教育不平等与收入分配差距:中国的实证分析

Based on the endogenous growth theory, this paper uses the Gini coefficient to measure educational inequality and studies the empirical relationship between educational inequality and income inequality through a simultaneous equation model. The results show that: (1) Income inequality leads to educational inequality while the reduction of educational equality does not contribute to the decrease of income inequality, and there is no simple casual effect between them. However education expansion is beneficial to reduce educational inequality and income inequality. (2) Education relates to income inequality through the human capital transmission mechanism, but this mechanism does not automatically translate into a virtuous cycle of “educational equality↔income equality”. (3) In the long run, the reduction of educational inequality does not reduce income inequality, but income inequality has a negative instant-impact on educational equality. (4) At present, the level of educational investment and urbanization do not effectively promote educational equality. In addition, the robustness of the model used in this paper has been partly proved. __________ Translated from Guanli Shijie 管理世界 (Management World), 2008, (1): 38–47     

Endowment spending rates, intergenerational equity and the sources of capital gains

This paper analyzes how James Tobin’s widely cited concept of “intergenerational equity” for university endowments relates to the economic concepts of intertemporal substitutability and risk aversion. I show that Tobin’s concept of intergenerational equity is a very special case of intertemporal substitutability; a special case that implies very low tolerance for risk. Using the more general case, I show that the observed reduction in university spending rates during the 1990s can be viewed as a reasonable response to a period of non-recurring capital gains.     

‘Distance education’ and ‘e-learning’: Not the same thing

This article examines the distinct differences between ‘distance education’ and ‘e-learning’ in higher education settings. Since the emergence of the new information and communication technologies (ICT), many have related to them as the new generation of distance education, and some have referred to their implementation in academia as challenging the very existence of campus-based universities. Many policy makers, scholars and practitioners in higher education use these two terms interchangeably as synonyms. But the fact is that distance education in most higher education systems is not delivered through the new electronic media, and vice versa – e-learning in most universities and colleges all over the world is not used for distance education purposes. ‘Distance education’ and ‘e-learning’ do overlap in some cases, but are by no means identical. The lack of distinction between ‘e-learning’ and ‘distance education’ accounts for much of the misunderstanding of the ICT roles in higher education, and for the wide gap between the rhetoric in the literature describing the future sweeping effects of the ICT on educational environments and their actual implementation. The article examines the erroneous assumptions on which many exaggerated predictions as to the future impact of the ICT were based upon, and it concludes with highlighting the future trends of ‘distance education’ and ‘e-learning’ in academia.     

Can education equality trickle-down to economic growth? The case of Korea

Education equality is generally neglected in the literature that investigates education’s contribution to economic growth. This paper examines the case of Korea where economic growth, education equality (as measured by years of schooling), and educational quality have all been on the rise for many decades. Using time series data on schooling for adults of 25–85 years, a measure of education equality is calculated. Education equality is shown to be increasing through the years. A Cobb-Douglas production function for the economy was estimated using both “years of schooling” and “education equality” measures. When both measures are included, education equality is a strong predictor of economic growth.     

Selectivity in Learning: A Theme in the Application of Whitehead’s Theory of Prehensions to Education

This paper, which is particularly centered on the student’s learning process, is the first half of a detailed study of selectivity in Whitehead’s philosophy of education. Here, by setting forth the analogy between the creative process exhibited in Whitehead’s Theory of Prehensions and the learning process through an interpretation of the term, ‘prehending subject’ as ’learner,’ I argue that selectivity, via ‘negative prehensions,’ is the efficient motive power at work in the process of learning. Various concrete classroom examples of selectivity are alluded to, which lend support to this thesis. With clues from the Aims of Education, by reading the theory of prehensions with some conceptual modifications made for the purposes of education, I present the perspective that, as one side of a logical contrast, Whitehead’s theory of prehensions can be said to be conducive to a critical pedagogy.     

从教室座位安排透视教育过程均等

教室座位作为一种教育资源,影响着教育过程均等的实现。本文先阐述了教室座位作为一种教育资源与教育过程均等的关系及国内外的相关研究,然后分析座位安排现状造成的教育过程不均等的两种表现,最后提出合理安排座位,实现教育过程均等的建议。     

Social science, social relevance and the politics of educational development

This article raises some broad questions about the relevance of the current content and teaching methods in undergraduate social science generally. First, it examines critically the general teaching patterns which often stress the teaching of concepts, theory, history and techniques in isolation from current or historical problems. It next argues that our major methods of teaching—notably the lecture—contribute little to achieving the widely advertised pedagogic objectives of independent, critical thinking by students. Thirdly, it argues that we need to inject more relevance into the content of social science courses by shifting the emphasis towards a greater use of contemporary or historical problems or incidents as the starting point for the appreciation of theory and methods. It suggests that the teaching methods best suited to this are the various versions of the ‘case’ or ‘enquiry’ or ‘problem’ approach, which involve a more active participation by students in the process of learning, rather than their current passive role as consumers of teaching. Some illustrations of how this can be done are given. The article concludes by indicating some of the problems which are likely to be encountered in educational development of this kind. These problems are considered to be ‘political’ ones in that they involve a changed use and distribution of resources (of staff, students, times and buildings), which are likely to run counter to current systems of academic and institutional power, social organization, culture and ideology.     

Research on education in the developing countries

Developing countries are in a major educational crisis. Educational opportunity has expanded but quality has been sacrificed. In some instances the quality of education has become so low that one might do well to question whether the costs of expansion do not outweigh the benefits. Research on education has not prepared the developing countries to meet the crisis at hand. The article mentions three examples—in pedagogy, in curriculum and in ‘deschooling’ theory—where educational research has not been helpful. On the other hand, the article points to several areas where there has been useful work, and where new work might make a substantial contribution in the years ahead.     

Globalization and educational restructuring: University merging and changing governance in China

This article sets out in the context of globalization to identify, examine and discuss issues related to structural adjustment and educational restructuring in China, with particular reference to university merging and changes in higher education governance models. While it is basically an historical and documentary analysis of policy change in Chinese higher education, this article focuses on restructuring strategies that the Chinese government has adopted to make its university systems more competitive and efficient in the global market context. University merging in China should not be simply understood as a pure higher education reform but rather a fundamental change in higher education governance model from an ‘interventionist state model’ to an ‘accelerationist state model’. Rather than globalization bringing about the decline of the nation state, this article shows transformations taking place in Chinese universities may not necessarily diminish the capacity of the state but instead make the Chinese government a more activist state in certain aspects.     

现代西方社会教育机会不均等的表现及其特征

在现代西方社会,教育机会均等的概念已经从早期的对入学机会均等和参与教育过程均等的要求,发展到了现今对教育结果和教育效果均等的追求,然而,不均等的现象却仍然广泛地存在.本文运用近些年来西方一些学者的重要研究,去说明和描述在教育入学机会、参与教育过程、教育结果和教育效果等四个教育机会均等的维度上,西方社会教育机会不均等是如何表现的,这些表现又呈现了什么样的特征.     

The Use and Misuse of Standardized Testing: A Whiteheadian Point of View

First an overview is given about the actual national and international situation concerning standardized testing. Then two major reasons are presented why accountability systems based on standardized testing have become so widespread: (a) the missing validity and reliability of teachers’ assessment of students’ achievement, and (b) the important role standardized testing plays for out-put management in educational systems.On the basis of these considerations Alfred North Whitehead’s critical remarks on external standardized testing are presented. Whitehead’s main point is that external standardized testing limits the freedom of teachers to adapt to the complex, situation specific circumstances in order to obtain a maximum of the creative learning process for students who are conceived as specialists. Instead external testings lead to “teaching to the test.” As a consequence, the attitude of creative, adventurous exploration is undermined and substituted by simple pattern recognition, narrow visions, and even boredom. Finally, the question is raised whether there is any possibility of developing a measurement tool which on the one side meets scientific test criteria, and on the other side is still flexible enough to do justice to needs of individual schools – which according to Whitehead are the essential educational unit – and not vice versa, as it is the case at present with external standardized testing. That such a flexible approach to evaluation is possible is demonstrated by the presentation of the basic ideas of the MSS (Module Approach to Self-Evaluation of School Development Projects) which has been developed and examined in ten schools by the author and his collaborators.     

Why Should States Fund Schools?

In arguing for government withdrawal from funding and regulating schooling, James Tooley claims that equality of opportunity in education implies only that all deserve an adequate minimum education. However, he concedes the 'abstract egalitarian thesis'that all should be treated with equal concern and respect. I show that this thesis indeed implies educational equality , and that Tooley's arguments against educational equality rest on a misunderstanding of the foundations of egalitarianism.     

论我国高等教育公平的价值取向与对策

教育公平主要包括教育权力平等和机会均等两个方面，高等教育公平是一个复杂的不断发展的概念，它的核心是制度或规则的公平，因而，我们在政策抉择中，应完善高等教育体制，改善高等教育过程，提高高等教育质量以及关注弱势群体，建立有效补偿机制，以实现我国高等教育公平与效率的和谐共生。     

Concepts of globalisation and their impact upon curriculum policy-making: Rhetoric and reality - A study of Australian reform

In last few years there has been an increasing amount of attention paid to the concept of ‘globalisation’. A precise definition has yet to emerge but there is some agreement that it involves a worldwide shift in economic operation which is feeding down into a number of social institutions — not least, education. In response, it is often noted that school systems are all following one path.This paper seeks to examine and challenge the ‘one path’. Current conceptualisations do not account for the variety of examples already seen. It is argued that there are four related phenomena which can go under the heading of globalisation: globalisation per se (as a form of colonialism); globalism (a sharing of mental constructs); convergence (following a similar path); and mimicry (joining in hoping to gain benefits).Leaving aside the impact this has on the organisation of education it is argued that it has immediate effect on our conceptualisations of curriculum; the language we use and the conceptions it takes with it can constrain our educational opportunities. This is illustrated with reference to curriculum reform and environmental education in Australia.     

The Light-Velocity Postulate

Einstein, who had already developed the light-quantum theory, knew the inadequacy of Maxwell’s theory in the microscopic sphere. Therefore, in writing his paper on special relativity, he had to set up the light-velocity postulate independently of the relativity postulate in order to make the electromagnetic foundation of physics compatible with Planck’s radiation formula. This constitutes the essential difference between the theories of Lorentz-Poincaré and Einstein. The reason that students of the history of special relativity hitherto overlooked this fact lies in a crucial error contained in Einstein’s ‘Autobiographical Notes’. The correction, introduced first in the German edition of 1955, revealed that the first core ingredient of Einstein’s research program was ‘thermodynamics’. Einstein’s theory survived the quantum revolution, while Lorentz-Poincaré’s did not. Some educational implications are also discussed.     

A Hundred Years of Peter Pan

The centenary of the first performance of J.M. Barrie’s Peter Pan was celebrated in December 2004. Taking account of the various events in Britain to mark the occasion—newspaper articles, radio and television programmes, retrospects in the original theatre—this article examines the status and popularity of Peter Pan after a hundred years. The article traces the double story of Peter Pan—the play itself, and the biographical narrative of those events in Barrie’s life that led to and succeeded its creation—and examines the two recent films, Peter Pan (2003) and Finding Neverland (2004) as examples of fresh approaches to both life and work in the centenary year.Peter Hollindale retired in 1999 as Reader in English at the University of York. He edited ‘Peter Pan and Other Plays’, and an edition of ‘Peter Pan in Kensington Gardens’ and ‘Peter and Wendy’, both for the Oxford University Press World’s Classics series He is author of the critical study ’Signs of Childness in Children’s Books’.     

European research on media and technology in education: current status and future directions

This chapter surveys a number of developments in media and mass communication research and presents results that are important for educational research on teaching and learning. In many European countries, disparate research areas have investigated questions which focus on learning from both mass media and ‘instructional’ media use in schools and in the community. Our emphasis in this chapter will be on current examples drawn primarily from the German context but which we feel are typical of general European perspectives on media research which is oriented toward the new ‘cognitive’ psychology of learning. After an overview that describes many directions and theories, a specific example of studies from our own laboratory will be presented.     

The relationship between health (malnutrition) and educational achievements (Maths and English) in the rural children of South Africa

The purpose of this paper is to report the cross-sectional relationship between educational achievements and the ‘health status’ of the rural South African children in the Ellisras Longitudinal Study (ELS).The study followed a cohort design where 1033 children (569 boys and 464 girls) aged 7–14 were randomly sampled from 11 primary schools and one secondary school. Anthropometric measurements for height for age (HAZ), weight for age (WAZ), body mass index (BMI) and sum of skinfolds (SOS) were carried out to establish their ‘health status’. Educational achievement tests for Mathematics and English were administered to check their educational status.The results of the multilevel analysis showed that HAZ, WAZ and BMI were positively related to both English and Mathematics performance. HAZ was only positively related to mathematical performance and SOS was not related to educational achievement at all. Furthermore, age and gender only marginally influenced the observed relationships.The study recommends that other factors such as socio-economic status and learning environment should be looked into to find out whether these factors influence the observed relationships.     

Reach to Teach ICT: Issues and Compromises

This paper outlines some implications for pupils’ learning and for teachers of information and communication technology (ICT) in primary or elementary education of using complete ‘reach and teach’ resource and lesson plan solutions to support a national scheme of work. The example resources referenced in the paper are ‘The LCP ICT Resource Files for Schools’, designed to enable teachers to deliver the ICT National Curriculum requirements for England and are structured to closely follow the Qualifications and Curriculum Authority (QCA) scheme of work. The authors of the LCP ICT Resource Files became aware that there was a widespread takeup of their materials and that, therefore, the resources had potentially a substantial impact upon practice in many schools.Models of curriculum provision are presented and characteristics of good practice are adduced which the author recommends to those who write, review or evaluate complete teaching solutions for ICT.     

试析我国实现教育机会均等的条件和策略

教育机会均等是马克思主义教育民主思想的核心内容之一 ,但由于各种客观条件的限制使社会主义现实生活中还存在着大量的教育机会不均等的现象。本文试图通过对在社会主义初级阶段条件下 ,影响我国教育机会均等进程的社会制度、经济发展、文化传统和教育体制等因素的分析 ,来初步探讨在我国发展教育机会均等的发展策略和途径