论魏晋私学的特点

魏晋时期政治上分裂动荡,官学式微,儒、道、佛、玄的并存,促进了当时社会文化的变异性发展和多元化,学术思想比较活跃。这为魏晋时期的私学发展创造了很好的客观条件,形成了魏晋时期私学繁荣昌盛的局面。魏晋的私学又不同于先秦的私学,具有很多极具历史意义的特点,它承担起了传承、创新思想文化的历史重任,对中国教育和中国文化的发展做出了巨大贡献。     

私学与官学之间：汉至唐春秋谷梁学的反向互动

汉至唐，春秋谷梁学经历了从私学——官学——私学——官学这一周期性演替过程，在这一过程中出现了西汉官学兴盛，东汉官学则不振，魏晋南北朝私学繁盛，至唐虽借重科举占有官学席位，但此时官学皆因学风的转捩而被抛出正常的学术轨道，千年之间形成两个波峰和三个低谷的学术曲线。西汉官学之盛与魏晋南北朝时期私学之盛有内在的区别，官学盛表现为政治地位的拔高，私学盛表现为民间学注疏学的高涨，这一切源于学术与政治之间的内在张力而形成的反向互动。因此，汉至唐代春秋谷梁学总的情形是官学与私学反向互动，形成了官学与私学之间的盛衰演替。     

论墨子理想人格培养与塑造的思想

先秦墨子创立了一个庞大的类似宗教集团的私学教育团体,招收了以“农与工肆之人”为主体的大批弟子,从自己“兴利除害”的政治主张出发,对弟子进行全面严格的教育培养,塑造了适应墨家政治需要,具备墨家理想人格的人才,在当时形成了一股巨大的社会活动力量。墨子总结了一套培养塑造这些人才理想人格的思想,为我们民族的教育思想理论,增添了丰富艳丽的色彩。     

墨家的知识观与课程体系简论

在先秦诸子百家创办的私学之中,墨家的私学以其绚丽多彩的教育内容和崇尚实用的课程设置著称于世。墨家的课程体系既包括以“兼爱”为核心的伦理道德教     

中国私学发展沿革

私学是我国教育史上的一支重要力量.自先秦以来,历汉、魏晋南北朝、唐、宋、元、明、清,至近代及新中国成立,私学的发展是曲折的,时兴时衰,几经废止,但私学在开启民智、传播知识和传衍文化上的重要作用决定了它在教育史上的重要地位并必将永具蓬勃的生机.     

略论先秦宗族教育对私学形成的影响——以鲁国三桓之族为例

私学的发展与家学密不可分，先秦私学的发展也受到当时宗族教育的影响。从“诸子百家”名称的来源来说，早期私学中的师生关系大多是模拟宗法关系所致。宗族教育影响私学有三个方面：一是私学领袖本身有自己的宗族背景；二是私学教学内容和宗族教育内容有相似性；三是私学门徒择学也与其宗族教育有关。以鲁国三桓即季孙、孟孙、叔孙为例，可以看出，其宗族教育对孔门私学的影响。     

中国私学发展沿革

私学是我国教育史上的一支重要力量。自先秦以来，历汉、魏晋南北朝、唐、宋、元、明、清，至近代及新中国成立，私学的发展是曲折的，时兴时衰，几经废止，但私学在开启民智、传播知识和传衍化上的重要作用决定了它在教育史上的重要地位并必将永具蓬勃的生机。     

论中华吟诵文化的发展轨迹

自舜“典乐教胄子”、西周“乐语教国子”到春秋战国“私学”盛行“弦歌诵诗”、“诵数以贯之”,吟诵活动逐渐走进了课堂,不断扩大着影响;由先秦积累并奠基的中华吟诵文化一直长传不衰,在汉魏六朝得到重要发展,唐代成为普遍风尚,宋元明清进一步发扬光大。     

从先秦儒学与孔子私学到宋明理学与书院教育——浅谈儒学发展与私学演进的历史性统一

儒学的发展和私学的演进是历史性的统一,两者相互影响和助力,是中国古代思想史和教育史上的宝贵财富。从儒学于先秦时创立到经学在两汉兴起再到隋唐时式微以至宋代的重建和理学的兴起,儒学的发展极大地影响了私学的演进;从孔子私学到两汉精舍再到魏晋玄谈、隋唐禅修以至宋代书院,在儒学兴与衰的几个关键转折之处,私学起到了重要的助力作用。     

先秦时期科技人才状况的分析与思考

一、先秦时期科技人才的结构 先秦时期,我国从原始社会、奴隶社会过渡到封建社会,经济、政治,军事、思想文化诸方面,都发生了重大变化。特别是到战国时期,以井田制为基础的奴隶制经济基础被封建所有制代替,以分封制为基础的政权形式也就被封建官僚制所代替,随之而来的必然是思想文化发生与之相适应的变化,于是出现了“百家争鸣”的文化繁荣景象。在这种情况下,我国的自然科学水平达到了相当发达的程度,天文、历法、算术等有了新的突破,医学、农学、工艺等在古代世界处于领先地位,奴隶社会中“学在官府”的局面被打破,私学蓬勃兴起。在私学中培养造就了大批“士”人。原先是文士、武士不分的,此时,从其中分化出一大批文士,文士中就包括有相当数量的科技专门人才,我国的古代科学技术体系,正是此时得以奠基。     

“Straw bonnets” to superior schooling: The “failure” of the charity school movement in the context of nineteenth-century Ireland – a reappraisal

The spectacular growth and equally spectacular decline of the eighteenth-century charity school movement prompts this examination of the contribution made by the movement to nineteenth-century schooling – particularly superior or secondary schooling. Educational historians have argued that the movement was a failure. This paper argues that only in the case of one charity school-type – the charity day school – may failure be safely attributed to the charity school movement. The charity boarding schools, hospitals and asylums were far from being a failure. Indeed, in nineteenth-century Ireland, these schools, in response to social change, advanced from “straw bonnets” to superior schooling. Historians have also noted that the real difficulty surrounding the charity school is that of defining it. For Jones, it was an omnibus term that embraced all schools of a like nature. And indeed charity schools constitute a broad genre of schooling. In order to qualify the received assessment of the charity school movement in terms of “failure”, it has been found necessary to classify the charity school types within the broad genre they constitute. The paper assembles a number of charity school types and identifies the charity boarding school as that institution that successfully made the transition to superior status. The characteristics of the superiorisation process are outlined, as are the unique circumstances of nineteenth-century Ireland that facilitated, indeed required, it.     

School diversity and social justice: policy and politics

This paper focuses on the long established diversity in the English education system – independent schools, grammar schools and religious schools – and in so doing explores tensions between education policy, politics and social justice. It explores the differential access to these different types of school, their social composition and implications for social justice and for wider society. It is argued that if social justice is to be a goal of government, further policy changes are needed over and above those that have already been made. However, the political challenges, which have limited policy changes to date, would be significant.     

Education and Human Diversity: The Ethics of Separate Schooling Revisited

This article reviews the arguments in the separate schools debate in an attempt to present a view of the matter which would be acceptable in a liberal democracy. Although the case for common or inclusive schools is treated sympathetically, the burden of the argument is that public sponsorship of separate schools can be defended once certain conditions are met.     

Homeschooling,Virtual Learning,and the Eroding Public/Private Binary

ABSTRACT

Regulators ubiquitously dichotomize schooling into two discrete sectors: public and private. Although homeschooling is regulated in some contexts as a third sector, the general approach is to treat it as a species of private education by subjecting it to public regulation while simultaneously denying it public funds. But the public/private binary is increasingly difficult to sustain as charter schools multiply and, especially, as virtual schooling increasingly penetrates primary and secondary education. Public school systems are deploying virtual education in ways that erode once impermeable walls between public and private. Many obstacles to homeschooling will fall with those walls—particularly obstacles related to government financing of homeschooling activities.     

Measuring the Efficiency of Teachers by Standardized Tests

ABSTRACT

There have been strong calls to action in recent years to promote both school choice and the learning of science, technology, engineering, and mathematics (STEM). This has led to the burgeoning development of STEM-focused schools. Nine STEM-focused charter and 2 STEM-focused magnet schools that serve elementary-aged students were examined to assess the achievement of students who transfer to these schools, as compared to students transferring to non-STEM schools, in the content areas of mathematics, language arts, and reading. The achievement of students transferring to STEM-focused elementary schools was also evaluated after 3 years at their new school and compared both to students’ own prior achievement at their old school and to achievement of students comprising comparison groups. Results generally indicated no effect of STEM-focused magnet schools, but did indicate some positive effects of STEM-focused charter schools.     

The Unseen Digital Divide: Urban,Suburban, and Rural Teacher Use and Perceptions of Web-Based Classroom Technologies

This quantitative study investigated the differences in perceptions and attitudes toward technology integration of K-12 public school teachers in rural, suburban, and urban environments. The purpose was to examine the relationship between frequency of use and perception of effectiveness of web-based learning tools based upon the type of school setting. A survey of 2,200 school teachers in a Mid-Atlantic state revealed significant differences of usage and perceived effectiveness among respondents. The research found teachers from urban schools trailed rural and suburban schools in usage and perception. Suburban schools indicated the highest perceptions of technology effectiveness, followed by their rural peers. Current teachers, administrators, and teacher educators may benefit from this insight to identify the most effective technologies, as well as work focus on improved use of technology, particularly in the urban classroom.     

The positions of primary and secondary schools in the English school field: a case of durable inequality

In interviews as part of a research study of structural reform in England, some tension between primary head teachers and their secondary peers was evident. This was symptomatic of a long-standing difference in status between the two phases. At a time when relations between stakeholders in local systems are subject to change, we seek to understand anew why that might be the case and how the tension we found was evidence of a current difference of power within interactions between representatives of the phases. We analyse differences of size, resources, workforce, pedagogy and history, and how they have resulted in different, and differently valued, practices and professional identities. We explore how attributes of the two phases have been counterposed and how, in complex interaction with wider discourses of politics, gender and age, this process has invested the differences with meanings and values that tend to relegate attributes associated with primary school. By focusing on the activation of cumulative inequality in interactions, we contribute a complementary perspective to studies of perceived relative status and highlight the implications for understanding school positioning in local arenas as the role of local authorities is reduced.     

Full service and extended schools,disadvantage, and social justice

Despite successive waves of school reform, the English education system, like many others, continues to be characterized by marked inequalities of outcome. These seem to be related to factors in students’ family, community and wider societal contexts that schools traditionally have been powerless to tackle. This paper argues, however, that schools can intervene in these contexts by offering a wider range of services and activities to children and adults under the aegis of ‘full service and extended’ approaches. The paper outlines how these approaches have evolved in England and elsewhere, and reviews the evidence for their effectiveness. It concludes that their current limited impacts could be enhanced if the work of schools were aligned with wider social strategies. Such a move, it suggests, raises questions about how school systems are governed and about what kind of society schools are expected to help build.     

Low‐fee private schools in England and in less economically developed countries. What can be learnt from a comparison?

There has been a growing amount of research on low‐fee private schools in less economically developed countries, but much less on low‐fee private schools in developed countries. Yet, low‐fee private schools have also been a recent feature of the educational landscape in countries such as Canada, the USA, Australia and Great Britain. This paper draws together some of my previously published work on such schools in England and considers the similarities between low‐fee private schools in developed and less economically developed countries. In particular, it examines sponsors' motivations for starting such schools and the motivations of parents for using such schools for their children.     

“No Excuses” Charter Schools: A Meta-Analysis of the Experimental Evidence on Student Achievement

Many most well-known charter schools in the United States use a “No Excuses” approach. We conduct the first meta-analysis of the achievement impacts of No Excuses charter schools, focusing on experimental, lottery-based studies. We estimate that No Excuses charter schools increase student math and literacy achievement by 0.25 and 0.17, respectively, for approximately each year of attendance. These are large and meaningful gains. Moreover, these effects are substantially larger than those of attending other kinds of charter schools. We discuss policy implications and offer necessary caveats.