艺术生产论:从马克思到本雅明

从马克思研究生产的起点和最终目的来探讨艺术生产理论，马克思把意识形态理论引入到艺术生产理论的研究中；而本雅明则深入研究了现代背景下的艺术生产主体的状况和现代物质生产对艺术生产的影响。     

瓦尔特·本雅明历史哲学视域下技术与艺术的辩证意象

基于本雅明吸收唯物主义历史学和弥赛亚主义的历史概念所建构的批判理论,表明艺术实践是一种与生产实践不同的技术性活动,其目的在于人类精神的自我实现,从而达成人类与自然之间的理解。艺术与技术所构成的"辨证意象"是历史运动之合力的表征:技术作为艺术生产力决定了艺术作品的进步性,艺术则表现为在技术上无产阶级的集体经验与乌托邦意象之间相互渗透。     

灵韵:艺术神学的再现

灵韵是本雅明首先提出的,它概括了传统艺术的审美特征。灵韵是传统社会发展的必然产物,是传统社会人类的审美方式或感知方式。     

论沃尔特·本亚明与《译者的任务》

文章主要围绕《译者的任务》一文对沃尔特·本亚明的翻译理论展开论述,通过分析和探讨如"纯语言"、"来世"等重要概念,发掘蕴涵在其中的解构主义翻译思想,从而揭开沃尔特.本亚明的《译者的任务》的神秘面纱。     

Thoughts on Film: Critically engaging with both Adorno and Benjamin

Abstract

There is a traditional debate in analytic aesthetics that surrounds the classification of film as Art. While much philosophy devoted to considering film has now moved beyond this debate and accepts film as a mass art, a subcategory of Art proper, it is worth reconsidering the criticism of film pre-Deleuze. Much of the criticism of film as pseudo-art is expressed in moral terms. Adorno, for example, critiques film as ‘mass-cult’, mass-produced culture which presents a ‘flattened’ version of reality. Adorno worries about the passivity encouraged in viewers. Films are narrative artworks, received by an audience in a context, making the focus on the reception of the work important. The dialogue held between Adorno and Walter Benjamin post-Second World War is interesting because, between them, they consider both the possible positive emancipatory and negative politicization effects of film as a mass produced and distributed storytelling medium. Reading Adorno alongside Benjamin is a way to highlight the role of the critical thinker who receives the film. Arguing that the critical thinker is a valuable citizen, this paper focuses on the value of critical thinking in the reception of cinematic artworks. It achieves this by reconsidering Adorno and Benjamin’s theories of mass art.     

教育之乡和南通城·南通人

地方教育和地方、地方人的关系,是地方教育文化研究的中心课题。教育之乡是地方教育文化的典型范式,也是南通教育的文化标识。南通教育之乡和近、现代南通城适以相成、共生共荣;南通教育之乡和南通乡人的品格相辅相成、共同冶炼。自觉反思南通教育和南通城、南通人的文化关系,是加强教育之乡建设、不断推动城市改革发展的必须。     

STEAM教育对我国幼儿艺术教育的启示

STEAM教育作为一种新的教育范式,被全世界各个国家采用。近年来,幼儿教育界也掀起了STEAM教育风潮。目前,我国的幼儿艺术教育正在经历着转型时期,STEAM教育为我国艺术教育提供了借鉴:加强教育的跨学科性和融合性、注重教育内容的生活化和情境性、扩展艺术教育的内涵和外延、树立坚定的STEAM教育理念。     

我国城市社区教育的行动研究

我国提出要在2010年基本建立终身教育体系的奋斗目标。社区教育是终身教育的切人点，终身教育体系的构建有赖于社区教育的普遍开展；章从城市社区教育着手，瞄准我国正在开展的社区教育实验工作，在对我国城市社区教育进行理论和现状分析的基础上，提出了我国城市社区教育的行动构想。     

廊坊市定位于"教育城"的经济学分析

从经济学角度分析,着重发展高等职业技术教育是廊坊市发展教育产业、打造“教育城”的最优选择。通过为高职院校努力争取更多的办学自主权、加强区城教育合作、实现教育资源共享以及建立高等职业技术教育产品异地销售模式等策略,解决高职教育现有产销矛盾,有效发展教育产业。     

儿童教育论纲——基于近现代童年观的儿童教育

提倡基于近现代童年观的儿童教育，使儿童过上应有的童年生活，享有应有的童年欢乐，从而帮助他们顺利度过童年，并使他们的根基变得茁壮。发展充满后劲。     

建筑与城市规划专业美术教育

建筑与城市规划专业美术,其终极目标是建筑与城市规划设计的表现。文章通过设计与美术在四个层面上的关系来探讨如何更好地进行建筑与城市规划专业美术教育。     

建筑与城市规划专业美术教育

建筑与城市规划专业美术,其终极目标是建筑与城市规划设计的表现。文章通过设计与美术在四个层面上的关系来探讨如何更好地进行建筑与城市规划专业美术教育。     

艺术主辅修教学模式的思考

本文通过艺术主辅修教育的现状调查,在肯定培养目标和培养方向的前提下针对课程设置进行解析,探讨艺术主辅修教学模式在培养“城乡共用的复合型艺术师资人才”中所起到的作用。     

The Impact of The Autobiography by Benjamin Franklin on American Soci-ety and Literature

Franklin is an earliest writer in American history and he is the most important writers during American colonial period. The most important works of him are Poor Richard's Almanac and his Autobiography...     

The complexities of participatory action research and the problems of power,identity and influence

This article highlights the complexity of participatory action research (PAR) in that the study outlined was carried out with and by, as opposed to on, participants. The project was contextualised in two prior-to-school settings in Australia, with the early childhood professionals and, to some extent, the preschoolers involved in this PAR project seen as co-researchers. This article explores the author’s journey to PAR, which she considered a socially just mode of inquiry. However, it is not without its complexities and challenges. This article makes transparent these complexities and explores issues of ‘power’, identity and influence in collaborative research. Questions often reflected upon by researchers are re-visited in this article: What theoretical underpinnings align with the investigation? Why undertake such a demanding research design as PAR? What does this research design involve? Where does the university researcher fit? How does a PAR team ‘work’ when there are so many different personalities involved? What are the challenges that are faced by participatory action researchers and how might these be overcome? While these challenges are not new to PAR researchers, the solutions and discussion put forward in this article may generate further reflection and debate.     

环境艺术与城市雕塑的和谐统一

在提倡城市与自然共存,大力发展生态园林、美化环境的今天,雕塑是城市美化的点睛之笔,它作为一种环境艺术的表现方式,与城市绿化有机地结合,能相得益彰。本文探讨了城市雕塑与环境的关系,城市雕塑在环境中的作用,并针对城市雕塑设计的问题提出相应的观点,以实现城市雕塑与环境的整体和谐。     

Subjectivity in Design Education: The Perception of the City through Personal Maps

Our mental maps related to the cities are limited by our personal perception and fragmented in the process. There are many inner and outer effects that shape our mental maps, and as a result the fragmented whole refers to the total city image in our minds. To represent this image, an experimental study has been conducted with a group of students. They used mapping techniques to design subjective maps. Maps, in general, are objective, and produced by standardised techniques which connote similar meanings for everyone. In contrast, artists and designers use maps as liberating objects of representations. Thus, using mapping techniques, inventing new ways of narration and gaining new understandings towards the city we dwell in are the basic aims of this study. Final designs can be evaluated as tools to question subjectivity in both design and architectural education.     

Race and ‘Disability Passing’ in a Chicago Public School Art Classroom

Race, history and visibility have a great deal to do with how disability operated socially and educationally in the Chicago public high school art classroom where I taught for ten years. I am severely near‐sighted, and I am also white, educated and often, but not consistently, able to pass for non‐disabled. A large number of my students were identified as having learning, emotional and behavioural disabilities, diagnoses which were certainly conditioned by the institution, but diagnoses which perhaps also underrepresented the amount of socially and historically occasioned impairment or debility that existed in the low‐income majority‐Black community served by my school. In this article I reflect on the overlapping social performances that occurred in terms of ‘disability passing’, a state that can characterise both hidden and exaggerated or invented impairments. My reflections examine my own individual experience in contrast to the long‐term experience of the African diaspora in and beyond the USA, in order to think about other ways to parse the complex factors determining how disability plays out in educational environments.     

论大学城与社区教育互动关系的建构

当前我国大学城与社区教育的关系在资源配置、价值引领、文化构建等方面存在着诸多问题。试图解决上述问题,需要在理念和操作层面建构大学城与社区教育的互动关系,继而能够实现两者互动关系效能的理想状态。     

在终身教育体系构建下对我国高校非学历教育发展的思考

非学历教育是与学历教育相对应又相得益彰的一种教育模式,是适应当前经济社会发展,促进我国终身教育体系实现的一个重要环节。非学历教育为我国的发展培养了一大批实用性人才,满足了很多无法接受学历教育的群体的广泛学习要求,使其可以在其需要之时就能得到相应教育。而高校作为教育的主要实施者,有着许多其他办学机构不可比拟的优势和经验。因此在我国构建终身教育体系过程中更应重新更好地认识和重视非学历教育的发展。在发展好学历教育的同时,主动承担起大力发展非学历教育的重任。努力促进搭建终身教育的＂立交桥＂。