Introduction: education,war and peace

Abstract

This editorial introduction to the special issue on education, war and peace proposes that the dynamics between education, war and peace have been insufficiently researched in the history of education but have become a focus of increasing attention. Education for war, education for peace, the impact of war on education, and representations of war and peace are particular aspects of this general theme that are developed in detail in the collection as a whole.     

反对战争 争取和平—神秘派诗画诗人布莱克的诗歌简论

布莱克的诗妙用比喻，抨击社会，反对战争，诗画相合，展示诗人革命热情。     

Peace education: Learning to hate war,love peace,and to do something about it

Peace education should not be only general knowledge but conclude with something the students can do — as when health education leads to hygienic practices. For this to happen, our peace concepts have to come closer to the level at which people live, the local level. It is argued that this points to transarmament rather than disarmament; to defence based on local conventional defence, paramilitary units and non-military defence, rather than (or in addition to) negotiations among governments. It is also pointed out that this would lead to the building of less vulnerable societies from the bottom up. Less vulnerable societies would have great capacity for survival even in times of crisis, including warfare in the country itself, being thereby less susceptible to blackmail. The key to national invulnerability is local-level invulnerability. And a society organised with less dependency on national and international centres will also be a society less dependent on offensive weapons, concentrating more on defensive modes of security. Present and dominant modes of defence not only try to combine a high level of vulnerability with offensive weapons, but also operate at a level so far away from the ordinary citizen that he/she feels there is little else to do than just to be informed and perhaps to have strong opinions.     

反对战争争取和平——秘派诗画诗人布莱克的诗歌简论

布莱克的诗妙用比喻,抨击社会,反对战争,诗画相合,展示诗人革命热情.     

Children talk about learning to draw

This study investigates four- to six-year-old children’s conceptions of learning, by applying the lexicometric method to their oral responses to questions about their learning of drawing, in an individual interview at school. Interviews were videotaped and fully transcribed. Subjects were 26 children from a middle-class background attending public schools in Argentina (in a four-year-old class, a five-year-old class and first grade in elementary school). Differences among groups are described on the basis of correspondence analysis and modal response procedures. Such differences are then systematised into several interrelated dimensions regarding changes in children’s conceptions of learning to draw, namely: learning agency as the internalisation of social mediation, nature of both learner’s and teacher’s actions and mental states, learning goals and temporal frame of reference. Thus, three main conceptions are identified: external agency, external/internal agency and internal agency conceptions, which are associated to the three different school grade groups studied.     

信息时代的"战争与和平"

在信息时代 ,战争的根源、战争的主体、战争的规则、战争的特点、战争的形式等等 ,都发生了根本的变化。在信息战中 ,美、俄、日、伊和中国台海两岸都各有长处和短处。信息对抗和局部的信息战几乎是不可避免的 ,但全面的信息战必然给全人类带来毁灭性的灾难。为了保卫信息和平 ,中国必须抓紧和平时机 ,持续增长国民经济 ,建立自主的信息产业 ,推进民主政治和体制改革 ,大力培养和妥善使用信息人才。     

Children and war

A growing issue in school finance adequacy relates to the condition of school facilities and the role that the condition of those facilities plays in student learning. Using the results of standardized test scores from Wyoming students and a detailed assessment of every school building in the state of Wyoming, it can be concluded that there is essentially no relationship between the quality of school facilities and student performance when other factors known to impact student performance are accounted for. This does not suggest investments in school facilities are not important-all children are entitled to attend school in safe, clean, and appropriate educational environments. However, policymakers should be aware that investments in facilities by themselves are unlikely to improve student learning.     

培智学校课程生活化的思考

所谓课程生活化,指的是在"来源于生活,服务于生活"理念指导下选择课程内容、组织课程内容并以此为依据进行课程的教学,即围绕着使每个弱智儿童最大限度地融入社会这一宗旨,不同的学科之间相互联系并依自身的特点与儿童的实际生活结合起来进行教学.因此,它并不是一门具体的课程,而是一种观念的体现,所以它也不同于劳动技能课;它不是以生活教育代替现有的课程体系,它不取消基础的必要的文化科学知识的学习,而是将知识学习和生活实践相联系.     

The use of war and peace in the basic college speech course

This study reports a quantitative analysis of the prime time television offerings during the fall, winter, and springs seasons (1977–78) by three commercial network‐affiliated stations in a medium‐sized market. A total of 40 consecutive weeks of program listings were examined: 3 September 1977 through and including 9 June 1978. Thefindings of this study indicate that: (1) five (movies, comedy, crime drama, drama, and specials) of the 13 program‐types identified account for nearly 78% of the prime time programming, (2) results of a Friedman two‐way analysis of variance test demonstrate that no significant differences exist between the three stations' program menus, (3) affiliate preemption of the network feed occurred less than 3% of the time overall, and (4) overall, non entertainment programming was at best scant (2.4%). Suggestions for future research were included.     

Children’s perceptions and learning about tropical rainforests: an analysis of their drawings

This study analysed 9 to 11 year old children’s drawings of tropical rainforests immediately before and after a visit to the Humid Tropics Biome at the Eden Project, Cornwall, UK. A theoretical framework derived from considerations of informal learning and constructivism was used as a basis to develop a methodology to interpret the children’s drawings and to measure the change in children’s perceptions and learning after their visit. The children’s pre‐visit drawings mainly showed tree and plant outlines familiar to an English countryside. Rainforest animals were to the fore in the pictures and there was a general lack of scale, depth and perspective in the drawings. In the post‐visit drawings, the animals had mainly disappeared. There was often remarkable accuracy in the shape and detail of the tropical rainforest trees and plants now drawn. The post‐visit drawings also demonstrated far greater depth, scale and perspective than the pre‐visit drawings. The interpretation and analysis of the drawings gave insights into children’s understanding and learning about tropical rainforests and demonstrated that analysis of children’s drawings can be an effective method of assessing some aspects of their learning.     

Living by learning, learning by living: The quest for meaning

In our current age of rapid social, economic and technological change, including urbanisation, globalisation and information overload, human beings are more than ever seeking orientation and meaning. In this situation, education is the potential key to individual empowerment, cultural prosperity, social cohesion and economic development. Arguing for the learning city as the location where a real learning culture is being developed, the author of this article discusses the need to build a new citizenship involving democratic, social, egalitarian (gender-balanced), intercultural and environmental dimensions. Based on a new humanism, this new citizenship should be designed to overcome the exclusion of many in the interests of a few and enable a meaning-friendly evolution in our social institutions. Thus the means of knowing, understanding and being in the world of knowledge, which are essential for liberating the human mind, can be provided to everyone.     

Children with mathematics learning disabilities in Belgium

In Belgium, between 3% and 8% of the children in elementary schools have mathematics learning disabilities (MLD). Many of these children have less developed linguistic, procedural, and mental representation skills. Moreover, a majority of the children have been found to show inaccurate prediction and evaluation skills in Grade 3. MLD often become obvious in elementary school. Whereas some children are retained, others are referred to special education. During the last 10 years, the number of children in special education and the number of children with learning disabilities who are following a special guidance program in general education (inclusive education) have increased. Children in Belgium with MLD can get therapy for about 2 years. Nevertheless, many problems continue unresolved even in high school and adulthood.     

Civic education and visions of war and peace in the Spanish transition to democracy

Abstract

This article explores visions of war and peace in the education system during the Spanish transition to democracy. During those years, the Spanish state was faced with the challenge of leaving its authoritarian political past behind and forging a democratic civic culture. As the concepts of war and peace are inextricably linked to those of state and citizenship, they are a useful tool with which to examine changes in civic education. A wide variety of educational sources has been explored, with particular attention to the emotional nature of the depiction of both war and peace. This study reveals two opposing styles. The official discourse demonstrated a factual treatment of war and a tendency to concentrate on international bodies and their actions, when it came to fomenting peace. The treatment of peace in the circles of teachers’ local initiatives was different. First, peace was defined not only as the absence of war but also in terms of social equality and solidarity. Second, there was a conscious effort to get the students involved in opposing war, reinforced by emotionally charged messages regarding its horrors.     

关于企业价格战的探析

近几年来中国市场上价格竞争已成为企业营销竞争的重要手段,通过分析我国企业价格战的现状、探析其对经济的作用及产生价格竞争的原因,提出企业价格战的思考和对策;一是变单纯的价格竞争为整体的综合竞争,二是赋予价格以丰富的内涵,三是价格战运筹谋略,四是强化企业管理水平提高。     

Young children learning about living things: A case study of conceptual change from ontological and social perspectives

Although research from a developmental/psychological perspective indicates that many children do not have a scientific understanding of living things, even by the age of 10 years, little research has been conducted about how students learn this science topic in the classroom. This exploratory research used a case‐study design and qualitative data‐collection methods to investigate the process of conceptual change from ontological and social perspectives when Year 1 (5‐ and 6‐year‐old) students were learning about living things. Most students were found to think about living things with either stable, nonscientific or stable, scientific framework theories. Transitional phases of understanding also were identified. Patterns of conceptual change observed over the 5‐week period of instruction included theory change and belief revision as well as reversals in beliefs. The predominant pattern of learning, however, was the assimilation of facts and information into the students' preferred framework theory. The social milieu of the classroom context exposed students' scientific and nonscientific beliefs that influenced other individuals in a piecemeal fashion. Children with nonscientific theories of living things were identified as being least able to benefit from socially constructed, scientific knowledge; hence, recommendations are made for teaching that focuses on conceptual change strategies rather than knowledge enrichment. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 449–480, 2004