教师发展的最高境界:教师生命自觉

根据教师对教育意义的觉解程度,我们将教师发展分为三种境界:以教育为职业的匠师境界、以教育为专业的能师境界、以教育为事业的人师境界——生命自觉的发展境界。教师生命自觉有利于教师潜力的最大发挥,有利于教师主体性的发展。教师生命自觉要求教师有思考生命的自觉、尊重生命的自觉、成长生命的自觉。     

Political Liberalism and Civic Education: The Liberal State and its Future Citizens

This article evaluates the conception of citizenship embodied in political liberalism as the core ingredient of a national syllabus designed to provide an uncontroversial yet substantial education in moral and political values in a liberal democratic state system. I argue ( pace recent work by Stephen Macedo) that Rawls's paradigmatic version of political liberalism fails to avoid begging the political question against those who do not share liberal values. I contend in particular that Rawls's defence of the distinction between comprehensive and political values and his assignment of priority to the latter, invokes an idea of what is politically reasonable that involves a comprehensive and therefore controversial liberal conception of the person.     

The State,Curriculum and Teacher Education in Portugal: 1926‐1981

This article looks at the contribution that education in Portugal has made to national development, particularly during the period 1926‐1981, through teacher education. In order to carry out this task, the article traces the changing relationship between the state and the curricula of teacher education and also characterizes generally changes in the education system during the aforementioned period. Finally, additional attention is given to changes in the organizational characteristics of the teacher education process particularly during the decades of the 1970s and the 1980s.     

(Un)Making Sex,Making Race: Nineteenth-Century Liberalism,Difference, and the Rhetoric of Elizabeth Cady Stanton

Elizabeth Cady Stanton has been celebrated for her astute rhetorical contributions to woman's rights advocacy and highly criticized for her racist and elitist sentiments about citizenship and the franchise. Although there appears to be a discontinuity between Cady Stanton's commitment to (sexual) equality and her racism/elitism, this tension is reconciled through a consideration of the ways her early rhetoric embodies, revitalizes, and resists a liberal enlightenment idiom of difference. Responding to immediate exigencies of nineteenth-century politics and an enduring tension between universality and biological difference in liberal political theory, Cady Stanton articulates a view of sexual and racial difference that is extracorporeal.     

县(区)域内城乡义务教育教师交流研究——以安徽省亳州市为例

我国县(区)义务教育教师行业内交流主要有自主性交流和政策性交流。这两种交流都存在一定缺陷,存在单一性、非理性状态、流于形式等问题。新时期,对于大部分中东部地区来说,"村村通"工程的基本实现、城乡义务教育教师"同工同酬"的基本实现以及日益完善的教育制度,为县(区)义务教育教师双向、良性积极的交流提供了物质和制度基础。要真正实现可持续、良性循环的县(区)义务教育教师的交流,还应该注意几个问题:谁管人的问题、克服教师抵制交流的情绪问题和交流时间的问题。     

The Future of Teacher Education: Principles and prospects (1)

Teacher educators everywhere experience, and are concerned about, strained university-school relations. As feelings of unease and uncertainty intensify, pressures increase to re-jig teacher education programmes. Consequently, variations on the theme of teachers and teacher educators working together have emerged recently in an attempt to bridge the gulf between campus and the schools. These revisions can easily delude teacher educators into thinking that criticisms of teacher education have been countered and that the future is secured. Another interpretation is that these developments are signals that the logic of the traditional model is out of step with the times. Such signals point to the transformation and redefinition of institutions for a new kind of society. Relationships with historic partners-schools, employers, parents and teachers' unions-take on new meanings as universities and teacher education undergo reorganisation. Under these conditions, the leadership role of teacher education loses its legitimacy. Claims that university-based teacher education generates definitive teaching-related research and is the clearing-house for powerful knowledge about teaching and curriculum are no longer credible beyond the university. Further, universities and school systems increasingly judge their success by participation in an expanded global market. The inevitable outcome is a high degree of competition between (and variety in) teacher education programmes. In that environment, and with few political allies, the university-based teacher education model cannot easily survive as the principal form of teacher pre-service preparation. The challenge for teacher educators is to engage the forces that drive institutional change rather than expecting existing practices to guarantee the future. This paper proposes some principles for new approaches to teacher education that lie beyond present models. The inexorability of change and the unpredictability of the future are ideal conditions for recreating teacher education rather than celebrating its demise.     

The State of the Art in Teacher Education in Brazil

Abstract

The purpose of the paper is to present and analyze research on teacher education in Brazil, focusing on the research production of graduate programs and research centers (represented by theses, dissertations and final reports of studies developed in the country by Brazilians), and articles published in national journal by Brazilian authors. First, a brief history of the development of educational research in Brazil is presented; this is followed by a discussion of the state of the art of research in Brazilian teacher education. Finally, some conclusions and recommendations for the future are presented.

     

The Southern Manifesto: Massive Resistance,Growth Liberalism,and the Interpretation of Brown II

ABSTRACT

The United States Congress’ Southern Congressional Delegation promulgated the Declaration of Constitutional Principles, popularly known as the Southern Manifesto, on March 12, 1956. The Southern Manifesto was the South’s primary means to effectively delay implementation of public school desegregation as ordered by the United States Supreme Court decision, Brown v. Board of Topeka, Kansas (1954; as cited in Day, 2014). This essay places the desegregation of American public school system within the larger context of the time period in which it transpired, and explains how racial disparity in public education was perpetuated after the Jim Crow caste system was dismantled in the 1960s. Ironically, while de jure desegregation of American public schools was effectively accomplished by the early 1970s under the administration of President Richard M. Nixon, government spending during the era after World War II, perpetuated racial and economic disparity in America’s public schools that prevails up to the present day.     

新自由主义、全球危机与人类的未来

新自由主义的一系列政策极大地激化了资本主义固有的经济、社会和环境方面的矛盾。全球经济自上个世纪80年代以来就处于反复的泡沫和危机之中,全球越来越广大的地区随之陷于停滞和通货紧缩的状况。同时,世界环境危机愈演愈烈,其根本原因是资本积累无限扩张的趋势与人类赖以生存的自然环境的物质有限性之间越来越尖锐、越来越不可调和的矛盾。解决这些矛盾的根本方法,就是转向社会主义。     

Appointment and Induction of Teacher Trainers (Fachseminarleiter,Seminarleiter) for the ‘Second Phase’ (Referendariat) of Teacher Education in Berlin (West)

This article deals with the selection of teacher trainers in the FRG. The author describes the recruitment and selection processes and techniques to select heads of ‘general training seminars’ (Seminarleiter,) and of ‘subject orientated seminars’ (Fachseminarleiter). As a result of the deficits of these methods of selection and placement training courses for future head teachers and school inspectors have been introduced by the Ministry of Education of Berlin (West). These courses seem to be quite attractive to young teachers as a method of “indirect counselling and guidance”.     

美国密苏里州教师解聘状况研究

我国中小学正在推行教师人事制度改革．力推教师聘任制。在这一改革中,教师解聘问题是一个不容回避的棘手问题。由于实施教师聘任制度的时间不长,我国对于解决此类问题还缺乏相应的历史经验,因此借鉴和学习美国的相关经验．将有助于我们更好地推进教师聘任改革。     

金登干(James·Duncan·Campbell)与《中法和约草约》

<中法和约草约>是中法战争中中国政府与法国政府所签定的一份和约.在这一和约的签定过程中,竟是一名法国人金登干作为中方政府代表与法国倒台政府的阁员外交大臣毕乐于1885年4月4日签订的,从而结束了中法战争.那么,金登干到底何许人也?他又为何能代表中国政府与法国签订和约呢?这正是本文所要探讨的问题.笔者从金登干的经历、才干、人事关系以至当时中法战争后时代选择金登干的诸多因素作了分析,欲破解这一历史之谜,以求教于方家.     

The Civic Lessons and Immigrant Youth (CLAIY): Implications for Teacher Education

ABSTRACT

In this article, we draw from the Civic Lessons and Immigrant Youth study to present key issues and implications related to teachers' work with immigrant youth. This synthesis draws on data and analyses from over six years of work examining the experiences, skills, and roles of teachers of immigrant youth as they navigated the complex terrain of teaching topics of citizenship in settings when not all youth had formal citizenship rights. Major themes include: the significance of building trusting relationships with immigrant students; the importance of approaches to teachers' knowledge building and legitimization of their immigrant students; and, finally, the prevalence of teachers' concern with the safety of their undocumented students. Subsequently, we pose questions for the field of teacher education in an era when immigration, education, and citizenship are intersecting in complex ways. Amid over-generalized conceptions of teaching for diversity, this article contributes to understanding how experienced teachers who supported immigrant rights practiced their craft, creating affirming environments in schools.