Culture and the Common School

This essay addresses the question: given the flattening out of the cultural hierarchy that was the vestige of colonialism and nation‐building, is there anything that might be uniquely common about the common school in this postmodern age? By ‘uniquely common’ I do not mean those subjects that all schools might teach, such as reading or arithmetic. Nor do I mean just subjects that might serve a larger public purpose, but that might be taught in either publicly supported or privately supported schools. Rather I mean subjects that speak to the shaping of a child's identity as a member of a common community in the way that the common school was intended to create when its commission was to develop and maintain a single national or colonial identity and loyalty. I argue that there is a kind of connectivity that common schools should foster even as the nation‐building and colonial past is rejected, and that this connectivity is what is common about the common schools. I argue that any concept of culture that merely flattens out the normative dimension of educating is deficient as an educational theory, and propose a conception of culture that is educationally productive.     

Religious Worldviews and the Common School: The French Dilemma

This article explores, in the French context, an aspect of what Terence McLaughlin (1991) has described in an unpublished paper as the 'dilemma of substantiality' faced by any school system endeavouring to promote neutrality. In France, in order that the public or common school be genuinely open to all students, not only is the wearing of conspicuous religious symbols forbidden but so too is any direct teaching of religion. The cultural consequences resulting from this prohibition have led to the mandating of cross-curricular teaching about religion. This article aims to show that the civic principles (la laïcité) on which this teaching is based pose in an acute and problematic form the 'dilemma of substantiality'.     

The 'Futures' of Queer Children and the Common School Ideal

This paper focuses on an especially urgent challenge to the legitimacy of the common school ideal—a challenge that has hardly been addressed within contemporary debates within liberal philosophy of education. The challenge arises from claims to accommodation by queer people and queer communities—claims that are based on notions of queerness and queer identity that are seriously underrepresented within contemporary liberal political and educational theory. The paper articulates a liberal view of personal autonomy that is constituted by a conception of practical reasoning rooted in thick communal experiences. It is argued that common schools concerned with equal concern for the autonomy of all children must attend to the specific communal requirements needed to developing the autonomous practical reasoning of queer children—requirements for what is termed a sense of 'futurity'. Five practical recommendations for common schools are briefly outlined. The paper concludes with some reflections on the divergent and convergent interests of queer theory and liberalism, and considers some possibilities for a partial reconciliation of the two theoretical perspectives.     

几个常见的高中生物实验的改进

高中生物新教材中增添了许多实验内容,意在通过加强实验教学,培养学生的动手能力、科技创新能力以及探索科学知识的方法技巧。这非常好,也非常必要。但在学生具体操作过程中,发现教材中有些实验在操作过程中不能较好的达到预期效果。作为一名一线教师,笔者在高中生物实验教学中认真探究,不断摸索,并聆听过很多优秀教师的指导和建议,所以对教材中的有关实验大胆改革     

古罗马帝国的世俗小学教育初探

古罗马帝国的小学教育是其国家学校教育的一个组成部分。从整体上讲,罗马帝国的世俗小学教育比较简陋。世俗小学教育的主要内容有阅读、书写和算术等基本知识。罗马帝国的世俗小学教育的重要特征是体罚和不考试。     

高中生物学学习中的“共用效应”

"共用效应"是指在生物学学科中,有关化学物质的作用或生理生化过程往往表现的重叠现象.归纳整合这些知识点,深入挖掘重叠知识点对于学生系统地理解知识,提高学习质量大有裨益.     

列日学派的普通修辞学理论

比利时列日大学的修辞学小组的普通修辞学理论把德·索绪尔开创的结构主义语言学与古老的修辞术成功地结合到了一起,为现代修辞学,特别是辞格体系的研究开辟了一片新天地。因而引起广泛的关注。本文从《普通修辞学》理论基础、辞格理论以及诗学修辞理论三方面对列日学派的成就作了简要评介。     

In Place of a Conclusion: The Common School and the Melting Pot

Drawing substantially on the arguments put forward by the contributors to this Special Issue, this final article examines the two main purposes of the common school in contemporary western societies: to develop a set of shared values and a unified sense of citizenship, on the one hand, and to iron out disadvantage and equalise opportunities, on the other. Four main justifications for the common school are discussed—its symbolic value, its compatibility with liberal values, its inclusiveness and its provision of practical opportunities to learn to live together. Nevertheless, the common school faces a number of challenges, including how much freedom of choice to allow parents, how to interpret the principle of equality in practice, how to devise a common curriculum that meets the needs of all students and how to respond to the apparent inequalities of the neighbourhood school. It is argued that the biggest dilemma facing the common school is a cultural one: that is, finding a balance between the need to respect the diverse cultural identities of its students and the need to develop a common set of loyalties and shared national identity at the same time. An examination of the case of Muslims in England suggests that intentionally or otherwise the common school is still in the business of assimilating minorities into a new identity through processes very similar to those of the melting pot. The article concludes by warning that continuing this policy may result in stronger resistance in the future.     

儒道墨三家共同心态研究

先秦诸子百家虽观念各不相同,但却有着极为相似的心态。儒、道、墨三这更是具有代表性。一、都强调人的个体意识与人格尊严,表现出积极用世的时代精神,二、为了宣扬自己的学说,不约而同地体现出返古倾向;三、希求自由解放而又自我约束,自我剥夺的双重人格的统一,希求用世进取而又能自我逃遁与安尉的矛盾心态的统一,三家殊途同归。     

Literary Development as Spiritual Development in the Common School

The central task of this paper is to bring into focus a conception of spiritual development which is not, in essence, religious, and which, therefore, can express the meaning of personal and communal identity within the established climate of the age. Such a conception must accept cultural diversity, reflect democratic humanism and seek to promote life-chances for children and adults in a world of high stress and rapid change.     

高中阶段职业教育和普通教育的相互渗透与沟通

随着九年制义务教育的普及和高等教育规模的扩大,我国的教育重心正在逐步提升.处于承上启下的高中阶段的普通教育和职业教育分离和割裂的体制暴露出种种弊端.为实现普教与职教和谐发展,必须加强职教与普教的相互渗透与沟通,构建职教与普教相互畅通的教育立交桥,以形成高中阶段职业教育和普通教育互相支持、互相促进的局面,从而既能为高一级学校输送优秀的人才,叉可向社会输送各类高素质的劳动大军.     

解高中数学竞赛中周期问题的常用策略

周期性是函数的重要性质,周期问题往往以背景新颖、较为抽象,颇受竞赛命题者的青睐,笔者选择近几年高中数学竞赛中的典型例题加以阐述．     

普通高校图书馆学科馆员建设探讨

学科馆员制度是高校图书馆的发展方向,但现在普通高校图书馆由于多方面的原因,开展此项工作有一定的困难。笔者探讨了其原因,并提出了解决方案。     

中职生常见心理问题及解决对策

中等职业学校的学生都是学生当中的一个特殊的群体,特别是在大学扩招,就业压力越来越大的形式下,中学生很容易出现心理问题,本文针对学生常见的心理问题成因进行分析,并针对问题形成可行性解决对策。     

本科通识教育与学籍管理制度改革

两阶段分流制是在实行通识教育后一种新的学籍管理制度。实施该制度,需要改革高校学业考试考查方式,并要求本科院校和高等职业技术院校架起互通的桥梁。     

中学生学习物理的常见心理问题

对于学生学习物理的困难,不少人往往从学生的智力方面去找原因;其实,应多从非智力因素去分析。心理因素是非智力因素之一,针对这一因素对症下药能够事半功倍。     

西南民族学校与普通学校教育发展之比较

所谓民族学校是指由国家和地方政府批准的,在民族学生集中的地区专门设立的主要供少数民族学生就读的学校。西南地区民族学校与普通学校教育发展在管理体制、课程与教学、师资队伍等方面既存在着共性,也有其独特性。因此,在民族学校的教学检查、教学评价、教学管理、课程设置、师资培训、教学环境等诸方面,就不能采取“一刀切”的方式,而是应该根据民族学校的实际情况来实施。具体说来,要推进西南民族学校教育的改革与发展,应从以下几个方面入手：（1）加大政府投入,改善办学条件;（2）设置多元文化课程;（3）重视民族学校教育特点,调整教学内容与形式;（4）提高民族学校教师素质。     

高师公共教育学课程教学改革探索

传统公共教育学教学存在很多弊端,严重影响了课程教学目标的实现。只有从课程内容、教学模式、教学评价等几方面积极改革,才能使公共教育学课程教学步入素质教育的轨道,并在一定程度上满足基础教育改革对教师教育的新需求。