Reply to James Muir

A kind of ‘neo‐Aristotelianism’ that connects educational reasoning and reflection to phronesis, and education itself to praxis, has gained considerable following in recent educational discourse. The author identifies four cardinal claims of this phronesis‐praxis perspective: that a) Aristotle's epistemology and methodology imply a stance that is essentially, with regard to practical philosophy, anti‐method and anti‐theory; b) ‘producing’, under the rubric of techné, as opposed to ‘acting’ under the rubric of phronesis, is an unproblematically codifiable process; c) phronesis must be given a particularist interpretation; and d) teaching is best understood as praxis in the Aristotelian sense, guided by phronesis. The author argues that these claims have insufficient grounding in Aristotle's own writings, and that none of them stands up to scrutiny.     

Curriculum,pedagogy, and the Cambridge Primary Review: a response to R.J. Campbell

Year after year, the interest in early learning of the state language by non-Estonian children has increased. In Estonia, the course has been directed that non-Estonian learners have to reach functional bilingualism by the time they leave basic school and thus to become competitive in labour and education markets in Estonia. The objective of the present study is to explain – based on the teachers’ assessments – meeting the objectives of the curriculum at the end of the kindergarten period and at the first stage of basic school by the children having participated in the early language immersion programme. The method of this study was a questionnaire. The results of this study showed that the children having been taught by the language immersion methods were well prepared for school, and their knowledge, linguistic skills and the capacity of self-expression were appropriate for their age in both languages.     

A Response to John J. Cannell

Two representatives of The Psychological Corporation present their reactions to the Cannell report and call for better explanations for the public of the meaning and limits of norm-referenced scores.     

从格雷玛斯到超媒介叙事性

格雷玛斯从一般符号学原则出发构建的叙事生成理论具有超文学的普遍性,它揭示了超媒介叙事的两个要素:主体性与时间性。主体性是叙事的语义基础,是构建故事情节的内在动力。叙事的时间性表现为交流结构和目的论逻辑两个方面,时间性是叙事的表达形式。叙事就是主体性的时间化表达,即在叙事主体之间以目的论逻辑为原则调节安排的交流过程。     

法学硕士研究生的“三教”

专业阅读、专业思考和专业写作构成了法学硕士研究生的基本学习内容,但如何阅读、如何思考和如何写作事关法学硕士研究生的培养质量,而导师对此负有相当重要的责任。