后现代教师思想：理论图景、批判向度及现实意义

后现代教师思想既包括后现代主义者对教师的论述,也包括具有后现代思想的教育学者从后现代主义立场出发对现代教师的反思。后现代思想者主要从知识真理观、主体观以及现代政治权力秩序观这三个向度对现代教师观进行了批判和解构,他们提出的独特的教师理念有助于我们更加科学、全面、前瞻性地把握当下的教师问题。由于其建立的思想基础——后现代主义自身的局限性,后现代教师思想也存在片面性和不合理性。     

哈贝马斯后现代理论对现代教育的批判与建设

文章从现代教育目的、课程、教学和教育研究方法论四个方面，阐述了哈贝马斯后现代理论对现代教育的批判与建设。     

后现代知识与高等教育的转变——读利奥塔《后现代状态——关于知识的报告》

利奥塔认为,进入后现代社会以后,由于受技术理性的影响,知识的性质和传播方式都会发生改变.在后现代社会,知识将被信息化、商品化并与权力结合.随着后现代时代知识性质的改变,高等教育的合法性、目的、受教育者、教育内容、职能、"学术自治"、教师地位都将有所改变.     

Toward a Tribal Critical Race Theory in Education

In this article, I outline the central tenets of an emerging theory that I call Tribal Critical Race Theory (TribalCrit) to more completely address the issues of Indigenous Peoples in the United States. TribalCrit has it roots in Critical Race Theory, Anthropology, Political/Legal Theory, Political Science, American Indian Literatures, Education, and American Indian Studies. This theoretical framework provides a way to address the complicated relationship between American Indians and the United States federal government and begin to make sense of American Indians’ liminality as both racial and legal/political groups and individuals. Bryan McKinley Jones Brayboy is an Assistant Professor in the University of Utah.     

高等教育领域公平问题探讨的批判性反思——从哈贝马斯的批判理论谈起

本文应用哈贝马斯的批判理论中的认识论和本体论,去反思和点评美英等西方学者和中国大陆学者对高等教育公平研究的进展,并进而指出,除了在宏观分配层面揭示高等教育被殖民化的现实之外,美英等西方学者的研究已开始从更深层次的微观的关系层面揭示高等教育领域存在的不公平现象。这种旨在促进社会弱势群体的解放的研究是高等教育探讨公平问题的必然趋势,也是中国大陆相关研究有待加强和完善的地方。     

美国教育批判种族理论的研究综述

20世纪90年代,美国阶级斗争相对缓和,种族问题日渐显现出来.在此背景下,美国教育理论界应运而生出教育批判种族理论.本文通过文献分析,从概念、起源与发展历程、主要观点等角度对这一理论进行深入探讨与评价.     

哈贝马斯批判理论在高等教育管理学研究中的现代展开

哈贝马斯作为哲学界的一代大师,一个善于博采众家之说的理论家,他的"批判理论"已经不再是与高等教育管理无关的纯哲学理论,涉及诸多的具体理论相互交织,浑为一体.哈贝马斯批判理论在高等教育管理学研究中的现代展开,开辟了高等教育管理权力批判的新维度,树立了高等教育管理学独特的研究方向.在全球化和现代性的背景下,哈贝马斯批判理论在高校教育管理学研究中越来越被人们所关注.     

后现代教育理念在职业教育中的创想

后现代教育作为一种教育思想,具有多元化、实用性、批判性等特点,在现在教育受众个性化、教育背景经济化的大前提下,职业教育要进行教育教学的改革,势必应该满足后现代教育的思想,虽然后现代教育的思想以不如创立之初的辉煌,但是依然成为教育改革的指导思想。文章介绍了后现代教育的基本内涵,分析了后现代教育的时代意义,并针对性的提出了职业教育进行教育教学改革的后现代理念,提出创新性的改革思路和方法,希望可以为职业教育的发展提出新的思路。     

Basic Problems of a Critical Theory of Education

ABSTRACT Education is in itself a project of Enlightenment. The critical theory of the Frankfurt School, whose origin and development bear the imprint of self-destructive social-cultural processes of modernity and of the Holocaust, can count as an attempt to continue the process of Enlightenment through radical self-criticism. The paper presents the approach of the first generation of critical theory and then Jurgen Habermas' critique of this approach and his reconstruction of critical theory in his theory of communicative action. Special emphasis is laid on the discussion of the ethical implications of human communication. From this background the paper enquires what significance these reflections could have for a revised concept of education.     

Bringing Progressivism into a Critical Theory of Education

This paper argues for the theoretical and practical possibilities of applying a ‘critical theory’ of education to British primary schools. It traces the series of misconceptions and misinterpretations of progressive education which, coupled with the neglect of its own emancipatory potential, has allowed it to be discredited by right‐wing and left‐wing politics. Re‐establishing a fairer reading of its central tenets and coupling this with the developing concept of a ‘socially critical primary school’ provides for an emancipatory primary education which embraces critical theory.     

比较教育研究的后现代性分析

后现代主义思潮的触角深入各个领域,比较教育研究在20世纪90年代明显受其影响,在研究范围、研究方法和研究目的上都发生了巨大变化。后现代主义所倡导的批判意识、包容差异、注重内在性确实为比较教育研究带来了新的生机,但其极端的不确定性也为比较教育研究带来了困扰。     

比较教育研究的后现代性分析

后现代主义思潮的触角深入各个领域,比较教育研究在20世纪90年代明显受其影响,在研究范围、研究方法和研究目的上都发生了巨大变化。后现代主义所倡导的批判意识、包容差异、注重内在性确实为比较教育研究带来了新的生机．但其极端的不确定性也为比较教育研究带来了困扰。     

后现代语境下思想政治教育面临的挑战及其对策

后现代主义作为一种文化哲学思潮,影响了当代社会生活的方方面面。在后现代语境下,思想政治教育面临着新的挑战。这需要我们以积极开放的态度采取对策,与时俱进地改革和创新思想政治教育。     

Professing Education in a Postmodern Age

Although this paper is a written version of an inaugural lecture given at the University of Sheffield in December 1995, its central thesis is that, in a postmodern age, the practice of professors of education giving inaugural lectures is incoherent. To advance this thesis in an inaugural lecture entails an obvious contradiction which, it is proposed, can only be resolved by examining the historical origins of the inaugural lecture in the early medieval university. What emerges from this examination is not only that there is a pre-modern version of the inaugural lecture but that the virtue-based understanding of education which it presupposed can be revised and advanced in the postmodern world.     

Critical Sociology of Education Theory in Practice: the Druze education in the Golan

This paper examines the theory of critical sociology of education by probing it through the unique example of the education of the Druze in the Golan. This examination highlights the fact that even if the state culture is being contested, the state cannot simply dominate the conflicting culture. It also questions one of the major ideas of the corresponding principle and resistance theory, with respect to dominant vs subordinate relations. This paper points out that teacher resistance was usually overlooked. It was also found that a hegemonic curriculum which is based on a disputable foundation is not likely to achieve its goal. The concept of cultural capital has been found partly useful, but in regard to gender it fails to explain the situation.     

从批判性社会理论看护理教育的国际合作

美国佩斯(Pace)大学护理学院助教授Ekstron DN博士和副研究员Sigurdsson HO博士在美国护理教育杂志(J．Nursing Education 2002,41(7)：289-294)上著文,论述了该校实施国际交流项目的初步经验,该文根据批判性社会理论,指出了在项目实施过程中所遇到了障碍和限制,特别是政治和经济对沟通和理解互动的影响。