the presupposition of isolatable natural talent. Finally, Howe sketches an alternative conception of educational equality based on Elizabeth Anderson's adaptation of Rawls's “democratic equality.”     

平等与效率相互促进的教育公平论

平等与效率和谐统一的社会公平是促进社会和个人发展的重要手段,教育公平既有公平的普遍性,又有自身特点,应根据教育公平的本质特点实现教育公平的目标。实现教育公平必须追求和实现教育平等与教育效率的和谐统一,应坚持普及与提高、大众化教育与精英教育相结合的原则,坚持区域教育均衡发展、义务教育免费和强制性原则,积极消除分数面前人人平等的公平性和局限性的矛盾,实施素质教育和创新教育及其评价模式,坚持教学民主与因材施教。     

Clearing the Theoretical Ground: Elements in a Theory of Popular Education

The author argues that a theory of popular education is emerging, the elements of which include (1) an emphasis on the relationship of education and learning to collective and emancipatory struggle, (2) an analytical framework which enables connections to be made between learning and education on the one hand, and analysis of political economy, micro-politics, ideology, and discourse on the other. The theory is tested through a case study of workers' informal learning during the restructuring of an Australian open-cut mine.     

德沃金对福利平等理论的思想批判

美国当代三大法哲学家之一的罗纳德·德沃金对平等问题的研究引发了关于分配正义的辩论,他的平等理论引起了广泛的讨论,其中既有赞同,亦有批判。德沃金以激进批评和对奢侈嗜好的反对两个重要论点,对福利平等进行了彻底的否定与批判,而由此对德沃金平等理论产生的批评普遍存在着误区。     

Steering Legacies: Pedagogy,Literacy, and Social Justice in Schools

This article builds upon more than 6 years of critical research in urban schools in northern California to offer a particular perspective on teaching for social justice. Concerned with prevailing issues in adolescent literacy, this article examines instantiations of literacy instruction in the shadow of the late activist poet June Jordan and with the support of Pulitzer Prize-winning author Alice Walker. It focuses on culturally responsive pedagogy to understand not only their work but also the work of teachers and other educators. Central to the discussion are two kinds of pedagogical innovations, one based on a school-community partnership and the other a district-wide sponsored writing contest. Implications for classroom practice and key lessons useful for teachers interested in similar work are also discussed.

社会平等、公正、公平辨析——兼析我国高等教育

本文在理论上辨析社会“平等”、“公正”和“公平”概念的基础上,分析我国高等教育的平等、公正和公平。认为社会不平等是绝对的;社会公正是一种形式上的、相对的社会平等;社会公平是对社会公正的过程和结果与期望的社会平等之间差距的体验。高等教育不平等的两个关键是个体在高等教育前不平等和获取高等教育资源不平等,高等教育公正试图修饰高等教育不平等,但在实施过程中偏离了公正的初衷,最后呈现出高等教育不公平的社会集体感觉。