EDUCATION IN LATER LIFE: THE CASE OF OLDER WOMEN

Although education is considered to positively affect the quality of life in old age and to be instrumental in helping older adults successfully negotiate later‐life transitions, educational programming has not addressed the particular challenges facing older women as they age. Women's economic, social, and personal resources are more vulnerable in old age due to gender‐related limitations experienced across their entire life span. The predominantly leisure‐oriented perspective that governs educational opportunities for the older adult does not significantly impact on the well‐being of the aging woman in acknowledging this imbalance in resources. By grounding educational objectives in a resource development paradigm, efforts can be made to enhance individual resources as well as to promote changes in the social relations of power, privileges, and opportunities upon which current access and allocation of resources are based.     

SOCIAL DETERMINANTS AND POTENTIALS OF EDUCATION IN LATER LIFE: THE CASE OF AUSTRIA

Various theoretical concepts such as plasticity, competence, and potential have recently been applied to underline the possibility of later‐life development and change. Value and limitations of these concepts are discussed in view of learning in later life. A review of the special case of Austria and the educational attainments of its elderly indicates that social reality is slow in its transformation and that the disadvantageous educational achievements credited to today's older people hardly encourage them in pursuing later‐life studies. The paper reports results obtained by means of two questionnaires filled out by older students and teachers. This empirical investigation examines the influence of societal norms, social setting in institution‐related learning situations (age‐homogeneity vs. age‐heterogeneity), and instructors’ attitudes toward older students. The results demonstrate that permanent education and proper stimulation of the learning processes depend on a complex relationship between (competent) individuals, their social surroundings, and learning conditions that often prove unfavorable.     

晚年陈独秀学术与思想的内在统一和分裂--以《孔子与中国》为中心

从“五四”新文化运动到 3 0年代 ,陈独秀以及“五四”新文化运动的一代人 ,在学术与思想的关系上 ,大致经历了一个由分裂到相对统一的过程。从陈独秀发表的《孔子与中国》一文看 ,其晚年思想发展的大趋势是向“五四”新文化基本理念回归 ,并有所提升与发展变化。他在学术与思想的内在关系上 ,虽不像“五四”新文化运动时期那样对立、分裂 ,却仍未达到事实上的一致     

OUTSIDE VOICES: THE DAILY EXPERIENCES OF JAPANESE WITH DISABILITIES IN LATER LIFE

In‐depth, focused interviews were conducted to explore the daily experiences of a sample of older Japanese with disabilities. The respondents indicated that they were living adequately with the support of government, family, friends, and their own ingenuity. Boredom, loneliness, ostracism, and concern for the future were reported, however. The major themes that emerged from the interviews were consistency in daily life, dependency, belongingness, and marginality. The implications for education are discussed.     

李泽厚后期实践美学的基本理路

《批判哲学的批判》是李泽厚后期实践美学的理论起点，《美学四讲》则是其集中体现。“自然的人化”这一人类学主题分别展开为“美是自然的形式”、“新感性”和艺术积淀；审美本体论是主体性实践哲学的总结形态。李泽厚的后期实践美学是20世纪中国哲学美学的重要收获，其内部存在诸种矛盾，对人类审美活动的个性与具体性并未展开深入讨论，也没能实现中国当代美学的现代转型。     

A COURSE ON HUMANISTIC CREATIVITY IN LATER LIFE: LITERATURE REVIEW,CASE HISTORIES,AND RECOMMENDATIONS

In addition to a literature review of later-life creative activity (as a continuation of previous work or at the onset of later life), the present study provides a blueprint for a course on humanistic creativity in later life. Selected exemplars of well-known creative individuals in the humanities are provided: (1) May Sarton (literature); (2) Marcel Duchamp (painting); (3) Leo w J aná ) ek (music) (4) Martha Graham (dance), and (5) Jessica Tandy (acting). This study includes specific recommendations for the incorporation of these materials into the gerontological curriculum.     

RE-ENGAGING STUDENTS IN SCIENCE: ISSUES OF ASSESSMENT, FUNDS OF KNOWLEDGE AND SITES FOR LEARNING

International assessment data paints a complex picture of the engagement and achievement of New Zealand students in science. New Zealand was second only to Finland in the top achievers group in PISA 2006, but it also has one of the widest spreads in student achievement, particularly in relation to Mori and Pasifika students. Thus, the challenges faced by New Zealand students, teachers, schools and policy makers resonate with those from elsewhere. New Zealand has a strong research and development tradition around student ideas in science education, but recently, there has been increased recognition at the policy and practice level of the importance of both engagement and participation linked to student identity. A sociocultural orientation to identity has the potential to generate new ways of thinking about and responding to the challenge of engaging students in science. This orientation involves considering classrooms as sites for students working through the development and performance of science-related identities, or not. In this paper, three suggestions from long-term research studies are made for ways forward in addressing the challenge of increasing student engagement and participation through an expansion of the possibilities for students to express and develop science-related identities. These are reconceptualising assessment, the inclusion of student funds of knowledge and strategies for breaching the classroom walls.     

THE DYNAMICS OF LEARNING SCIENCE IN EVERYDAY CONTEXTS: A CASE STUDY OF EVERYDAY SCIENCE CLASS IN KOREA

With recognition of the importance of scientific literacy for the nation and yet the increasing students’ disinterest in science through school science curriculum, the Korea Science Foundation launched an innovative program called ‘Everyday Science Class (ESC)’ in partnership with universities and local government offices in 2003. In this work, we introduce the structure and dynamics of the ESC program in K-district through examining (1) how everyday contexts helped learners’ perceptions and attitudes toward science and (2) how the dynamics of learning environments effected learners’ learning process. We employed interviews and video recording of classes for data collection. To analyze the data, we used the process of thematic coding to understand the outcomes and effects of ESC program. The research findings showed that everyday context and a unique environment of learning with parents in the ESC program could bring forth learners’ understandings on the connection between science and their everyday lives and positive attitudes toward science learning. We also found that there were certain issues to be taken into account in terms of children’s cognitive development for further development.     

张载心学思想中的“知”论

张载心学思想是其哲学思想的重要组成部分,其中知论需做进一步分析。张载的知有三种类型:闻见之知、德行所知、诚明所知;分为两种不同的路径:一种是知识“知”,一种是道德“知”。笔者明确分析了三知的涵义及其内在关系。     

HUMAN CAPITAL AND THE LABOR OF LEARNING: A CASE OF MISTAKEN IDENTITY

A bstract .  In this essay, Alexander Sidorkin offers a conceptual critique of the human capital theory that makes erroneous assumptions about the nature of student work and the private cost of schooling. Specifically, human capital theorists underestimate the private cost of schooling by taking low-level manual labor as the basis for estimating students' forgone earnings. This does not take into consideration the nature of students' labor of learning. In the essay, Sidorkin describes student work as a form of labor, not an investment activity, and considers the implications such an understanding of student work has for school reform.     

近年来国内学习迁移研究的成果、问题与建议

介绍了当前周内学习迁移研究的现状，总结我国近年来学习迁移研究中存在的四个问题：（1）迁移研究的本土化问题；（2）迁移研究中的纵向研究和横向研究问题；（3）关于迁移研究中物理的或社会的情境因素；（4）学生的迁移能力的培养问题。并提出了解决这些问题的初步设想。     

SEX EDUCATION FOR THE MIDDLE AND LATER YEARS: RATIONALE,SUGGESTED CONTENT,AND CONSIDERATION OF APPROACHES

Mature adult sexuality is an area currently gaining recognition in the fields of gerontology and mental health. This paper considers reasons for developing sex education courses for older persons, explores areas of curriculum development, and examines strategies of implementation.     

CHANGING VISIONS OF EXCELLENCE IN ONTARIO SCHOOL POLICY: THE CASES OF LIVING AND LEARNING AND FOR THE LOVE OF LEARNING

In this essay, Rosa Bruno‐Jofré and George Hills examine two major Ontario policy documents: 1968's Living and Learning and 1994's For the Love of Learning. The purpose is, first, to gain insight into the uses of the term “excellence” in the context of discourse about educational aims and evaluation, and, second, to explore how these uses may have changed over time. Bruno‐Jofré and Hills employ the conceptual framework developed by Madhu Prakash and Leonard Waks to elucidate the varied notions of excellence contained in the two reports. Bruno‐Jofré and Hills argue that Living and Learning is an eclectic report that creates continuity by aligning itself with the pedagogically progressive tradition in Ontario; that propounds a holistic conception of excellence centered on the all‐around development of the self; and that seeks simultaneously to secure a sense of being Canadian while dealing with rapidly emerging social fragmentation. For the Love of Learning, in contrast, attempts to combine a technical view of excellence in education (stressing various literacies and skills as measurable indicators) with the principles of caring and the goals of social responsibility. Each report can be seen as an attempt to respond to the expectations of a population that had become increasingly diverse in the interval between the two reports. What is cause for concern in terms of policymaking, Bruno‐Jofré and Hills conclude, is the turn away from broader, more comprehensive and coherent views of excellence in education toward narrower and more fragmented accounts that are preoccupied with various types of literacy or loosely related vocational and other skills. The effect of this shift is to leave educational policy and practice in the schools essentially rudderless.