丝绸古道上的文化熔炉——高昌

近人谈及美国文化，总爱援引一个名词——熔炉文化(melting-pot)，意指在美利坚合众国三百多年的历史中，它在欧洲原生文明的基础上，广泛地吸纳了美洲印第安人土著文化、非洲黑人文化、东亚儒家文化圈等多种文明形式，最终形成自己独具特色的文化风格。其实，在绵长的世界历史长河里，这种文化的生成现象并不少见。汉     

The Common School

The paper is concerned with the conflicting principles revealed respectively by those who argue for the common school and by those who seek to promote a system of schools that, though maintained by the state, might reflect the different religious beliefs within the community. The philosopher, John Dewey, is appealed to in defence of the common school, though similar ideas are reflected in the developing comprehensive ideal in Britain.     

Religious Worldviews and the Common School: The French Dilemma

This article explores, in the French context, an aspect of what Terence McLaughlin (1991) has described in an unpublished paper as the 'dilemma of substantiality' faced by any school system endeavouring to promote neutrality. In France, in order that the public or common school be genuinely open to all students, not only is the wearing of conspicuous religious symbols forbidden but so too is any direct teaching of religion. The cultural consequences resulting from this prohibition have led to the mandating of cross-curricular teaching about religion. This article aims to show that the civic principles (la laïcité) on which this teaching is based pose in an acute and problematic form the 'dilemma of substantiality'.     

Promoting Peace in a Place Called School

The purpose of this study was to investigate subtle aspects of the school environment in a city school, where teachers and students had previously implemented activities to increase awareness of peace as a means of promoting a change in behavior. Responses to the School-Level Environmental Questionnaire (SLEQ) indicated that teachers wanted more student support, more resources, and less work pressure. Teachers chose the area of student support on which to focus in developing action plans. An interview with the assistant principal provided perspective on progress made after implementing the action plans.     

教学中个性地位的探寻

个性是教学应予关注的对象。个性既是教学目的，也是教学方法，更是教学理念和精神。教学应尊重师生的个性，体现对精神的守护，对个性的宽容。     

The Place of American Literature in the High School Curriculum

We have listened too long to the courtly muses of Europe. The spirit of the American freeman is already suspected to be timid, imitative, tame… . Not so, brothers and friends-please God, ours shall not be so. W e will walk on our own feet; we will work with our own hands; we will speak our own minds. The study of letters shall be no longer a name for pity, for doubt, and for sensual indulgence.     

American Culture:From Melting Pot,Salad Bowl to Tapestry Culture

It is convinced that culture has always been one of the trending topics people revel in talking with great gusto.American culture is no exception,which de facto can attribute the vogue to its unique cultural pluralism.Being a multinational country,American culture changes over time.It is firstly recognized as the melting potNevertheless,it pales in the shadow of time.In 1970 s,the salad bowl statement seems to be a more vivid surrogate of American culture.Until 1990 s, tapestry culturegains its popularity.The paper centers on exploring three changes of American culture so as to acquaint learners with a comprehensive understanding of American culture.     

Culture and the Common School

This essay addresses the question: given the flattening out of the cultural hierarchy that was the vestige of colonialism and nation‐building, is there anything that might be uniquely common about the common school in this postmodern age? By ‘uniquely common’ I do not mean those subjects that all schools might teach, such as reading or arithmetic. Nor do I mean just subjects that might serve a larger public purpose, but that might be taught in either publicly supported or privately supported schools. Rather I mean subjects that speak to the shaping of a child's identity as a member of a common community in the way that the common school was intended to create when its commission was to develop and maintain a single national or colonial identity and loyalty. I argue that there is a kind of connectivity that common schools should foster even as the nation‐building and colonial past is rejected, and that this connectivity is what is common about the common schools. I argue that any concept of culture that merely flattens out the normative dimension of educating is deficient as an educational theory, and propose a conception of culture that is educationally productive.     

飘落熔炉的雪花——论尤金·奥尼尔对“美国梦”的悲剧性呈现

美国戏剧之父尤金·奥尼尔笔下的"美国梦"有着独特的思想意蕴和审美价值。他笔下的"美国梦"是绝望、迷茫、人格异化的代名词,追梦人亦丧失了人之为人的本质,丑恶彰显。本文从分析"美国梦"的内涵及跨时代流变入手,从财富梦、家庭梦和爱情梦三个方面展现奥尼尔经典剧作中"美国梦"的破灭及其历史启谕:美国社会的拜物主义及其对伦理价值的扭曲和对民众的异化是造成"美国梦"摒弃道德编码进而畸变成贪恋和欲望之梦的根源。奥尼尔笔下的"美国梦"艺术地呈现了人类的生存困境和精神危机,描绘了人类社会发展轨迹上惨烈的一步,给我们以艺术的审美和历史的启谕。     

The 'Futures' of Queer Children and the Common School Ideal

This paper focuses on an especially urgent challenge to the legitimacy of the common school ideal—a challenge that has hardly been addressed within contemporary debates within liberal philosophy of education. The challenge arises from claims to accommodation by queer people and queer communities—claims that are based on notions of queerness and queer identity that are seriously underrepresented within contemporary liberal political and educational theory. The paper articulates a liberal view of personal autonomy that is constituted by a conception of practical reasoning rooted in thick communal experiences. It is argued that common schools concerned with equal concern for the autonomy of all children must attend to the specific communal requirements needed to developing the autonomous practical reasoning of queer children—requirements for what is termed a sense of 'futurity'. Five practical recommendations for common schools are briefly outlined. The paper concludes with some reflections on the divergent and convergent interests of queer theory and liberalism, and considers some possibilities for a partial reconciliation of the two theoretical perspectives.     

"移民熔炉":19世纪末20世纪初美国城市公立学校角色

19世纪末20世纪初,美国迎来了又一个移民潮,大量移民涌向美国大城市.如何把大量的移民变成真正的美国人,特别是如何把移民孩子变成美国人,成为当时美国城市公立学校的重要任务,因此,美国城市公立学校通过改革,开设语言班级、教授公民知识等措施在不同的时期扮演了移民孩子美国化的"熔炉"角色.对于城市公立学校"移民熔炉"角色,不同的移民群体和不同的移民在成为教育者后的态度和看法是不相同的,他们中有人反对有人赞成,有人认为这是移民成功的机会和途径,有人认为是对他们文化的威胁.     

Science learning and a Sense of Place in a Urban Middle School

This paper offers an analysis into low-income, urban middle school children's sense of place and what and how their sense of place matters in science learning by focusing on the following questions: In what ways is students' sense of place leveraged in a science classroom? How does the content and context of science class shape how students leverage their sense of place? What learning opportunities emerge when sense of place is leveraged in class? Drawing from an ethnographic investigation into an environmental statistics class in a mid-sized public middle school, we examined sense of place events from their source, process, and outcome perspectives. Our findings are presented from two aspects of sense of place events, (1) characterizing students' sense of place by exploring sources of the sense of place events, and (2) examining processes of how students' sense of place is being leveraged in the episodes. We also examine two kinds of tensions that emerge in the class when sense of place is leveraged by students and acknowledged by the teacher: epistemological tensions (related to what the students are learning) and procedural tensions (related to how they are learning).     

Melting Pot or Salad Bowl--如何面对全球化背景下的英语教育

在世界政治、经济一体化进程逐步加快的今天，英语不应该仅作为一门课程来讲授，而应该融入到国际化、全球化的具体内容中去，旨在提高学生的认知能力，情感态度，交际能力，全球意识和跨文化意识。这对于传统英语教学。尤其是英语语言老师来说，都应该是一次很大的挑战。