Reframing the Idea of an Educated Public

This paper seeks to reframe the idea of an educated public as construed by Alasdair MacIntyre in his lecture of 1985. Like MacIntyre, it locates the emergence of an educated public in the Scottish Enlightenment and its universities, but its focus is on aspects which are not brought into focus by MacIntyre's narrative. The paper argues, firstly, that it is only through dialogue between “intellectuals” and the wider public that the ideas that matter develop and, secondly, that a more generous rendering of the idea of an educated public is required, one which recognizes that the agenda for education is set outside educational institutions. In the current context of rapacious globalization we need to look outwards to the many associations, groups and movements, including adult education movements, which are producing knowledge rooted in projects. Some of these, such as the World Social Forum, challenge the dominant instrumental assumptions which guide much university research and call for a radical critique of universities as institutions.     

MacIntyre's Revolutionary Aristotelian Philosophy and his Idea of an Educated Public Revisited

In this article I revisit MacIntyre's lecture on the idea of an educated public. I argue that the full significance of MacIntyre's views on the underlying purposes of universities only become clear when his lecture on the educated public is situated in the context of his wider ‘revolutionary Aristotelian’ philosophical project. I claim that for MacIntyre educational institutions should both support students to learn how to think for themselves and act for the common good. After considering criticisms from Putnam, Wain and Harris I conclude that MacIntyre's later work points towards an idea of educated ‘community’ that is more outward looking and open to difference than his earlier articulated idea of an educated ‘public’.     

Pursuing the Idea/l of an Educated Public: Philosophy's Contributions to Radical School Reform

Alasdair MacIntyre has argued that our modern, post-Enlightenment societies lack the shared standards of moral argument that are prerequisite to productive public debate. He measures our situation against the ideal of an educated public, members of which share enough common ground to resolve disagreements rationally because they have been prepared to participate in disciplined argument by their school and university curricula. This paper identifies questions to be addressed and tasks to be undertaken by philosophers who seek radical school reform in order to help create the intellectual, cultural and institutional conditions for productive public debate.     

The Very Idea of an Educated Public: On Philosophical Education and MacIntyre's Project

In this paper, I aim to reconsider MacIntyre's notion of an educated public. In particular, I aim to do so in light of his recent elucidation of the role of philosophical education in rejecting, or at least challenging, predominant and shared cultural assumptions. I begin by outlining MacIntyre's original case for an educated public as found in The Idea of an Educated Public. I then briefly consider and respond to three prominent criticisms of MacIntyre's original explication of the notion. In responding to these criticisms, it will be made clear that subtle shifts in MacIntyre's subsequent treatments of the notion reduces the dependency of such a public's existence on the university. I conclude by arguing that the development in MacIntyre's articulation of the necessary conditions for an educated public when considered in conjunction with his recent defence of the conditions for an ‘adequate philosophical education’ provides his philosophy of education with the conceptual resources needed to break free of a final difficulty which MacIntyre himself has articulated. Specifically, I contend that the four stages of an adequate philosophical education MacIntyre outlines are such that they need not be restricted to implementation in formal educational institutions such as the university.     

永远的知青人——浅析知青小说中的“知青情结”

知识青年＂上山下乡＂运动已经结束多年,而在文学界及思想界,它的影响却并未随着时间的推移而消失。正是由于当年轰轰烈烈的＂上山下乡＂运动,使新时期文学中出现了独特的一景——知青文学。它以其独特的内容和思想内涵吸引了包括知青在内的整整几代人的目光。＂上山下乡＂运动到今年已过去近半个世纪,而知青文学也历经了从幼稚到成熟,从单纯到深刻的蜕变,但贯穿其中、始终如一的是作品中难以挣脱的＂知青情结＂。本文以时间为顺序浅析知青文学在不同时期的流程,并从中揭示出贯穿其中的＂知青情结＂。     

受过教育的人

什么样的人是受过教育的人?这是教育中最核心的问题,因为我们的教育要培养什么样的人,决定着我们用什么(课程内容)去培养和怎么(教育的途径和方法)去培养.     

自然:知青苦难青春的象征——知青文学自然形象论之一

新时期文学从不同侧面、不同层次反映了人与自然的艺术关系，知青文学也是如此。一大批知青文学作品表现了知青下乡、支边的痛苦生活，作品中的自然被涂挂上强烈的情感色彩，它们都成了人化自然，作了知青的代言人，成了知青情感的载体，是知青苦难青春的象征。     

浅议我国公立高校学生受教育权救济的完善

近年来,高校与大学生间的教育法律纠纷日益增多,为了保障学校的管理秩序,维护高校学生正当权利,迫切需要健全和完善高校学生申诉制度、行政诉讼救济和引入教育仲裁制度等大学生权利救济机制。     

论“受教“主体的能动性

教育对象之主体能动性概念内涵有四个依次递进的层次。发挥教育对象的能动性 ,就在于确立教育对象的主体地位 ,促进和培养主体自主、自觉和自由的能动性     

高校高学历女教师多重角色冲突及疏解

作为“传统的现代女人”,高校高学历女教师有着强烈的自我发展需求、主体意识和成就动机,但在沉重的学术压力面前她们更容易出现职业倦怠;作为“现代的传统女人”,未婚的高学历女教师往往面临“结枷陛剩余”的境地,已婚的高学历女教师则在事业与家庭之间作着“鱼与熊掌”的艰难选择。多种角色压力归根到底是由于传统社会期待与现代价值追求的冲突,疏解这些压力要全社会共同努力,推进社会性别文化的良性发展,高学历女教师自身也要对自我作理性认知,提高对不同角色的适应能力。     

多元智能理论视野下的创造力培养

加德纳在对传统智力理论进行批评的基础上，提出了多元智能理论。多元智能理论从“解决问题与创造产品”的角度出发对智力进行新的诠释，由此提出了创造力具有多元性的观点，这对素质教育背景下的创造力培养具有重要的启示意义。     

教育人口预测初探

教育人口预测是进行教育结构调整的依据,是提高教育资源使用效率的需要,是确定学校合理布局,提高教育质量和效益的保证.在教育人口预测中必须做到:数据的准确性、完整性;坚持动态和发展的观点;定量与定性相结合.     

审视教育性失业的两个视角

教育性失业是教育身份功能膨胀的恶果。造成“教育性失业”现象的原因很复杂。从教育经济学的视角看,当教育培养高规格人才的数量过多、超过社会发展的需求时,就会产生文凭危机。教育社会学更多地从社会阶层的利益关系方面来看问题,冲突论认为既得利益集团为了巩固自身地位,有意抬高职业门槛的学历资格从而造成文凭贬值,教育性失业其实是社会冲突的产物。     

如何激励知识型员工

文章分析了知识型员工在个人特质、心理需求、价值观念及工作方式等方面的特殊性 ,并就如何吸收、培养、发展、留住知识型员工提出了几种不同的激励方法     

论教育深化与知识失业

本文分析了教育深化和知识失业问题产生的影响 ,指出教育深化及知识失业现象 ,拉大了个人预期收入和个人成本的差距、提高了教育的社会成本 ,使资源配置不合理 ,造成人力资源的闲置和浪费 ,加剧收入分配的不平等 ,不利于社会稳定。文章最后提出了相应的对策措施