How teaching world religions brought a truce to the culture wars in Modesto,California

Despite a growing consensus among scholars and activists about the importance of religion, proposals for teaching about it have often been a source of division rather than unity in American public school districts. Faced with familiar cultural conflicts, Modesto, California, chose to become the first public school district in the USA to require all high school students to take an extended and independent course in world religions. The results of the first, large‐scale empirical research on the effects of teaching about religion in USA public schools provides evidence that Modesto’s bold approach was worth the risk. Surveys and interviews administered to students show statistically significant increases in students’ knowledge about other religions, and levels of passive tolerance – willingness to refrain from discrimination – and active tolerance – willingness to act to counter discrimination. The course has not been the subject of lawsuits or complaints by parents and has gained acceptance among all of Modesto’s religious groups.     

New education in Denmark between the wars

WANTED, Smart Lad, to Play Small Burlesque Part: also Two Clever Children, Boy and Girl. ‐James English's Red Riding Hood Tour. Write Alhambra, Sandgate.

WANTED, Small Boys to Sing and Dance, also Boy Pianist to go on Tour. Apply Archie Howells, 13 St. Phillip Road, Dalston, N.E.

(Advertisements in The Stage, 11 and 18 January 1894 respectively)

     

简论四次战争间路易十四的外交

通过分析路易十四在四次战争中的外交活动来揭示他的对外政策及其实质,这些活动包括每次战争中当时外交目标的调适、所施展的各种外交手段;为此首先讨论了法国外交思维形成的历史过程,从而认为：路易十四的外交活动不是和平的使者,而是制造战争的工具,这就是其对外政策实质。     

The Massachusetts math wars

This article recounts the battle in the “math wars” that took place in Massachusetts, United States in 1999–2000 over the scope, content and teaching of the state’s K-12 mathematics curriculum. Harsh controversies arose between the partisans of a “reform-math” movement stressing an undefined “conceptual understanding” and student-created algorithms and those, including the author, advocating an academically stronger mathematics curriculum as well as fluency in students’ computational skills with whole numbers and fractions. While “reform-math” supporters privileged and fought for a radical constructivist view of mathematics learning, the Massachusetts Board of Education decided to implement mathematics standards that linked strong academic content to the development of authentic computational competencies in students. Following the introduction of newly revised mathematic standards in 2000, real progress was reached in terms of student achievement. According to the results of the 2007 tests in reading and in mathematics for Grade 4 and Grade 8, reported by the National Assessment of Educational Progress (NAEP), Massachusetts ranked first nationwide in mathematics and tied for first place in reading, with its students having made significant gains from 2005 to 2007. The article makes a strong case for evidence-based curriculum design and implementation, freed, as much as possible, of mythologies and misconceptions. It explains why it was necessary to reject the theoretical assumptions and pedagogical strategies embedded in the National Council of Teachers of Mathematics’ 1989 and 2000 standards documents. It also highlights the importance of a strong personal life and working “principles” underpinning the mission of curriculum developers: successful reform “strategies” are indeed meaningless in the absence of such durable personal beliefs and values.

Culture wars in the classroom: Prospective teachers question science

Does studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a science teacher? This research grew out of a course created by a science educator and historian of science who believed prospective teachers needed more complex understandings of the cultural wars surrounding science. The research team consisted of five prospective teachers who participated in the course as well as the two instructors. This paper describes the experience of participating in the course from both perspectives. We argue that studying the cultural wars over science contributes to prospective teachers' professional growth as much because the course elicits tacit beliefs about school science as it introduces more complex understandings of science. We found that prospective teachers' tacit beliefs about school science were their greatest barrier to developing more complex understandings about the nature(s) of science. We contend that willingness to grapple with complexity and developing a professional identity by locating oneself in the conversations about the nature(s) of science are better criteria for determining the professional growth of prospective teachers than knowledge measures. Finally, we argue that prospective teachers should be viewed as professionals who are responsible for finding their own voice, making their own decisions, and considering the consequences of their beliefs on their practice. This study raises questions critical to teacher education programs for prospective teachers and teacher‐educators alike. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 895–915, 2000     

Speech clinic for soldiers

This essay identifies the generic appeals of Neo‐Liberal rhetoric by locating them within the twentieth‐century Liberal tradition. Neo‐Liberal rhetoric is found to share with Liberal rhetoric a utilitarian perspective and a tendency to rationalize corporate business power. Neo‐Liberal rhetoric is a distinct variant of Liberal rhetoric as it combines non‐ideological, innovative, and entrepreneurial appeals.     

The decline of the adult school movement between the wars

This article considers the decline of the adult school movement, one of the largest voluntary movements in the history of adult education, and critically examines some of the reasons that have been used to explain it. It explores various features of the decline, using records of selected adult schools, and discussing variations by region and gender. It argues that adult schools pursued a strategy of ‘resistance’ to secularisation, and increasingly concentrated on their core religious activities rather than attempting to compete with secular adult education providers. As a result, whereas the late nineteenth century had seen a rapid turnover of adult scholars, by the 1930s they were increasingly restricted to a committed core, dominated by older men and, especially, women. Reasons for the decline include the availability of alternative leisure pursuits, a lack of unity within the movement, and the association of the schools with unfashionable styles of philanthropy.     

希腊古典时期的战争对雅典城市的影响

历时近50年之久的希波战争,希腊人最终取胜波斯.雅典城邦逐渐成为希腊世界的主宰.雅典城市在雅典城邦乃至整个希腊世界的中心地位由此得到进一步的提升、加强和巩固.而在伯罗奔尼撒战争中,雅典失利,加剧城邦危机,维护和扩展雅典城市作为城邦政治、经济、文化中心的诸多因素逐渐失去,雅典城市不再是"全希腊人的学校",随雅典城邦的衰落而式微.     

Going to university in England between the wars: access and funding

In October 1934 the National Government took over what had previously been a commercial initiative to encourage milk‐drinking in schools. By the outbreak of war the Milk in Schools Scheme had reached 87 per cent of elementary schools in England and Wales and 56 per cent of pupils were drinking one‐third of a pint daily. This paper investigates the motivations behind this scheme and the problems associated with its implementation. There was resistance from within government and a number of objections were raised around the country, particularly to the strategy of the Board of Education. The conclusions are, first, that the economic necessity of providing a market for liquid milk was more important in the mind of policy‐makers than nutritional supplements for undernourished children and, second, that the evolution of the policy itself was highly contingent upon the network of power and influence within which it operated. In 1933 it would have been difficult to predict with any degree of certainty how a Milk in Schools Scheme would have operated, but in time it was to become one of the government’s most robust and universally supported food policies.     

论西班牙"黄金时代"战争的宗教形式

16世纪是西班牙的“黄金时代”。这个时期的西班牙继承了广阔的领土。同样也继承了更多的宗教责任。其两代君主基于对宗教的狂热,肩负起保卫基督教世界的重任。为了实现宗教的纯洁与统一,他们常年征伐,不仅对欧洲的新教势力大肆镇压,还对土耳其进行远征。西班牙“黄金时代”的战争以宗教的形式表现出来,但战争的背后则是对王朝利益的维护。     

核子啊孩子

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两个兵写出《我是一个兵》

在新中国的历史上,有一首激昂的歌曲,它虽然简单,却充满着力量;虽然质朴,却迸发出了时代的最强音。它,就是我们耳熟能详的军旅歌曲《我是一个兵》。这首歌诞生于朝鲜战争爆发后,至今仍广为流传。它的词作者,就是陆原先生。陆原原名陆占春,1922年11月出生于河北省丰润县。1942年,20岁的他参加了八路军。陆原文化程度不高,但酷爱写作,尤其喜欢音     

略论明代军人的抚恤政策

军人的抚恤是军队建设的重要组成部分,军队建设关乎国家的国防保障,明朝的建立在很大程度是依靠军队的。朱元璋出身贫苦却起自行伍,他有着特殊的最低阶层的军人的社会经历,在建立明政权后,他及后继者较重视对军人的抚恤,确保了军队的后勤保障,明政府通过颁布一些抚恤政策在某些方面实行了具体的措施。     

两次世界大战之间英国大学发展研究

两次世界大战期间英国大学教育数量发展平缓,科技教育发展不足;建立大学拨款委员会是这一时期大学教育发展的突破点,也是英国大学管理制度创新的范例;大学经费资助政策的倾斜与兼顾促进了英国不同层次大学的发展。