阿多诺是黑格尔主义者吗

本讨论阿多诺与黑格尔的哲学关系，认为两间有本质性差异。阿多诺哲学批判并否定了黑格尔的同一性思想，那种把阿多诺视为20世纪黑格尔主义伟大复兴支魂重要人物的看法，是对阿多诺思想的误读。     

M.C. Wittrock,a Giant of Educational Psychology

This is the introduction to a set of articles honoring the life and contributions of Merlin C. Wittrock. Wittrock's classic article, “Learning as a Generative Process,” originally published in the pages of Educational Psychologist in 1974, is reprinted, followed by comments from colleagues, friends, former students, and others on Professor Wittrock's lasting legacy.     

Reardon,Betty. 2001. Education for a Culture of Peace in a Gender Perspective

International Review of Education -     

Well,I just wanted to be a lushly tree,a straight tree.

<正>Every human being have to face the problems of education.In twenty-first Century,China was on the international stage,and its political,economic,cultural,military and other fields of rapid development.Science and technology is the first productivity,many people’s are paying more attention to the education,and the competition is increasingly fierce.Like our generation’s are already received the fetal education when we were in the womb.     

Ignoring free, appropriate, public education, a costly mistake: the case of F.M. & L.G. versus Barbour County

In 2000, the 11th Circuit Court provided the largest single award in special education history to date, approximately $2.5 million, to two teenaged students who were deaf. The students were judged to have been denied a free, appropriate public education (FAPE), having spent their academic careers in generic special education classes for students with multiple disabilities without the benefit of access to a communication system; the services of a certified, qualified teacher of the deaf; or related services. This article describes the case from the perspective of FAPE, least restrictive environment, and due process in the presence of guardians who did not understand the implications of the Individual Education Program (IEP) teams' decisions; presents a chronology of the case; explores the implications for various stakeholders; and discusses the catastrophic impact on the social, emotional, communication, and academic development and earning potential of the students.     

Doctoral supervision . . . a view from above,below and the middle!

Doctoral supervision is a complex process, and a critical success factor is the supervisory relationship. The aim of this article is to share experiences of doctoral supervision from three different perspectives, offering a view from above, below and the middle. The author was inspired by the activities associated with a recent conference. It presents reflections from three researchers at different stages of their research careers.

Key themes to emerge were: the problematic transition from being an undergraduate/postgraduate student on a taught programme (a star performer) to a doctoral candidate (novice researcher, and to some extent ‘peer’), with associated issues of developing independence; the potentially problematic aspect of giving and receiving feedback, where genuine constructive critique can often be perceived as being ‘negative’ or ‘positive’ when it could be argued that all feedback is positive in its attempt to improve performance; and the development of relationships from tutor/student to critical friends and beyond, for example into mentoring roles, although again there are issues of (in)dependence.     

Viewpoint on distance education ‐ towards a focus and a future. ICDE World Conference, 11 August 1988. Oslo,Norway

Professor Charles Wedemeyer has appropriately been called the father of American distance education; he could also be termed an uncle of the British Open University, having acted as a consultant before the University opened to students.

As William Lighty Professor of Education at the University of Wisconsin at Madison he broke the ground for much subsequent research in the field of distance education. His most familiar published work is his book Learning at the Back Door (University of Wisconsin Press, 1981).

His long and distinguished career has included the Presidency of the International Council for Distance Education (ICDE), and the award of an Honorary Doctorate from the Open University in 1975.

He has attended many ICDE World conferences over the years, and in Oslo in the summer of 1988 gave a viewpoint on distance education for the future. Professor Wedemeyer has indicated that perhaps this paper will be the last he writes in this area; “This does not indicate a lack of interest... but at 77 years... I find it difficult to keep up with the volume of reading alone that must be maintained if I want to write among the best in our burgeoning field’.