Utilitarianism and Education: a reply to James Tarrant

ABSTRACT This article focuses on Part III of Tarrant's paper, 'Utilitarianism, education and the philosophy of moral insignificance'. His argument that Mill's distinction between higher and lower pleasures appeals to non-utilitarian values is rejected on the grounds that he misconstrues Mill's concept of'content' and fails to give an adequate critique of Mills attempt to distinguish between the quantity and quality of pleasures. An improved criticism is offered, and it is argued that utilitarianism fails through the dependence of happiness itself upon non-utilitarian values. It is concluded that utilitarianism would devalue the role of liberal arts subjects in sensitising pupils to the problematic nature of human happiness.     

16—18世纪儒学西传对欧洲哲学的影响及启示

自16世纪欧洲传教士来华后,东西方之间便以传教士作为文化传播载体,开始了一场文化的双向交流。这是东西方之间一次史无前例的文化交流高潮,在16—18世纪时是以东学西渐为主。中国传统文化尤其是儒学的西传,对欧洲近代哲学的发展起了重要作用,甚至可以说中国传统文化对西方近代文化的产生起了积极的推动作用。这给我们以深刻启迪,也对当今世界各国之间的文化交流具有借鉴和指导意义。     

The Chinese Model of Teacher Education: Retrospects and Prospects over a Century

This article aims at a comprehensive examination of the Chinese model of teacher education by critically revisiting the developmental trajectory of the teacher education system in China over the past century, with a particular focus on policy trends since the 1990s. It interrogates the Chinese model of teacher education with two macro lenses: the historical and the comparative. The historical lens looks deeply into the Chinese way of reform with a catch-up mentality in various stages, while the comparative lens locates the Chinese model of teacher education in an international context. The paper begins with a comprehensive review of the related literature, surveys the historical pathway of China’s modern teacher education system since its birth in 1897, presents an overview of the current provisions of the system, and examines recent policy trends in the landscape of China’s teacher education. Finally, the article concludes that the Chinese model consists of a hybrid system of teacher education provided by normal schools, normal colleges and universities, with the participation of comprehensive universities and internet-based higher education institutions, and accompanied by a consistent licensing system for the teaching profession. With such core features as independence, openness, adaptability and diversity based on Confucian epistemology and pragmatism, the Chinese model of teacher education is likely to illuminate new paths for the development of education and the pursuit of excellence in the global community.     

英国教师教育宪章:《詹姆士报告》的出台及影响

1972年,英国发表了著名的<詹姆士报告>.报告针对英国当时教师教育存在的问题提出了改革建议,其主要内容是取消"地区师资培训组织",并把教师教育分为普通高等教育、职前教育专业训练、在职进修等三个阶段,即著名的"师资培训三段法".在该报告的影响下,英国教师教育有了重大的变化,如加强新教师的入门培训;增加在职教师的培训机会;废除地区师资培训组织;重组师范教育机构等,对世界各国的教师教育也产生了一定的影响.     

网络教育:21世纪教育发展的主流

随着信息网络技术的发展 ,网络教育在各国日益普及。本文对美、英、德、日、法等国家倡导和实施网络教育的情况、中国开展网络教育的现状与规划、网络教育的全球化前景作简要介绍 ,并揭示网络教育这一新型教育手段的出现为教育资源更广泛、更有效的利用开辟了道路 ,它必将成为世界教育发展的主流。     

世纪中国的见证人——爱泼斯坦

爱泼斯坦是著名国际记者。二战时期担任英、美多家通讯社记者,热情地报道了中国人民的抗日斗争;新中国成立后,担任《中国建设》总编辑,并加入中国国籍。他一生出版了十多部新闻和报告文学著作,是世纪中国大变革的见证人。研究他走过的道路和他的新闻观,对新闻工作者有重要意义。     

面向21世纪谈数学的思维教育

本文从信息社会对人的数学思维的要求,数学思维在数学学科教育中的价值,及其在素质教育中的地位三个方面阐述了21世纪加强数学思维教育的意义.     

新世纪高校德育思考

新世纪的高校德育,首先应该用战略眼光认真审视其地位和作用。用辩证思维把握其与有关社会现象、教育内容的关系,尤其是与社会文化、人类教育、素质教育、国外道德教育的关系,在此基础上对其现代内涵特征进行深入挖掘,明确其功能、目标、内容和形式,并以自觉的精神推进其现代化进程。     

新世纪大学生创新教育

从三个方面分析了我国创新教育的现状,与之对应提出了三条对策,并结合实际,从树立新型人才观等五个方面提出了加强创新教育的建议。     

从社会发展看个性教育的必要性

个性化教育的提出是教育改革与发展的必然选择。从现代教育价值的取向、素质教育的实施、现代教育技术的影响、世界教育改革与发展趋向等四个方面可充分说明施行个性化教育的必要性。     

用智慧统率知识--21世纪教育的使命

当前的教育只注重学生知识的学习与技能的训练,但却忽视了很重要的一点,那就是培养学生的智慧,让他们学会用智慧统率知识。通过列举历史上一些因缺少智慧而滥用知识的现象,认为教育要培养学生的智慧,并提供了一些培养学生智慧的途径以及用智慧统率知识的方法。