乌托邦小说:作为研究存在的艺术

长期以来,作为西方文学史上重要文学现象的乌托邦文学,尤其是乌托邦及反乌托邦小说没有受到应有的重视,这种情况在中国尤其为甚。这在一定程度上既遮蔽了我们对西方文学史整体景观的了解与鉴赏,也阻隔了我们获得有价值的文学思想资源的可能性。作为研究存在的亚小说文类,乌托邦小说及反乌托邦小说能为我们走近存在,走近人自身的生存境遇,反思我们的文学观,进而重写文学史提供独特视角。     

"反乌托邦"小说的一部杰作--试论玛格丽特·阿特伍德的新作《羚羊与秧鸡》

玛格丽特·阿特伍德的“反乌托邦”小说《羚羊与秧鸡》以黑色幽默的冷峻风格,通过对人类末日图景的惊人描摹,表达了作家对文明异化人性的深切反思,流露出作家对后现代社会人文艺术走向沦落的可悲现实的惋叹之情。作品以高度的艺术技巧,为自身在反思文明的人类精神宝库中赢得了一个独特的位置。     

晚清乌托邦小说创作中的域外小说影响与文类选择问题

晚清乌托邦小说创作曾经出现过短暂的繁荣,将此阶段的乌托邦小说与当时的域外小说进行比较,便可发现晚清作家的这部分作品受到了西方乌托邦小说和日本政治小说的共同影响,其中又以《回顾》的影响最大。在列强环伺、国运衰微的特定历史语境中,《回顾》中的“拟乌托邦”思想由于切合了晚清知识分子急切渴望翻转现实的心态而在晚清知识界引起广泛关注,其创作模式更因此而成为一时圭臬,对晚清乌托邦小说的时空结构、叙述方式皆有决定性影响。而由于日本政治小说对晚清作家的直接影响亦同时发生,客观上便使得当时的政治小说、理想小说、科学小说等文类概念相互混杂。     

教育学的科学之道:实验教育学的启示

在教育学的发展史上,实验教育学兴起可以说是开创了当时教育学的研究新风,也为教育学科学化发展开辟新的道路.实验教育学深受19世纪科学主义思潮的影响,它从教育学知识的论证、获得与方法论三个方面开创了教育学科学之道,对当代教育学的发展具有重要作用.     

The Mothership Connection: Utopian Funk from Bethune and Beyond

In this paper, educational pathways emerge from the nexus of ancient narratives and future possibilities. Such imaginings are as much attributed to the African American intellectual tradition as to contemporary Afrofuturisms, including those born in histories of Blackness. The overlay of what was and what is not yet is significant because it engenders educational potentialities that are central to aesthetics and onto-epistemological wonderings. The author uses seminal dialogues from scholars like Sojourner Truth, Mary McLeod Bethune and Anna Julia Cooper as a springboard for envisioning Afrofuturisms in which schooling functions to transgress the assemblages of violence and capital of shame that pervade classrooms and corridors contemporary education. Not unlike the call of Sylvia Wynter, Sun Ra, bell hooks, Octavia Butler and other Afrofuturist activists of the feminine, this paper (re)imagines schooling from the roots of its past and the future conditional they portend.     

网络新动力:教学法和组织

远程教育是在不同空间、不同时间,以不同方式组织进行的。最为明显的差异则体现在远程教育组织形式上采用双模式和单模式的国家之间。基于网络的概念,一种新的组织形式可能比上述两者更有效率。这一概念的总体原则是：国家级网络将可以利用各地的资源（即内容专家,教学设计人员,各种通讯技术,以及提供学习支持系统所需的资源）,并且在灵活、开放、“混合重组”的基础上为特定课程或项目配置所需的任何资源包。唯一的永久性机构应该是精干的管理部门,根据合约负责每个特定项目所需的人事和资源配置。本报告将详细阐述这一网络组织的概念,并举出一些初期案例。     

The Boundlessness of Performativity in Elite Australian Schools

This paper examines how prominent private schools in Australia are performing in a market context according to the tenets of performativity. From a discourse analysis of promotional materials that include prospectuses, advertisements, and school publications, it considers the “value‐addedness” that these schools purport to offer. In this regard, ideas such as building self‐esteem and emotional intelligence are not only being used for market advantage but are also being nicely conflated with religious principles to produce the “whole” child with market edge. This paper draws on a recent research study of 30 elite Australian schools. As new practices of identity formation and self‐presentation are investigated, questions are raised about issues of fabrication in performativity‐inspired practices of marketisation.     

Performativity,fabrication and trust: exploring computer-mediated moderation

Based on research conducted in an English secondary school, this paper explores computer-mediated moderation as a performative tool. The Module Assessment Meeting (MAM) was the moderation approach under investigation. I mobilise ethnographic data generated by a key informant, and triangulated with that from other actors in the setting, in order to examine some of the meanings underpinning moderation within a performative environment. I argue that in this particular case performativity has become entrenched in teachers' day-to-day practices, and not only affects those practices but also teachers' sense of self. I suggest that MAM represented performative and fabricated conditions and (re)defined what the key participant experienced as a vital constituent of her educational identities – trust. From examining the case in point, I hope to have illustrated for those interested in teachers' work some of the implications of the interface between technology and performativity.     

Making Creative Spaces: The Art and Design Classroom as a Site of Performativity

Rather than taking a transformational role in schools, new art and design teachers quickly become subject to ‘school art’ orthodoxy. Theories of subjectivity and the development of professional identity within communities of practice can feel far removed from the classroom. This article seeks to make clearer the processes by which teacher identity and practice becomes normalised and proposes ways that such processes may be resisted. With reference to Foucault, Lyotard, Bruner, Wenger and Bey, the classroom as a site of performativity is contrasted with alternative heterotopia‐like sites away from the spectre of observation, where different identities and behaviours can be explored. These temporary sites of difference are an antidote to the orthodoxy of the ‘school art’ condition and open up the possibility for teachers, both new and experienced, to implement a more hospitable, participatory pedagogy.     

从政治教育学到民生教育学——中国共产党领导教育的与时俱进

中国共产党已经走过90年的风雨历程,梳理中国共产党领导教育发展的基本线索,大致可以划分为三个比较清晰的发展阶段:即政治教育学阶段、经济教育学阶段、民生教育学阶段.政治教育学阶段主要对应毛泽东时代,显著特征是立足于政治目标来思考、定位教育问题,安排教育活动.经济教育学阶段主要对应邓小平时代和江泽民时代,这一阶段的主要特征是教育工作服从和服务于经济建设大局,立足于社会经济建设目标的实现来思考、定位教育,谋划教育.民生教育学阶段,党的教育思想主要表现为以胡锦涛为代表的党的新一代领导集体在新世纪里以科学发展观为指导领导教育科学发展的一系列论述和举措.这一阶段党对教育本质和功能的认识有着明显的升华,并立足“民生”主题来思考、定位、规划教育事业的发展.三个发展阶段,三次思想飞跃,其过程漫长而艰难,但实现了与时俱进.     

Teaching Sacred Texts in the Classroom: The Pedagogy of Transmission and the Pedagogy of Interpretive Facilitation

Empirical research in Jewish education has found almost exclusive use of transmission pedagogy among Jewish studies teachers. This study hoped to fill out the empirical landscape by studying Jewish studies teachers who prioritize student-driven interpretation. It followed six Jewish studies teachers in four different Jewish elementary schools who all professed a commitment to student-driven textual interpretation. It found that in such classrooms there was a clear pattern of teaching moves. This article offers a detailed portrait of the previously undocumented Jewish studies pedagogy, interpretive facilitation.     

Performativity,Faith and Professional Identity: Student Religious Education Teachers and The Ambiguities of Objectivity

Abstract

This paper considers the way in which Christian Religious Education (RE) teachers articulate the difficulties and challenges they experience both in school and with their peers as they navigate their way through their Initial Teacher Education. The paper offers a unique exploration of the relationship between elements of the three discourses of faith identity, emerging professional identity and the requirements of a performative teacher training context. Semi-structured interviews were undertaken with 184 student RE teachers across three universities. It became clear that all students interpreted the Standards and policy guidelines ambiguously, as being value-laden or value-free. The idea of the ‘good teacher’ as someone who was, by very definition, neutral and objective immediately made the faith position of students problematic. This is a key point in relation to the notion of performativity and education and the disproportionate impact it made on Christian students. It appeared as though many Christian students were concerned to stress that although their faith was personally important for them it was not something that contributed to their understanding of a ‘good teacher’.     

乌托邦视域中的旅游本质再认识

旅游与乌托邦都是颇有争议的概念,但是旅游所包含的审美和精神愉悦两种元素,所蕴含的人类生命自由价值、精神价值以及健康的乌托邦精神所包含的理想主义和超越批判的精神有助于消解现代性悖论带给人们的精神和情感危机,这些却是不可争议的。把对旅游的研究置于现代性和乌托邦相互观照的视角下,对旅游的本质进行重新认识和评价,在乌托邦的视域中寻求旅游在社会发展中的意义。由此来说,旅游是通往乌托邦的桥梁,旅游目的地是一个异域的理想化的乌托邦,是旅游者的精神家园。健康的乌托邦精神启迪旅游者的心智,美学向度的畅神使旅游者在批判现实中消除现代性悖论造成的苦恼,摆脱内心的浮躁,探索自我,超越自我,以乌托邦的方式实现内在精神生活的升华。     

Woman, Fiction and Modernism:Virginia Woolf and Modernist Fiction

As an outstanding modernist female writer in the early twentieth century, Virginia Woolf appeals for women ’s libera?tion in literary productions. Focusing on her most significant feminist criticism ...     

教育学教材：性质及体系问题

教材性质关涉学科教学的目的与方向。由于在此问题认识上的差异，导致教育学教学处于不良境地，综合历史的观点与现实教学的状况，可得出教育学教材综合课程性质的观点，并演绎出相应的课程体系。     

小说的边界

小说艺术作为创作主体独立完成的表意系统，它的特点并没有消弭在吵吵嚷嚷的大众文化市场中。当今小说存在的理由还在于它漫长的历史传统。与现代哲学、心理分析学等一同崛起的现代小说观念，越来越占据现代小说创作的主导地位，而且还有进一步发展的趋势。与此同时，传统小说观念在社会接受的期待中也不时有所浮现。当代小说的边界也许就是在守成与创新之间所形成的一种张力。