庄子:歌与哭的艺术情怀

<庄子>记载了庄子妻死而歌、友亡悲哭两个故事,这一歌一哭虽有悖于世俗规范,却呈现了一种艺术化的人生,庄子的歌与哭不是世俗的挽歌与颂词,而是艺术心灵真挚而深刘的绝唱,蕴含着浓厚的诗意情怀、自由意志、孤独意味和悲剧精神,歌与哭,以两种质朴的世俗形态实践了艺术的本真传迭.     

Using sense to make sense of art: young children in art galleries

This paper reflects on a collaborative project between Manchester City Art Gallery and Manchester Metropolitan University (2003–2004). The project's aim was to attract very young children and their families to the gallery. This paper will not report directly on the research methods used or the outcomes of the project but, rather, will explore questions raised about art galleries and art education in relation to young children. It will ask if it is possible to use art education as a tool for thinking about the world, rather than as a vehicle for expressing a pre‐existing and unitary self, or for representing a pre‐existing and unitary reality. Merleau‐Ponty's philosophy of perception will be used to assist in this attempt to open up current notions of art education, and the art gallery space.     

Using art with vulnerable children

Refugee children are often admitted into schools having experienced traumatic events. The impact of trauma on children has been well documented and these children frequently have complex needs. The Devon Behaviour Support Team (BST) has offered Art Workshops to schools to support children with social, emotional and behavioural difficulties and refugees in their transition into schools in England. Self‐esteem and social interaction were measured by observations and qualitative assessment techniques over a period of six months for six refugee children from four Art Workshops. The results of the study show overall positive development in the children's confidence and reflect their increasing skills in social interaction within the classroom. The study also highlights the refugee children's attitudes to the art process and their responses to materials and requests.     

Protecting abused and neglected children: Can law help social work?

In the United States, about 25% of all child fatalities attributed to abuse or neglect occur after the child has been reported to a child protective agency. (Tens of thousands of other children receive serious injuries short of death while under child protective supervision.) Increasingly, individual workers are being blamed when the children in their care suffer further maltreatment. In all parts of the country, workers are being given administrative reprimands, are being fired, downgraded, or reassigned for mishandling their cases. Many are being sued for professional malpractice; some are being criminally prosecuted for official malfeasance and negligent homicide. Blaming workers is sometimes deeply unfair and fear of unfair criticism leads to defensive social work and, hence, to overintervention into private family matters. Existing laws encourage this unfair criticism by greatly overstating the ability of workers to predict future maltreatment. Laws can be reformulated to help workers better protect maltreated children. Laws should make clear that, subject to certain minor exceptions, protective action is warranted only when the parents' past behavior seriously injured the children or was capable of causing serious injury.     

论直觉在儿童美术教育中的作用

直觉是人们在长久思索某一问题的基础上，以高度省略，简化，浓缩的形式，豁然洞察问题实质的一种思维。它具有表现的突发性，结构的跳跃性和结论的或然性的特征，直觉在儿童美术教育中具有十分重要的地位和作用：儿童依靠直觉把握物象基本特征，儿童依靠直觉能创造性地表现视觉意象，儿童领先直觉能体现美的自然法则。     

复古与创新：寻找失落的“真诗”－－论明诗的道路及其历史启示

明代是中国古典诗歌最平庸的时代，尽管明代主流诗人或力倡复古，或力主创新，企图找回失落的“真诗”，但也未能改变明诗平庸的面貌。究其原因，即非明代诗人移情别恋缺乏创作热情，也非他们在诗学理论上抱残守缺缺乏创新精神，而是宋以后中国文化理性成熟童心渐失所致.明代主流诗人以“真诗”为最高境界的种种努力、种种试验，就是要拯救宋以后古典诗歌的衰势，再现盛唐以上的辉煌，但留下的却是平庸的诗作与失败的记录，由此可以窥见古典诗歌的由盛而衰的历史轨迹。     

Poly-victimization: a neglected component in child victimization

OBJECTIVE: To assess the role of multiple victimization, or what is termed in this article "poly-victimization," in explaining trauma symptomatology. METHOD: In a nationally representative sample of 2,030 children ages 2-17, assessment was made of the past year's victimization experiences and recent trauma symptoms. RESULTS: Children experiencing four or more different kinds of victimization in a single year (poly-victims) comprised 22% of the sample. Poly-victimization was highly predictive of trauma symptoms, and when taken into account, greatly reduced or eliminated the association between individual victimizations (e.g., sexual abuse) and symptomatology. Poly-victims were also more symptomatic than children with only repeated episodes of the same kind of victimization. CONCLUSION: Researchers and practitioners need to assess for a broader range of victimizations, and avoid studies and assessments organized around a single form of victimization.     

Variables associated with disrupted placement in a select sample of abused and neglected children

The purpose of this study was to examine the placement history of 172 abused and/or neglected children who had been placed in a residential home for maltreated children. Data were collected on the child's placement history (i.e., number of placements, time in transition, and placement rate) and also on child and family characteristics. Pearson correlation coefficients were run between child and family variables and each of the three placement history variables. In addition, t-tests were also used as a method of analysis. Results indicated that children with the following characteristics or life circumstances experienced the more disruptive experience while in foster care: children having severe behavior problems; children who were very young when first removed from their natural home; and children having drug addicted and/or alcoholic parents. Implications of these findings indicate social workers and judges need to be alert to the potential for system abuse of children in foster placement, responsible long-term planning for any child in foster care is critical, and those involved in therapeutic treatment for abused/neglected children should be attentive to the child's placement history.     

The intellectual profile of abused and neglected children in the Philippines: An analysis of SB5 IQ scores of sexually abused,physically abused and neglected children

Child abuse and neglect have been associated with cognitive deficits, among other effects on child development. This study explores the prediction that child abuse and neglect has an impact on Stanford-Binet Intelligence Scales 5th Edition (SB5) IQ scores, in relation to gender, age and type of abuse experienced. 300 children with experiences of abuse and neglect were included in the study, comprising 100 sexually abused, 100 physically abused and 100 neglected children. Overall, all scores on the SB5 were found to be significantly lower than the minimum average scores on the test. Verbal IQ (VIQ) scores were likewise found to be significantly lower than Nonverbal IQ (NVIQ) scores. Full Scale IQ (FSIQ) scores did not reveal heterogeneity when gender was factored in. Age and type of abuse (with a moderate effect size) on the other hand, showed significant differences among groups. Statistical analyses of SB5 Factor Index Scores revealed that abused children, in general, have significantly higher Visual-Spatial Processing (VS) and Quantitative Reasoning (QR) scores and lower scores in Knowledge (KN). There was a large effect size found in such an analysis. Age (with a large effect size), gender and type of abuse (with moderate effect sizes) give significant variations to this obtained profile.     

Health status of abused and neglected children and their siblings

Fifty Greek children who had been neglected or physically abused by one or both parents were studied, along with their families. Of these 18 were single-child families. The other 32 children in the study, including two sets of twins, had a total of 53 siblings. In comparison with their siblings, the abused children were more frequently the result of an unplanned and unwanted pregnancy. They had a higher incidence of perinatal problems and more illnesses in the first year of life. Almost half had feeding problems, their nutritional status was often poorer than that of their siblings, and they were characterized by their parents as being more difficult than the other children. In some cases there was evidence of a lesser degree of neglect or abuse in the siblings. More than twice as many boys as girls were abused, although there were more girls than boys amongst the siblings. This possibly reflects the higher value and as a result higher expectations that Greek culture places on male children.     

Profile of abused and neglected American Indian children in the Southwest

From both knowledge gained working in Indian communities and a major data collection program, this article examines child abuse and neglect among the Indian tribes in a southwestern state. The period of study covers 1982 through 1985. The study sample consists of 53 children targeted by the local Indian Health Service Hospital Child Protection Team as being abused and/or neglected. In addition, information on the parents, grandparents and, in a number of cases, great-grandparents are examined. The study is a secondary data analysis of clinic and hospital records and interviews with local community health care providers and tribal officials. The results indicate that alcohol abuse was present in 85% of the neglect cases and in 63% of the abuse cases. In addition, child abuse and neglect occurred simultaneously in 65% of the sample. Child abuse and neglect are found to be part of a larger phenomenon of multiproblem families which raises the issue of intergenerational perpetuation of these problems. The results underscore the importance of interagency cooperation in surveillance, treatment, and prevention, as well as more careful and thorough documentation of record maintenance.     

Suggestibility in neglected children: The influence of intelligence,language, and social skills

We administered the GSS-2, a standardised measure of suggestibility, to 5- to 12-year-old children to ascertain whether neglected children’s responses to leading questions distinguish them from those of their non-neglected counterparts. Neglected children (n = 75) were more likely than an age-matched sample of non-neglected children (n = 75) to yield to leading questions, despite no difference in their ability to recall the test stimuli. Subsequent collection of individual difference data from the neglected sample revealed that this effect could not be attributed to intelligence, language ability, problem behaviours, age at onset of neglect, or time spent in out-of-home care. With respect to social skill, however, suggestibility was positively correlated with communicative skill, and marginally positively correlated with assertion and engagement. While on the surface our social skills findings seem counter-intuitive, it is possible that maltreated children with relative strengths in these areas have learned to comply with adults in their environment as a way to protect themselves or even foster belonging. Our data, while preliminary, raise interesting questions about whether targeted interventions could help these children to more actively participate in decisions about their lives.     

Patents: a neglected source in the history of education

Education is a technology, a production system whose elements comprise material, linguistic and conceptual inventions. This multi‐dimensional sense of educational technology is useful whenever attempts are made to understand educational practice. To this end, my paper examines a small corner of the historical or technological record, ‘patents of invention’, a set of sources that has seldom, if ever, been used in English‐language histories of education. To evaluate this source, my attention focuses on the ‘abridgements’, published between 1855 and 1930, where patent applications were grouped according to their use (e.g. as ‘furniture’ or ‘stationery’); and the diversity of these records will be illustrated by reference to an invention – the school desk – that was prominent over the same period.     

Micropolitical literacy: reconstructing a neglected dimension in teacher development

Teachers’ professional learning takes place in an organisational context, in which issues of power, influence, and control can play an important part. In this article, we argue that learning how to deal with these inevitable micropolitical aspects of their work lives, constitutes an important dimension in teachers’ professional development and needs to be included in any appropriate theory on teacher development. We describe this ‘political’ learning process as the development of micropolitical literacy. Although the development of micropolitical literacy may be stimulated and intensified by particular policy measures or reforms, as a learning process it starts at the very beginning of the teacher career. Using the micropolitical perspective as a theoretical framework, we will illustrate this by presenting the results of an interpretative analysis of one primary teacher's story about his first years in teaching.