Carr and Kemmis's Reflections

Reflective practice in general, and the views of Carr and Kemmis on ‘action research’ in particular, have become the settled orthodoxy of much educational thinking, but can they take the load that they are being asked to bear? An analysis of ‘reflection’ is offered, which reveals what can be achieved by the operation and what cannot. This is then used to assess the coherence of Kemmis's views on the concept—the basis of Carr and Kemmis's widely‐cited theoretical proposals, which they use to justify their approach to action research. I then turn to an examination of the adequacy of these proposals themselves.     

“英国学派”与爱德华·卡尔国际关系思想：共性与差异

英国学派与爱德华·卡尔的国际关系思想存在相同之处.他们都重视不同理论之间的综合,都强调传统研究方法.但是在对待西方价值观和理性主义的态度上,两者差异显著.此外,不同的研究宗旨也决定了两者在理论标志特征和主要研究目标方面的不同.     

David Carr on Religious Knowledge and Spiritual Education

This paper is a reply to David Carr's two recent articles on religious education in this Journal . It argues that the examples Carr cites as distinctively religious are not, and that the present emphasis in schools on education about (rather than in) religion is justified.     

Troubled Theory in the Debate between Hirst and Carr

When Paul Hirst and Wilfred Carr squared up to each other a few years ago on the issue of the role of philosophical theory in educational practice, it became clear that theory itself had become a troubled term. The very fact that Wilfred Carr could argue for the end of educational theory recalls Paul Feyerabend's fiery argument for the end of theory in natural science and simply deepened the attack that had already appeared in Carr and Kemmis's book, Becoming Critical (1986). In response, Hirst insisted that theory, and particularly the philosophical theory of education, should be defined as a discrete area of study in itself, governed and structured by the axioms of logic. In this way, he argued, the philosophy of education would be no different from philosophy in general (at least in its analytic formulation). Carr, on the other hand, preferred to consider educational theory as a flexible event that took its shape from the landscape explored, and hence precisely not the kind of study that Hirst supported, but one based in action research and reflective practitioner experience. This debate is as yet unresolved. In this piece I begin by making several remarks about the current context for raising the question Hirst and Carr address, and I go on to consider other possible understandings of theoria in a Greek sense before developing this idea through a reading of Aristotle. I eventually conclude that each of the protagonists in the debate has taken a step too far.     

Habermas, Carr and the Possibility of a Science of Education

A recent attempt to answer questions on the scientific status of education draws on the thoughts of Jürgen Habermas. There is a tension in Habermas's work because he consigns scientific endeavour to the realm of instrumental action, while attempting to base his theory of communication on scientific results. This suggests that either his theory is wrong and science is not merely instrumental, or that his recent proposals mistake manipulation for understanding. This proposition is considered by examining the work of Wilfred Carr, who has taken up the ideas of Habermas. Carr interprets and develops Habermas's theory within an analytical framework, situating it in relation to recent developments in the philosophy of education and philosophy more generally, bringing new light on the relationship between critical theory and education, and overcoming certain limitations of previous scientific characterisations. However, it is argued here that Habermas's idea of science is too abstract to provide a sufficiently complex grounding for substantive, socially liberating, educational practise.     

麻栎叶总黄酮提取工艺研究

采用微波提取麻栎叶总黄酮,设计正交试验考察提取液浓度、提取时间和固液比对提取率的影响,结果表明,乙醇浓度和提取时间对麻栎叶总黄酮提取率有显著的影响（（0．01＜ P＜0．05））,而固液比对提取率影响不显著。麻栎叶总黄酮最佳提取工艺为乙醇浓度60％,提取时间为每次60 m in ,固液比为1：20。     

小叶女贞果实抗氧化活性研究

以乙醇为溶剂提取小叶女贞果实,经减压浓缩后,依次用乙酸乙酯和正丁醇进行萃取。用DPPH自由基的清除能力来评价两个部位的抗氧化活性。结果表明,乙酸乙酯部位浓度为500μg/mL时自由基清除率大于75%,IC50=302.818μg/mL,正丁醇部位浓度为300μg/mL时自由基清除率大于75%,IC50=189.241μg/mL。正丁醇部位抗氧化能力比乙酸乙酯部位更好,是乙酸乙酯部位的1.6倍。     

Summarizing Reflections

The proceedings of the UNESCO-CEPES Jubilee International Conference, 6-8 September 2002, are summarized by its rapporteur, who begins by commenting that many questions were answered but that few definitive answers could be given. The questions and discussions, in fact, centered on two fundamental questions: "How can international cohesion be achieved without also reducing diversity?", and "How can collateral damage to local higher education systems be avoided?", and elicited responses from a representative sampling of protagonists and stakeholders. The answers--for the short term--that were provided reveal the dynamic nature of higher education and prove that it is a "highly productive ecosystem".     

几点感想

在校点<史记>过程中,我们有一些粗浅的体会和认识,愿意提出来与读者讨论,欢迎批评赐教.一是核对原文非常重要.如,<夏本纪>"至于衡漳"<索隐>:"<地理志>清漳水出上党沾县东北,至阜城县入河.浊漳水出上党长子县东,至邺人清漳也."     

Reflections on teaching and learning

Ditor's Note: Jacques Barzun, one of the eminent scholars of our time, examines the current state of American education in a new book appearing this spring:Begin Here: The Forgotten Conditions of Teaching and Learning (The University of Chicago Press). This collection of fifteen newly edited and introduced essays covers a wide range of subjects. What follows are the introductions to three essays that he felt would be of particular interest to our readers. We thank Prof. Barzun and The University of Chicago Press for their interest in having these pieces appear in our pages.