Evidence and education policy – some reflections and allegations1

The paper reflects on the use by the UK central government of statistical evidence in educational policy matters. Particular attention is given to school league tables. The paper is generally critical of government attitudes, but suggests that progress towards rational decision‐making does occur.     

从高等教育哲学到院校哲学——寻找面向院校实践的哲学指导

中国的高等院校目前呈现出院校定位模糊、追求单一、质量不高等特征。造成这种状况的原因之一在于院校缺乏明确的哲学思想来指导,高等教育哲学的研究现状对此难辞其咎。为此,建议将高等教育哲学做整体高等教育哲学和院校哲学的区分,重视以院校为研究目标,为院校发展和实践提供哲学指导的院校哲学研究,以哲学流派为研究途径,建构院校哲学。     

Is students’ energy literacy related to their university’s position in a sustainability ranking?

Abstract

University rankings are increasingly important internationally, and in the UK include a sustainability ‘Green League’. However, there is little evidence about experiences of studying in ‘sustainable universities’. We report an empirical study at five universities in varied positions in the Green League, exploring students’ energy literacy, environmental attitudes and perceptions of their institution’s energy-saving efforts. Although the link to energy literacy is not clear, findings suggest that there are significant differences between students’ environmental attitudes at universities placed at different points in the league. In addition, students at higher ranked universities are more positive about their university’s energy-saving efforts, suggesting that these institutions may exhibit more overt manifestations of sustainability. This is important since students report being more likely to choose energy-conservation behaviours if there is visible representation of energy use. The study is the first to attempt a comparison between universities at different positions in a sustainability ranking.     

批判可否成为教育哲学的研究旨趣

教育哲学是教育学知识系统中的重要内容,其主旨是探讨与解答教育活动发生、发展的一般性、根本性问题,为教育理论建构提供理论基础。这决定了教育哲学研究的首要任务是阐释与揭示研究教育问题的思想方式,以便对当前教育实践中出现的问题进行前提性反思。而常识中认定“批判”是教育哲学的研究旨趣,把教育哲学的性质论定是反思教育历史、批判教育现状（教育问题）的理论,这就需要辨析“批判”可否成为教育哲学研究的旨趣,理清批判对于教育哲学研究的意义,以切实把握教育哲学的研究旨趣和理论特征。     

Improving exam results,but to what end? The limitations of New Labour's control mechanism for schools: assessment-based accountability

Bernard Barker's thesis that schools have been undermined over the past quarter of a century by a damaging combination of top-down, centralised reform and a desire to impose a market philosophy on education is powerful. This article analyses the nature of the apparatus of control – both statist and free-market – which has been applied to schools over this period. In particular, it will focus on the key control mechanism: the use of test and examination results as apparent measures of schools' quality. It will assess the success of this system, comment on its design faults and its problematic implications for the broad conception of education as understood in The Pendulum Swings, and argue that the concluding note of optimism sounded in Barker's book – about a future of communities exerting greater influence over education locally – appears not to be being realised in policy under the new coalition.     

论马克思主义哲学发展观和科学发展观的内在统一

科学发展观是在马克思主义哲学发展观的指导下形成的,是马克思主义哲学发展观的具体体现,不把握马克思主义哲学发展观的实质和核心,科学的发展观就无从谈起。所以,马克思主义哲学发展观和我们党确立的科学发展观是内在统一的。要在马克思主义哲学发展观的指导下,弄清科学发展观的内涵,落实科学发展观的要求。科学发展观是一个复杂而统一的系统,既有涉及整个国家整个社会的宏观的科学发展观,又有涉及地区和部门的中观的科学发展观,还有涉及企业乃至个人的微观的科学发展观。科学发展观就是在这些不同层次的科学发展观的有机结合和统一中落实和实现的。     

对学校教育实践问题的哲学思考--探索学校办学的有关实践问题

学校办学过程中存在诸多矛盾,其中一些是两难性问题,比如学校管理与效能、素质教育与应试教育、德育的实效性等问题,运用哲学思维方式,对热点、难点问题进行辩证地分析与思考,以便在实际工作中针对其偏颇的另一面去调整,以求动态的平衡与稳定,使问题得以解决。     

教育理念的凝炼与个性化办学思想的生成

建设中国特色社会主义事业迫切需要造就一大批教育家型校长。而拥有独特的教育理念和个性化的办学思想是教育家型校长的重要特征。本文主要围绕中学校长＂凝炼教育理念和办学思想的必要性、理念的内涵、以及如何提炼教育理念和形成办学思想＂等方面进行了论述。     

希望哲学:德育的方法论转向与超越——基于古典教育关于教育本质的论述

古典教育的精神大师们,在揭示教育的目的和本质时,为我们确立了以精神反思为基本方法的德育哲学.这一德育的方法论既是一种哲学态度,又是一种精神气质.赋予我们诠释教育本质的一种哲学品质,即关注教育与人的灵魂和命运的关联.作为古典教育精神的延续和发展,希望哲学继续着古典教育精神反思的传统,将对人的本质和精神世界的追问,由当下实然世界指向作为尚未存在的未来——作为人性向善的可能性.希望哲学借助于时间哲学实现着对古典教育及其方法论的超越.要求人将对道德的追求指向作为终极的未来——最高的善或德性的可能性.这是希望哲学作为一种德育方法论的本质和精神.