后现代主义课程研究的若干领域和范式

应该说有多少后现代课程研究学者就有多少后现代课程研究领域和范式,因此对后现代课程研究难以做出"完整概括"。所以文章就对后现代课程研究领域颇有建树的五位代表学者,即Cherryholmes,Doll,Giroux,Lather,Slattery的研究领域和研究范式进行具体分析,概略地透析了后现代课程研究的范式和形态。     

Review Essay: Material Rhetorics Meet Material Feminisms

People in Quandaries. By Wendell Johnson. New York: Harper and Brothers, 1946; pp. 532. $3.00

Now You're Talking. By Harrison M. Karr, Glendale, California: Griffin‐Patterson Company, 1946; pp. 136. $1.50.

Radio Drama Production. By Walter Krulevitch and Rome C. Krulevitch, New York: Rinehart and Company, 1946; pp. 330. $2.75.

You Can Talk Well. By Richard Reacer. New Brunswick: Rutgers University Press, 1946; pp. 312. $2.50.

Radio, The Fifth Estate. By Judith C. Waller. New York: Houghton Mifflin Company, 1946; pp. 483. $3.40.

Alexander Hamilton. By Nathan Schachner. New York: D. Appleton‐Century Company, 1946; pp. 488. $4.00.

A Guide to the Practice of International Conferences. By Vladimir D. Pastuhov. Washington: Carnegie Endowment for International Peace, 1945; pp. 275. $2.50.

The Old Stock Company School of Acting. By Edward William Mammen. Boston: Public Library, 1945; pp. 89. $1.00.

The History of the Seattle Stock Companies from Their Beginnings to 1934. By Mary Katherine Rohrer. Seattle: University of Washington Press, 1945; pp. 76. $1.50.     

Research Paradigms:

No abstract available for this article.     

帝国:后现代的一体多面性

哈特和奈格里在<帝国>一书中,基于对向帝国转变过程的探究,将帝国明确概括为"一个有效地控制着全球交流的政治主体,一个统治世界的最高权力".在理论展开中,他们又从五个角度分别对帝国做了规定,他们在坚持了左翼立场的同时,由于其所持有的后现代主义而导致了种种缺陷和不足.     

《五号屠场》：无声的狂欢

库尔特·冯内古特是美国重要的后现代主义小说家之一.他的代表作<五号屠场>展现了一幅光怪陆离的狂欢图景,其中狂欢广场、加冕与脱冕以及狂欢时空的运用与巴赫金的狂欢化理论相符.但狂欢在后现代主义背景下被赋予新的内涵,它是无声的,传达一个有关虚无和荒诞的启示.     

Methodological Reconsiderations: The Shifting Paradigms

In the struggle to gain an understanding of ourselves, we have developed a variety of explanatory theories, models, and paradigms with methods of questing answers that have been considered appropriate to the theory, model, or paradigm. Behaviorists have sought to determine the nature of relationships by means of a basic cause-effect design. They assume that laws governing behavior exist and are discernible, that cause is fundamentally external in nature, and that empirical methodologies represent the best approach to the explanation of behavior within societies. Advocates of an alternative world view (antipositivism or interpretivism) adhere to the naturalistic conception of a human being as a rule-following agent. They assume that people are conscious social actors capable of controlling their behavior, and that human behavior originates in the individual's interpretation of reality. Their research methods are aimed at exploring the situations of the actor in order to work out how individuals arrived at the interpretations and created the actions they did. Both schools of researchers seem to be tackling the same issues, but those steeped in the behavioral sciences are questing for empirical generalizations while the interpretivists are analyzing conceptual properties and the meaning of each. Yet, it is not a blind allegiance to one specific world view and its concomitant methodologies that is important but an ability to think creatively and to have a sound conceptual base on which to build a world view. Methods are the tools of scholarship and should be adapted according to the nature of the questions, not unquestioningly applied.     

Postmodern metaphor

Cultural Studies of Science Education - Metaphors invite. They contribute to our ability to makes sense of experience as they beacon us to make new (and sometimes playful) connections. In this...     

Feminisms and science education: one science educator's exploration of her practice

This article relates stories of what I have learned by engaging in autobiographical analysis of my work as a science educator, over a seven year period. These stories can be described loosely as 'a play with three acts'. During each act I am played by a somewhat different feminist character who is not only influenced by her own pedagogical and philosophical underpinnings (feminisms) but, by her own disciplinary and institutional contexts. The first act presents an historical feminist perspective. The second act can be described as an emerging postmodern feminist story. The third act is a feminisms story which is where I currently locate my practice.     

Higher Education And Employment: a Problematic Relationship

The labour market for university graduates is deteriorating. There is increasing unemployment and underemployment. The present situation is qualitatively different from all earlier ones in that it involves far more people and is a permanent condition within the context of an emerging global labour market involving many academic disciplines. Attempted solutions have been essentially of two types: either trying to reduce the supply of graduates or to fit the supply within manpower and socio‐economic planning. These attempts have not been particularly successful. There is a need for a fundamental reorientation in thinking. A number of possible solutions are proposed within the context of a transformation of both higher education and the existing economies.     

隔岸管窥:台湾新女性主义文学解读

20世纪80年代，台湾新女性主义文学高涨，它与岛内的妇女运动同步发展，关系密切。新女性主义文学所体现的新质在于追求女性为社会承认的“社会人”的价值，以鲜明的女性意识和强烈的反叛精神，对传统文化积淀予以揭露；同时描绘出在台湾经济转型时代，台湾新一代女性的选择和追求，张扬女性自强自立的现代意识，提倡女性人格的自我完善。、在文风和艺术手法上，新女性主义文学受张爱玲影响颇深。     

Military Education Reconsidered: A Postmodern Update

It is commonly accepted that the nature of military operations is one of such character that no matter how well you prepare there will still be an expectation of having to deal with the unknown and unforeseen. Accordingly, there seem to be reasons for arguing that preparations for the unpredictable should play a critical role in military education. Yet, military education as we know it seems to be characterized by a rather classic modernist view on education, which promotes an environment of learning that embraces uniformity and enhances scenario based pre‐planned drills as ways of conducting military operations. In this paper I will argue an alternative perspective, one that embraces difference rather than uniformity as a means of developing military units and their soldiers. In doing so I will ground my argument in the academic discourse on postmodern education. It is my understanding that educational practices prone to postmodern thinking are embedded in narratives sensitive to constructivism, complexity and contextualism , and thus use emancipation, deconstruction, vocabulary, dialogue, diversity and aesthetics as pedagogical strategies in their creation of ‘new’ meaning. A discussion of these strategies in relation to the topic of ‘the unpredictable’ constitutes the main body of this paper.     

教育技术的后现代思考

当今时代,技术对社会的最大影响可以说是多媒体信息的全球化,教育技术对于教育的影响也正在从辅助地位走向整合。哲学界和教育界都在思考技术对人类社会的传承和发展所产生的影响,本文就教育技术的后现代思考、技术决定论和教育技术对教育公平的影响等方面对教育技术进行理性思考。     

课程研究:从现代到后现代

在考察现代、后现代课程研究内涵的基础上，就现代、后现代课程研究的关系，后现代课程研究的意义，后现代课程研究的问题等方面进行了研究与分析，试图围绕并通过这些方面的探讨，勾勒课程研究的发展思迹，揭示课程研究的范式转变，最张普我国当前的课程理论研究提供借鉴或启示。