Emerging Attributes of Pedagogy and Curriculum for the “New World Order”

This article is a conceptual one designed to start dialogue on educational issues that are unfolding amidst the changes in other sectors of our society such as production, services, and recreation. We first present an overview of the fundamental but profound changes evidenced in our society and then discuss the nature of these changes and their impact on human ability to function effectively within such an environment. In light of the complexities such as uncertainties and dualistic/multiple perspectives and incongruities, we propose that a model for pedagogy and curriculum development should adopt critical thinking as the key attribute—because it has the potential to deliver an education system for the new world order.     

国际新秩序、世界秩序与世界新秩序

国际秩序指的是国际社会中围绕某种目标和依据一定规则相互作用形成的运行机制。通常 ,国际秩序体现着一定的国际格局以及大国的利益和价值观 ,因而任何关于国际秩序变革的主张都具有鲜明的政治取向和理论取向。通过辨析国际新秩序、世界秩序、世界新秩序等主张产生的历史背景以及内涵 ,有助于揭示国际社会日趋复杂的发展趋势     

‘Power on’: Googlecracy,privatisation and the standardisation of sources

The paper aims to contribute to the sociological analysis of power through the study of the structuration and retrieval of information on the internet. The main argument of the paper is that, paradoxically, in an age when the availability of information has increased exponentially, there is a risk that diversity in the use of sources for the construction of knowledge becomes more restricted than in the past and that information search moves towards greater objectification and centralisation. Knowledge management systems increasingly shape the ways in which we think about the questions we ask and how we try to answer them, which raises fundamental and largely neglected questions for education policy. The paper illustrates these trends with particular reference to the use of Google and Google Scholar.     

全球化和反全球化语境下的新政治

全球化的怀疑论者和全球化的支持者的共同立场提出了全球社会变迁的未来特点以及全球治理的内容等现时代许多根本性的议题。全球化正在重组国家政府的权力、功能和权威使得行使权力的地域和权力主体发生了变化,使得世界政治遭到新限制和国家权力遭侵蚀。虽然存在挑战,但由于多重政治进程共同发挥作用,创建世界新秩序就有了实现的基础。     

Len Barton,critical education and the problem of ‘decentered unities’

In the process of discussing the significant contributions that Len Barton has made to the sociology of education and to disability studies, I argue that a good deal of critical analyses of power and inequality in education are impoverished by some of their essentialist and reductive tendencies. I use an example taken from disability rights to show how parts of these tendencies can be overcome. I suggest that disability rights movements provide powerful possibilities for the interruption of capitalist ideological forms and their attendant ways of organising and controlling labour. They do this by challenging some of the most fundamental assumptions that underpin capitalist economies and ways of life. By strongly resisting the ways in which paid work and paid workers are treated, new relations are made possible. I connect this example to some of the insightful analyses of the place of affective equality in the struggle for social justice in both a politics of redistribution and a politics of recognition. Building on these arguments, I then argue for a broadened conception of critical research and critical action. I describe nine tasks in which the critical scholar/activists should engage if they are to be true to an enlarged conception of the ‘public intellectual’ and ‘public sociologist’.     

论方法论的相对主义的不可能性

科学知识社会学的强纲领坚持一种认识论的相对主义立场,这一立场受到学派外部的激烈批评。作为该学派代表人物之一的科林斯也认为,认识论意义上的相对主义是不能成立的。他尝试对这种相对主义进行修正,提出了相对主义的经验纲领,主张一种方法论的相对主义。从康德认识论思想出发的考察表明,科林斯所主张的方法论上的相对主义也是不能成立的。     

反思环境危机的哲学根源

世界观、认识论与价值论不仅是构成哲学的三大主要领域,而且反映了人类思维的发展历程：古希腊人对世界本源的探索反映了人类对认识世界的渴望;近代理性派与经验派的哲学探究是为了找到认识世界的最佳方法;现代人对人自身的研究兴趣反映了人类价值观念的困惑与迷茫。因此,探究环境危机的哲学根源,需要找出人类在世界观、认识论与价值论上存在的问题。人类在世界观、认识论与价值论上存在的问题就是：世界观上的机械论、认识论上的主客二分和价值观上的人类中心主义。     

陶行知研究范型的嬗变(下)

从知识社会学的视角,陶行知研究大致可以分为三种类型:史观学派的、史料学派的、融和贯通的陶行知研究。潘开沛的《陶行知思想的批判》是史观学派陶行知研究的典型,它表现了陶行知研究的存在强烈的意图伦理色彩和政治建构特征;以胡晓风为代表的《陶行知全集》整理工作是史料学派陶行知研究的典范,它为20世纪90年代多元化的陶行知研究提供了统一的文献基础,大大推进了陶行知研究的深度。以章开沅、唐文权、胡晓风、金成林等人的《平凡的神圣》、《陶行知与中国现代化》是融和贯通的陶行知研究的代表性著作,它们尝试在中西文化教育史观和现代化模式之下,重新解读陶行知思想与实践,还历史的本真面目。陶行知研究范型的嬗变是学术发展的内在继承与突破、政治社会的现实制约、研究共同体的学识情感复杂互动的结果。     

近代以来中国世界秩序观念的变迁

中国传统的世界秩序观念以和谐为主旨。近代空前严重的民族危机使社会达尔文主义在中国颇为流行,人们逐渐疏离了和谐观念。中国共产党成功地建构了“帝国主义”话语,从而使国人在世界秩序观念上表现出更为强烈的革命色彩。改革开放之后,以反帝斗争为主要特征的国际秩序观念已经不再适合发展需要,逐渐让位于以和为主的国际秩序理念。中国人对和谐世界理念从背离到重新肯定,与百年沧桑变迁的历史情境有着密切的关系。     

作为知识生产的社会学——试论布迪厄的实践社会学及对妇女研究的意义

布迪厄的实践社会学在知识生产方面具有以下特点:在研究对象的建构方面,他倡导研究关于实践的总体性社会事实;在知识生产的思维方式上,他强调关系性主义;在知识生产的概念工具方面,他发展了惯习、场域和资本等重要概念;在知识生产方法论方面,他强调方法的适配性;在知识生产者的伦理方面,他强调反思性.布迪厄的实践社会学有助于妇女研究中研究领域的拓宽、研究方法的创新和开放,并有助于促进知识生产中的反思性.     

Interdisciplinary Learning: Process and Outcomes

Interdisciplinary learning is characterized by the integration of multidisciplinary knowledge across a central program theme or focus. With repeated exposure to interdisciplinary thought, learners develop more advanced epistemological beliefs, enhanced critical thinking ability and metacognitive skills, and an understanding of the relations among perspectives derived from different disciplines. Our adaptation of Biggs and Collis' (1982) Structure of the Observed Learning Outcome illustrates the stages of interdisciplinary knowledge integration and explains corresponding patterns of learners' intellectual functioning, from acquisition of single-subject information to transfer of interdisciplinary knowledge to other topics, issues, or problems.     

Education the Handmaid of Philosophy

Abstract

This article addresses how we might teach for global citizenship in world history classrooms. Despite the name, secondary world history courses in the United States have not consistently focused on global interconnections, multiple perspectives, and inquiry into global issues. We explore why this might be, as well as suggest specific learning activities and curricular topics in world history that could help meet global citizenship goals.     

创建世界一流大学的机制分析--兼论清华之路

本文从大学的特质、大学发展的历史条件以及大学权力体制三方面勾勒了世界上一流大学生成的机制。并以此为据，讨论了清华大学创建世界一流大学在理念、历史社会背景等方面的有利因素，以及在体制上面临的困难和问题。