President's Introduction: Religious Education for Peace and Justice

This article gives an overview of “practical theology” as an emerging paradigm, and discusses problems and possibilities in using the paradigm for religious education of “Generation X” in a postmodern context. The article posits that a postmodern sensibility does not imply the cognitive capacity for a truly postmodern style of meaning‐making. Drawing on Robert Kegan and the author's teaching experience with young adults, the article raises the caution that Generation X may not be prepared developmentally for postmodern educational approaches. Possibilities for using practical theological elements such as story, playfulness, and making connections are raised in relation to this age‐group.     

后现代主义特征下的“反对解释”

哈桑对“不确定性”与“内在性”的后现代主义特征的界定,为后现代主义的认识观念奠定了基础。正是这两个特征导致了后现代主义文学艺术的又一倾向,即“反对解释”。这一特征不但有其深刻的理论基础,而且始终是后现代主义理论家与作家作品所关注的焦点。     

“Terms of engagement” not “hard to reach parents”

This article presents findings of qualitative research commissioned by the Achievement for All project in a UK local authority. The research investigated how schools should engage parents, including those considered to be “hard to reach”. A focus group methodology was adapted to enable parents to provide answers to the research questions. The majority of parents contributing to the three focus groups were considered to be “hard to reach” by the schools that their children attended. The analysis employed an inductive thematic approach as a further means of listening to them. Main findings are presented as “a taxonomy for terms of engagement.” Implications for educational psychologists are raised.     

Narrating Lives,Narrating Faith: “Organic Hybridity” for Contemporary Christian Religious Education

This article proposes that Christian Religious Education (CRE) today requires the practice of “organic hybridity” in fluid and shifting “diasporic spaces,” the prerequisite for which is the recognition that “hybrid subjectivities” is characteristic of our current postmodern, postcolonial, transnational, globalized world. Toward this aim, CRE must strive to understand how contemporary hybrid subjects negotiate identities and faith in the way they narrate situationally, improvisationally, and organically about the inter-activity between human and Divine for everyday living.     

Rethinking work. Time,space and discourse

In this paper, we survey the contemporary movement away from traditional educational forms to the new discourses and practices associated with the term “lifelong learning”. We relate this movement to the sense of crisis which seems to be present in the post‐compulsory and higher education sectors. We locate it in the technological, economic and cultural changes which characterise the postmodern condition and the questioning of the grand narratives which have sustained education in modernity. We examine how these changes are effecting education in terms of trends such as vocationalisation, marketisation, the commodification of knowledge, the individualising of learning and the challenging of the monopoly position of universities. We ask what “education” means when it is not a bounded field and what “learning” means in the more loosely bounded spaces of lifelong learning. We argue that the current situation is both exciting and troubling for educators requiring a redefinition of roles and purposes in a context which is complex and contradictory.     

图形-背景视角下的关系化语用功能考察

句子与其关系化的结果——关系从句是高度抽象的构式,前者的构式义——认知凸显来自与图形的关联,后者的构式义——认知抑制来自与背景之间的关联。文章提出和论证了这一关联,并运用"构式义+语境"的模式统一解释了与关系化相关的多种不同但彼此相关的语用功能。     

基于语料库的词语搭配研究——以日语“原因”和“理由”为例

词语的比较研究长期以来主要集中于词语本身的"意义""语法"的分析说明方面,词语在具体语境中使用状况的考察尚未引起重视。并且由于大多研究使用的是问卷调查,其调查结果的客观性尚有探讨余地。本研究从词语搭配视角,以日语中的汉字词语——"原因"和"理由"为例,基于『現代書き言葉均衡コーパス』[1]语料库,分析了它们分别与"名詞"、"动词"以及其他语词的搭配特征,考察"原因""理由"的比较方法,并基于分析结果,提案基于语料库的词语搭配视域下比较研究名词的雏形,以期继续利用语料库,探讨名词以外的制约词汇语义及使用的比较研究。     

Digital technologies to teach and learn mathematics: Context and re-contextualization

The central assumption of this paper is that, especially in the field of digital technologies to teach and learn mathematics, the influence of the context in which research is carried out has not been given enough attention, so that research results are not really useful outside this context. We base our discussion on the work of a group of European teams carrying out research with a special methodology of “cross-studies” and carrying out “cross-analyses” of particular studies. A context for a research study is described as a dynamic construction by researchers, connecting relevant contextual characteristics in the settings (empirical and academic) where research activity takes place and helping to gain insight from the outcomes of the study. Analyzing the design of two “Didactical Digital Artefacts,” and the associated cross-studies involving teams of three countries, we identify more or less conscious influences of characteristics in the researchers' contexts upon research outcomes. Cross-studies and cross-analysis help to go further by making researchers more aware of their context and of its characteristics. It also helps researchers to “re-contextualize,” that is to say to identify new contextual characteristics in the settings they are acting in, to gain insight from research outcomes that emerged in other contexts.     

“否定”的诱惑:试析巴塞尔姆《白雪公主》的召唤结构

唐纳德·巴塞尔姆的《白雪公主》是后现代主义文学的主要代表之一。该小说独特的叙事方法与巧妙的人物塑造模式为读者留下许多等待填补的"空白"与"未知",形成强大的召唤结构。这种审美效果不断否定了读者的先在审美经验,促使读者对文本进行重构与再创造。强大的召唤结构使得这部小说像一坛佳酿,历久不衰、悠远留长。     

One task,divergent solutions: high- versus low-status sources and social comparison guide adaptation in a computer-supported socio-cognitive conflict task

This experimental study extends conflict elaboration theory (1) by revealing social influence dynamics for a knowledge-rich computer-supported socio-cognitive conflict task not investigated in the context of this theory before and (2) by showing the impact of individual differences in social comparison orientation. Students in two conditions (N = 59) compared their self-created task solution with a partly correct solution presented additionally, deviating from their solution. The other solution’s source was introduced either as a low status source (“peer”) or as a high status source (“textbook”) whereas the presented solution was identical. In a baseline condition, this comparison possibility was missing. Students in the textbook condition experienced more socio-cognitive conflict and adapted their solution more often to the correct aspect of the presented solution than students in the peer condition. Students low in social comparison orientation adapted their solution more extensively in the textbook condition than in the peer condition.     

RELIGIOUS EDUCATION AT THE EDGE OF HISTORY

This article suggests that religious education discourse in the future must be multilingual if it is to prepare people to participate in a postmodern world of religious diversity and secularism. Five “languages” are suggested, including those native to the religious education of particular religious communities, the language of interreligious education, the language of public religious education, a postreligion religious education language, and the language of academic religious education.     

Research Fictions: Arts-Informed Narratives That Disrupt the Authority of the Text

In this paper I examine the dilemma faced by reflexive narrative inquirers who write in the first-person “I” while advocating for a postmodern reading of the “self.” This paper asks the question: How can the reflexive educational researcher craft a research narrative that, on the one hand, strives for self-presence, while on the other hand, denies the transparency of language? I discuss current post-structuralist critiques of educational research rhetoric, and extend the critique to narrative research, suggesting that an arts-informed approach to narrative allows researchers to disrupt the authority of their text. I explore the use of a specific fictionalizing technique – the unreliable narrator – to assist readers in critically deciphering reflexive research narratives.     

试论中国“和平崛起”的国际环境

近两年,国内和国际的政界和学界对中国“和平崛起”的讨论非常热烈。本文首先对“和平崛起”的概念进行了梳理和辨析,认为“和平崛起”意味着以和平的方式达到崛起的目的。其次,笔者分别分析了中国“和平崛起”的国际环境的有利方面和不利方面。最后,通过历史的和现实的考察,通过对客观国际环境和中国主观意图的分析,笔者认为,和平崛起是中国必然的战略选择,中国也必将和平崛起于世界民族之林。     

儒家官德思想启示

儒家以“仁”为思想核心,对中国的思想史产生了巨大影响。其对官德的论述也相当丰富,孔子在其官德思想中,把吏德、君德看作是统一整体,其官德思想为：为官以“仁”,为官以“德”,为官以“礼”,为官以“民”,为官以“克己修身”。这是我国古代“德治”的基本精神,这一思想在我国当前“反腐倡廉”、坚持以德治国和依法治国中得到诠释,对当代为官者有重要的借鉴意义。     

The Philology of Kinesiology

This paper presents a cultural analysis of our field of study through the lens of one word: kinesiology. Through historical, anthropological, and semiological interpretation, the cultural use of the word is discussed within the academic field of physical activity studies in North America. The study of the use, or the philology, of kinesiology within the study of physical activity is traced from its traditionally recognized Greek roots to the present cultural use, which is shown to symbolize the postmodern world. The progression from which kinesiology evolved, fist describing a “course of study,” then meaning a broad academic field, is noted. Throughout the term's existence in the field, common motifs associated with its use are highlighted. These motifs include coupling of the modem word to ancient Greek origins; the signification of “action,” “change,” “unique,” and “special” aspects; the use of the word to denote scientific, disciplinary, and academic characteristics; and the appropriation of the word to symbolize integration and wholeness.     

“言传”与“意会”语境差异溯源与跨文化交际策略

“言传语境”与“意会语境”是对低语境和高语境内涵的表征,是跨文化交际的核心问题。两种语境差异有着不同的溯源,容易令交际者产生困惑、误解和不适。在“意会语境”中从事跨文化交际,应该在语言风格、逆向思维和交际观念等策略层面寻找突破口,并坚持差异性、倾向性和合作性三大语境交流原则。随着全球一体化进程的加剧、传播技术手段的进步和民权思想的崛起,“意会”语境中的中国文化有着向“言传”语境迁移的态势,不仅要求“知识共享”,还要求“价值互补”,既要坚持文化“本土特色”,又要加强外部语言文化的“认同”,这对于培养我们对文化差异的敏感度、理解度和宽容度,增强我们处理文化差异的灵活性,缩小不同文化之间的差距,从而促进跨文化交流,有着积极的意义。     

APPRAISING THE ETHOS OF EXPERIENTIAL NARRATIVES: KEY ASPECTS OF A METHODOLOGICAL CHALLENGE

In this essay, Carola Conle and Michael deBeyer describe their efforts to find a conceptual approach and methodology for the appraisal of the ethos of experiential narratives presented in a particular curriculum context. The language of “implied authorship,”“the patterning of desire,” and “friendships offered and received,” first introduced by Wayne Booth, is elaborated through data from narrative presentations given by local heroes to students. Appraisals seemed possible when a narrative could be placed on Booth’s “scales of friendship” and when the rational qualities of experiential narratives were considered. In addition, data needed to be available in which students’ experiential encounters with the narratives could be seen as occasions where, during such moments of encounter, feelings and desires were created, memories were activated, and events and actions in a narrative were vicariously experienced through those activated phenomena. The authors offer a potential framework for future appraisals.     

Keeping Up Appearances before the “Other”? Interculturality and Occidentalism in the Educational TV-Program “Happy Chinese”

“Happy Chinese” or kuaile hanyu is an educational melodrama produced by the Chinese TV channel CCTV in 2009. Aiming to improve foreign learners’ Chinese language skills, the plot revolves around Susan, an American, staying with her former Chinese classmate’s family. “Happy Chinese” proposes both language and cultural learning. In this paper, the authors are examining the first seven episodes marking Susan’s arrival in China for the Spring Festival. Basing the study on a postmodern and critical approach to the “intercultural,” as well as on a critical view towards Orientalism and Occidentalism, the authors are interested in how the programme constructs the arrival of the American and the way she is perceived and represented by the “locals.” The authors are also looking into what the Chinese family teaches Susan about being Chinese and, at the same time, the tensions that a certain tendency to “keep up appearances” and appear “real Chinese” before her trigger in the family, across generation and gender. The research tools used to analyze the data are derived from discursive pragmatics.     

浅析后现代教育观对我国大学德育的启示

后现代教育观强调差异性、多元性,主张开放性、平等性,为创造性构建我国德育模式提供了方法论的启示。本文结合后现代教育观的特点,探讨其对重建我国大学德育目的、德育方式、德育课程、德育关系方面的启示。     

ACCEL: Thoughts From the Field

This author responds to Sternberg (2017) and his article, “ACCEL: A New Model for Identifying the Gifted,” published in his special issue of the Roeper Review focused on “wisdom in a changing world.” Wisdom is evident throughout Sternberg’s essay as he invites readers to consider the relevance of his ACCEL (Active Concerned Citizenship and Ethical Leadership) model in the context of its relationship to gifted individuals and the pressing need for change in society. The spiritual concept of wisdom and humanistic educational theory is implicit throughout this review. The author considers elements of the model’s utility and implementation in light of his experience in the field as a veteran educator and consultant, his own research relating to self-efficacy of teachers’ teaching critical thinking, the Kaleidoscope Project, and its similarities to his own Chandelier methodology.