《战国策》语言艺术探析

《战国策》是表现战国时期纵横策士言行的一部书，本文从先承再转之计、巧设比喻之计、细节盘问之计、先发制人之计、纵设机关之计五个方面对其中的策士语言艺术技巧进行了分析。     

春秋行人与战国策士外交辞令缘何不同

春秋行人和战国策士都以外交辞令闻名于世。文章比较了春秋行人与战国策士的外交辞令,对产生这些差异的社会环境、经济环境、社会地位、文化环境和价值取向进行了分析,由此我们可以深入了解春秋行人和战国策士的外交辞令为何具有不同的特点,并从行人、策士娴熟的语言运用能力上了解我们的母语——汉语言形式可以承载的深厚内容,提高我们继续学习和运用汉语言的能力。     

《战国策》中策士对君主的劝谏方法略论

《战国策》中策士对君主的劝谏大致有三种方法：一为未入仕的策士,为了获得名利,采取渲染诱惑、阿谀奉承的劝谏方式：二为入仕后的策士,为了臣服别国君主,给自己的人主谋求最大利益,剥对他国国君采取威逼利诱、危言恐吓的劝谏方式;三为作为策士的巨子在劝谏自己的国君时,则采取主文谲谏的方法,在娓娓而谈中,使人主在潜移默化中改正自己的错误。     

战国策士辞令生成背景之探究

战国时期,策士辞令的生成是有着深刻社会背景的。战国策士辞令作为一种时代文体,和当时的学术背景密不可分,百家争鸣的学术热潮则是其学术背景。文章重点通过文体背景、政治背景和学术背景三方面来综合论述战国策士辞令的生成背景。     

浅论《战国策》之以势成势

《战国策》气势雄伟、感染力强,具体表现在策士思维、主张、言辞三方面。究其原因在于策士采取了独特的策略——捭阖术,此乃时势、地势、人势、术势综合形成,以势成势是之谓。然"势"的互成仅为一面,时势对人势的消解,才是策士群体被称为战国独特精神代表之一的实质原因。     

透视《战国策》之成语

<战国策>上百个成语也是战国时代的一面镜子.从时代背景入手,剖析成语与当时策士心态的联系,与当时社会文化的关系.成语反映出策士的人生价值取向、审美观念,展示出策士的风采,闪烁着说辞的艺术光芒,显露战国时代的人本位思潮,蕴涵的科学思想.出自<战国策>的成语,以典雅、含蓄、生动、简练而独放异彩,是那个时代语言和文化的精华.     

战国策士公关语言的基本构成

《战国策》中,策士们在特殊的历史背景下,和各国诸侯建立起共识域,主要得益于“说”的本领。“说”是其主要公关语言形式,几乎成为一种策士专用文体。战国策士的游说辞令和现代公关语言理论的惊人相似,充分说明了公关活动在我国的悠久历史。     

论《战国策》所反映的折中观念

《战国策》记录了战国时期谋臣策士们的计策计谋及更深层的思想观念。在动荡不稳的社会环境中,"士"这一阶层逐渐发展起来。各家策士为了改变生活现状在各诸侯国游说献策,这其中个人利益起到了关键性的作用。为了自保并且在乱世中获利,一些策士往往采取折中的方法处理诸侯国之间的关系,以期获得发展。本文分析了折中观念在《战国策》中的体现。     

《战国策》策士的心理论辩术研究

《战国策》策士的雄辩历来为人称道,研究者也很多。但是,迄今为止,从心理角度对战国策士言辩技巧进行全面分析研究的文章还极少,我们考察《战国策》全书,通过解析战国策士对心理因素在辩论中的重要性的高度重视,择取了六个重要的心理因素进行理论与实例相结合的深入研究,它们是:自尊心理;趋利避害心理;亲情动人心理;求名心理;权威效应心理;抵抗心理。     

论汉初藩国文士的文学觉醒

汉初藩国文士以策士之才被藩王招纳,但汉初严峻的形势又使他们竭力摆脱策士身份。为苟全性命于乱世,藩国文士对自身策士身份的消解就成为必然之势,而这恰巧是其文学意识的觉醒的开始,觉醒的藩国文士除了有意识地远离政治外,将更多的精力用于文学,使文学产生一些新的特征。汉初藩国文学的一些新的特点,就是和文士们这种角色转换有密切关系的。     

Reading/Literacy – For the Lower Orders?

The second part of this account of struggles over literacy begins in the later seventeenth century. From the 1670s, the new dissenting academies, backed by rising business classes, made teaching in English for a wider curriculum their goal. Thus was Defoe’s mastery of a new spoken style developed, while in Scotland, the eighteenth century achievements of the Scottish Enlightenment heralded Modern Subjects. But the labouring peasantry and new urban working classes had to wait for revolutionary tribunes like Tom Paine and Cobbett to speak directly to them. Even then their prolonged struggles for a literacy in their own terms continued – and met a new setback, when the 1870 Act promised them universal education, but in tests dominated by Payment by Results. The struggles resumed.     

逃避与回归：论《日常用品》中黑人美国梦的双重性

艾丽斯·沃克的短篇名作《日常用品》揭示了美国民权运动时期,具有“双重意识”的美国黑人,为寻求实现美国梦所经历的错综复杂的奋斗历程和种族身份定位。沃克既肯定了争取种族平等、融入主流社会、实现个人理想的抗争行动,也批判了一味迎合主流社会价值观,功利性地回归黑人传统的浅薄思想。     

Teacher identity past and present: What can a genealogy of schooling tell us?

ABSTRACT

The evolution of teachers’ identities in Australia highlights the struggles between state and civic over the control of schooling and also the contingent nature of the teacher identity itself. A genealogical analysis of this history makes visible these contingencies, but more importantly suggests that little reckoning has been afforded to teachers’ agency within these social struggles. This gap in understandings of teacher identity, as even potentially agentic, highlights the need for a more nuanced understanding of teachers and their transformative potential. In particular, it calls for a focus on teachers within elite private schools because these costly schools are highly influential as the aspirational model for schooling provision. If teachers’ agency in these neoliberalised spaces were possible, if they could be empowered in their stewardship of the educational enterprise, then their activation would be crucial in any wider reform effort.     

论人类道德需要发生的心理动因

原始初民在与自然抗争过程中所产生的恐惧感,并在此基础上所产生的对社会共同体的归属感和敬畏感乃是人类道德需要得以发生的心理动因.     

中世纪大学称谓的变迁

中世纪大学的称谓经过了从studium(学校)到studium generale(大学校),最终到universitas(大学)的变迁①。这种称谓的变迁,是中世纪大学机构自然演进的历程,同时也是大学师生积极争取学术自由探究权力的斗争历程。正是大学师生的努力,使得大学能够在中世纪的教会与世俗两大势力之间获得相对独立的地位,真正体现出大学作为一种知识机制本身所蕴含的社会意义。用来泛指大学师生整体的universitas因此成为自由探究知识的大学的最后的代名词。     

论赫拉克勒斯的悲剧及现实意义

希腊神话人物赫拉克勒斯虽然立有十二大功,声名赫赫,最后也成了天神,但综其一生的命运遭际,仍有十分浓重的悲剧色彩。他的悲剧以命运悲剧和过失悲剧的形式表现,实际上反映了上古人类为改善生存的自然条件和社会条件,与自然、与统治阶级进行的不屈不挠的斗争。这是推动社会历史前进的强大动力,也是赫拉克勒斯悲剧的意义所在。     

《东周列国志》与《三国演义》计谋型女性形象比较

《东周列国志》与《三国演义》中出现了一批计谋型女性,她们用尽心计,或争权,或谋利,体现了对男权社会的抗争,她们的悲剧结局也表明了封建社会中男权控制的强大。     

The perceptions and experiences of young people with a BESD/SEMH classification

Social, Emotional and Mental Health (SEMH) needs, previously Behavioural, Emotional and Social Difficulties (BESD), is the most frequently occurring category of Special Educational Need (SEN) in secondary schools in England, associated with school exclusion and poorer outcomes in later life. This study explores the perceptions of young people of the “label” BESD/SEMH and their school experiences. A social constructionist grounded theory approach was used to analyse data from semi-structured interviews with nine young people with a statement of SEN for BESD. Findings show that eight of the participants were previously unaware of their classification of BESD and that it was predominantly negatively evaluated. The grounded theory model arising from the research describes the perceptions of young people of the struggles and strengths that they experience at school. Teacher–pupil relationships were found to contribute to both strengths and struggles at school depending on their perceived quality. Implications for policy and practice are discussed.     

Transformation of Patriarchal Regimes, Literacy, and Schooling

Literacy has been among the most publicly contested domains in gender struggles; the way that history of literacy is gendered and interpreted makes a difference to the way reading and writing is thought of today. Broadly understood, gender signals a wide range of concerns with subjectivities, social relations, and historical dynamics. Literacy campaigns can be linked both to attempts to consolidate patriarchalism in early modern Europe and to complex struggles attending its 18th-century demise. In 19th-century England, both bourgeois and oppositional public spheres engendered patterns of solidarity, identity, gender polarization, and exclusion in which contested notions of individual and collective literacy played a key role. Elsewhere, schools were called upon to engender a proletariat or tame its radicalism, teach females how to read or change their reading habits, instruct children in writing or give them to understand that their mother tongue did not count as school knowledge.     

Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan

This empirical study investigates secondary science teachers’ perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical focus from traditional approaches to teaching science to an active engagement in students’ learning. Multiple sources of qualitative data were obtained, including individual interviews with science teachers and teachers’ reflective journals about Confucianism in relation to their educational philosophies. Thematic analysis and constant comparative method were used to analyze the data. The findings revealed that Confucian traditions play a significant role in shaping educational practices in Taiwan and profoundly influence teachers’ epistemological beliefs and their actual classroom practice. Indeed, science teachers’ perspectives on Confucian learning traditions played a key role in supporting or obstructing their pedagogical commitments to inquiry-based and learner-centered approaches. This study draws on the literature concerning teachers’ professional struggles and identity construction during educational reform. Specifically, we explore the ways in which teachers respond to educational changes and negotiate their professional identities. We employed various theories of identity construction to understand teachers’ struggles and challenges while wrestling with competing traditional and reform-based pedagogical approaches. Attending to these struggles and the ways in which they inform the development of a teacher’s professional identity is vital for sustaining current and future educational reform in Taiwan as well as in other Eastern cultures. These findings have important implications for teachers’ professional development programs in East Asian cultures.