The Case of the Chingford Skinhead: John White on Education and Special Obligations between Fellow Nationals

This article questions whether it is legitimate to propagate national sentiment and foster ties of nationality through school curricula. Against certain arguments for the ethical significance of nationality I question whether those who share a national identity have special moral obligations to members of their national group that they do not have to other persons. I argue that such ties of sentiment are unnecessary for achieving principled liberal goals, and that education within a liberal democracy should focus directly upon certain general moral principles, such as fairness, justice, and toleration. The recent Advisory Group on Citizenship's Education for Citizenship and the Teaching of Democracy in Schools (1998) similarly endorses, I argue, education focused upon general moral principles.     

近代国民性改造思想的萌芽--论地主阶级改革派的人心风俗思想

鸦片战争前后,与严重的社会危机相对应,人的道德、心理与行为方式也面临着近代转型的根本任务.龚自珍、魏源等地主阶级改革派在充分吸收传统文化中个性解放思想等优秀成分的基础之上,揭露、分析了当时国人人心风俗全面堕落的种种表现及其政治、学术、社会成因,并提出了他们对理想国民性的崭新设计,这是一个集传统文化优秀成分之大成的人心风俗改造模式,是近代国民性改造思想的萌芽,但由于时代的局限性,它还不具备国民性改造的近代意义.     

Political assumptions underlying pedagogies of national education: The case of student teachers teaching ‘British values’ in England

Teacher education in England now requires that student teachers follow practices that do not undermine “fundamental British values” where these practices are assessed against a set of ethics and behaviour standards. This paper examines the political assumptions underlying pedagogical interpretations about the education of national identities through documenting how a group of student teachers uphold the institutional demand of promoting fundamental British Values in relation to their discursive constructions of Britishness. Empirical data exemplifies potential political understandings guiding educational practices. Analysis suggests that pedagogies of national education are mediated by (i) educators’ understandings of the nation as an essential entity or a social construct and (ii) their understanding of national identities as being open or closed to competing interpretations. The paper concludes by examining implications of different political and pedagogical positions for practice and research.     

当代水族青年政治观现状及教育引导——以贵州省三都水族自治县为例

青年时期是一个人政治观形成和确立的关键时期,也是青年参与社会政治生活的开端。水族,是一个拥有自己民族发展历史、民族语言、民族文字、民族生活方式的少数民族,水族独特的文化对当代水族青年政治观形成产生着重要的影响。本文在阐述当代水族青年政治观现状的同时,分析当代水族青年政治观存在问题的原因,并探析引导当代水族青年政治观教育的思想政治教育对策。     

Introduction: The idea of political education

This article considers the current context for renewed concern about 'political education' worldwide and in the UK. The concept 'political education' is analysed, as are normative and positive questions about the relationship between education and political outcomes. The article goes on to consider the history of and reasons for UK exceptionalism as regards this aspect of educational policy-explanations for British antipathy to political education are sought in aspects of British political institutions and political culture.     

浅析藏族民族声乐发声方法及技巧

中国的民族声乐是中国传统歌唱艺术的总称,它是传统的民族歌曲,戏曲以及曲艺以及在他们的基础上发展和演变的各类唱法。民族声乐体现着民族性,是对民族生活以及民族情感的呈现,传递质朴和亲切的民族情感。藏族民族声乐必然具备民族声乐的传统特点,本文主要围绕藏族民族声乐具备的民族区域特色以及藏族民族声乐的发声方法和技巧等内容进行讨论。     

Fred Clarke’s Ideals of Liberal Democracy: State and Community in Education

ABSTRACT

This paper examines the continuity and changes in Clarke’s ideas about the State and community in education, especially in relation to a rapidly changing political situation in England in the 1930s and 1940s. His ideas evolved in the intellectual context of British idealism. Moreover, in response to the threat to democracy arising from Fascism or Totalitarianism, the distinction between the State and community was a key theme in Clarke’s ideals of liberal democracy. Additionally, this paper also proposes the implications of Clarke’s ideas for future educational development.     

全球化背景下英美自由主义国家国民教育制度的改革

以国民教育制度的发展与国家、社会发展之间的关系－－这一理论框架为背景，从教育社会学的宏观视角分析战后英美自由主义国家从经济民族主义时代向经济全球化时代转型期间的社会经济、文化和政治变迁，并将这一阶段的教育变革历程镶入这一背景中进行相关梳理，就教育和国家、社会的关系进行简要分析，突出这些国有的国民教育在全球经济时代的教育市场化和教育国家化的双重趋向。     

民族地区高校学生思想政治教育初探

民族地区高校,由于其偏僻的地理位置以及特殊的办学目标和办学性质,决定了其生源结构形成以所在地区聚集民族为主和多民族学生共同学习交流的现状,所以相对于一般普通高校甚至内地民族院校来说民族地区高校学生思想政治教育工作的开展具有很强的特殊性。     

Filling the Space: Education,Community, and Identity in British Internment Camps during World War II

The British government interned 24,000 men and4000 women of “enemy” nationality living in Britain in the spring of 1940. Some were Nazis but most anti‐Nazi Jewish refugees. Using oral histories, supplemented by documentary sources, this paper explores the experiences of these refugees, especially their educational experiences. It describes how, with little outside assistance, the refugees developed a rich cultural and educational life in the empty space of the internment camps, creating “universities”, technical schools, children's schools, newspapers, lectures, concerts, and art exhibits. Emphasis is placed on the refugees ‘ educational and cultural agency, or activism; on the educational impact of age, gender, and other forms of diversity; and on the refugees’ use of education to help them cope with wartime changes in their social and political status and in their personal identities.     

通识教育是什么?

本文是<新标准>杂志五月号文科教育专题中的首篇,简要介绍了当代通识教育背离传承文明的本质和目标这个传统理想而造成的恶果,揭露"多元文化主义"和"政治正确"的实质,指出了过去美国"教育改革"的失败,并探讨了失败的原因.     

抗战视窗下西南蛮区风俗习尚改良运动

抗战爆发后,西南地区作为整个民族复兴的大后方,其战略地位凸显。西南蛮区由于历史原因保留了大量风俗习尚,针对这一情形,国民政府制订和出台了旨在革新蛮区风俗习尚、推进汉蛮一体化进程的方针政策。西南蛮区民俗风尚改良运动具有政治与学术的双重意义。     

英国高校通识教育的发展历程、经验及启示

通识教育是发源于欧洲的一种高等教育思想。英国高校的通识教育在其发展历程中逐步完善,最终形成了以崇尚人文主义传统的教育理念、专业教育通识化的课程设置、师生交互式的个性化教学实践形式为一体的通识教育样式。聚焦于当前我国高等教育的发展现状,通识教育已成为全面提升大学生综合素养不可或缺的一个重要选择。英国高校通识教育对我国的启示是,构建符合我国优秀文化传统的通识教育理念;建立专业教育与通识教育相融合的课程体系;提升高校教师通识教育能力;实行智力训练和能力培养的教育方法。     

锡克族与1857年印度民族大起义——论锡克教民族主义及其角色

锡克族是一个典型的宗教民族,在1857年民族大起义中,锡克族站到英国殖民者一边参与镇压起义,被殖民者所利用,成了殖民政治的行动工具;但从印度历史的转型和锡克族的历史特性来看,锡克族成了宗教民族主义报复者,客观上还充当了印度历史旧秩序——莫卧儿王朝宗教压迫的报应执行者,这是其宗教民族主义在印度历史发展不平衡规律下的使然。     

Do the Study of Education and Teacher Education Belong at a Liberal Arts College?

The question whether the study of education and teacher education belong at a liberal arts college deserves careful consideration. In this essay Bruce Kimball analyzes and finds unpersuasive the three principled rationales that are most often advanced on behalf of excluding educational studies, teacher education, or both from a liberal arts college. Specifically, Kimball argues that no principled definition of the conventional liberal arts disciplines excludes the study of education without barring other fields now regarded as legitimate, and consistency demands that all such fields be excluded if any are. In addition, teacher education, even if considered as merely “craft know‐how” or as professional training, cannot be excluded from liberal arts colleges without arbitrarily classifying it as suspect and subjecting it to strict scrutiny. But the question of whether educational studies or teacher education fit any asserted definition of liberal education does not finally resolve the question of whether they belong in a liberal arts college. Kimball concludes by suggesting that there are moral and prudential reasons for liberal arts colleges to offer teacher education and, concomitantly, the study of education, even apart from the unpersuasive objections that they do not fit a definition of liberal education.     

从中国教育学发展的历程反思其民族性的生成

文章梳理了中国教育学发展的历程,总结了该过程中中国教育学民族性发展的阶段:西方的理论的引入和教育学民族性的萌芽,中断的民族性以及开放中重新寻找民族性等三个阶段。并从三个方面反思了我国教育学的民族性的生成:应当处理好西方化与本民族教育传统的关系处理;教育学应当重视实践和本民族问题。     

Credentials,talent and cultural capital: a comparative study of educational elites in England and France

This article examines student accounts of credentials, talent and academic success, against a backdrop of the enduring liberal ideal of an education-based meritocracy. The article also examines Bourdieu’s account of academic qualifications as the dominant source of institutionalised cultural capital, and concludes that it does not adequately account for comparative differences in the social structure of competition and ideological shifts in class (re)production in different national contexts. This analysis is based on an empirical investigation of elite students at Oxford University and Sciences Po in Paris. We investigated how they understand the competition for a livelihood and whether they see themselves as more ‘talented’ than students from non-elite universities. This investigation revealed important similarities and differences between British and French students that have significant sociological implications for the (re)production and legitimation of educational and labour market inequalities.     

Political Education in/as the Practice of Freedom: A Paradoxical Defence from the Perspective of Michael Oakeshott

Creating education systems that promote democratic sustainability has been the concern of political thinkers as diverse as J. S. Mill, Dewey, Benjamin Barber and Derek Bok. The classic dichotomisation of democratic theory between deliberative democrats and Schumpeterian democrats suggests that education in the service of democracy can be constructive—that is, provide a student with the skills necessary to elect her leaders without changing her nature—or reconstructive—that is, fundamentally and radically reshape the student to produce a citizen whose goals are transformed to be congruent with society. Michael Oakeshott, who has written extensively both on political regimes and on the purpose of liberal education, offers a third way to assess the connection between government and education. Despite his own dismissal of civic or political education as fundamentally vocational and thus beyond the boundaries of the liberal arts, this paper provides a potentially surprising Oakeshottian defence of political education within the liberal arts with reference to the importance he places on experience as a pedagogic tool. Thus, Oakeshott's educational philosophy has a certain resonance with the recent calls to locate the relevance of liberal arts within the burgeoning development of experiential civic engagement programmes in American universities.     

Ethnicity vs. national culture in one nationalized educational site: the case of the annual school trip

This study examines the interface between ethnicity and nationality in a nationalized educational site – the annual school trip – that took place in a Jewish high school in Israel that serves underprivileged ethnic groups. Based on ethnographic field work, I analyze how the Ashkenazi (central-eastern European origin) hegemonic national culture that is embedded in the field trip is worked out by the Mizrahi (Asian and north African origin) students, in light of their ethnic background and the ethnic Ashkenazi/Mizrahi division that characterizes the Israeli society. Although both groups share the same national sentiment, the analysis exposes the different ways the pedagogical practices used by the trip represented the national hegemonic culture and the ways it has been contested and reshaped along ethnic lines while reflecting the existing ethnic borders that the pupils were trying to widen.     

隐匿的对话:通识教育与自由教育的思想论争

"通识教育"与"自由教育"经常被学界无差别地当作"素质教育"的代名词来使用,实际上二者并不能简单等同。通识教育在对古典自由教育进行改造之后,与现代自由教育之间形成了一种隐匿的思想对话关系:两者都致力于从政治哲学的视野反思现代社会的文教品质,并致力于教育质量的改进。然而,由于在西方文化古今之争中思想立场各不相同,两者在教育反思的起点、教育目标、教育对象、教育方式等问题上大相径庭。质言之,通识教育与自由教育其实是现代社会应对高等教育大众化、专业化和职业化危机的互补性方案,中国当下的高等教育改革应该从两种思想对话中获得重要的启示。