SOME QUESTIONS ABOUT EDUCATIONAL POLICY AND THE SOCIAL SCIENCES

In this article I examine my struggles as a White teacher educator creating discourse around race with my preservice students. I use my own struggles to highlight how White members of a teacher education faculty do, and more often do not, address race either with our preservice teachers or among ourselves. In particular, I explore the implications of "colorblindness" for teacher education. I conclude with suggestions for ways in which Colleges of Education can support White faculty members as they move beyond colorblindness toward racial consciousness.     

蔡元培德育思想初探

蔡元培十分重视德育 ,提出了“以公民道德为中心”的教育思想。德育的内容主要包括道德观、学习观、世界观、爱国为公思想等方面。他强调德育重在实施 ,主张寓德育于体育、智育、美育中 ,并重视德育中自我教育的作用。这些都为当今的教育改革提供了有益的借鉴     

孔子教育思想中素质教育之我见

孔子是我国古代伟大的教育家。他的教育思想中包含着许多素质教育的思想。当前,我们实施素质教育,很有必要研究、学习和借鉴孔子的教育思想。他认为,教师应当"学而不厌,诲人不倦",真正成为学生学习的引路人。在教学上,他主张因材施教,针对学生各自的特点施行不同的方法,教授不同的内容。他采用"启发诱导式教学",主张"有教无类",这对我们今天的义务教育依然具有重要的指导意义。     

The problems with colorblind leadership revealed: a call for race-conscious leaders

Abstract

This study addresses the complexity of colorblindness as a phenomenon and explains not only its tenacity, but also potential breaks in its hold on school leadership practice. The authors draw from an interview study of 22 school leaders in a county in the Northeastern USA to examine their perceptions and practices associating with leading schools that enroll students of color. The authors propose a multi-ring model that shows variation among three perspectives: (1) holding to colorblindness, (2) recognition with minimal capacity, and (3) cultivating race-conscious. Perspectives and variation within these three rings are explored, along with consequences for multiple resulting ‘lacks’ in capacity. Implications are offered for building upon race-conscious practice where it exists, removing barriers to implementation, and expanding capacity.     

Beyond Wittgenstein's remarks on the foundation of mathematics: Explication of Piaget's suggestion of a biological foundation

Knowing about the axiomatic aspects of mathematics, Wittgenstein asked the more fundamental question: ‘But then what does the peculiar inexorability of mathematics consist in?’. He answers the question partially by saying: ‘Then do you want to say that “being true” means: being usable (or useful)? — No, not that; but that it can't be said of the series of natural numbers — any more than of our language —that it is true, but: that it is usable, and, above all, it is used’. Here it will be demonstrated that there is another aspect ‘to be said of the series of natural numbers’, besides the mere fact that they are used or usable, namely a biological one, as has been suggested, though not explicated, by Piaget.     

Curriculum of the Mestiza/o Body: Living and Learning Through a Corporal Landscape of Resistance and (Re)generation

Through a Chicana Feminist and Curricular Reconceptualist lens, this article theorizes a Curriculum of the Mestiza/o Body as return to historicized, corporal knowing which takes shape, form, flesh and language in the Mestiza/o Body in order to nourish and arm especially Mexican/Mexican-American (Mexicana/o) young people toward equitable, hopeful educational futures of dignity and wellness. This work is informed within the intellectual, survival legacies of a land-based indigenous-heritage People who have long railed against erasure and distortion within oppressive Eurocentric and hegemonic social constructs. This paper presents a resistant, healing, and regenerative school curriculum, mirrored in the cellular workings of the body itself, through which young People of Color, and especially Mexicana/os, “guilty of nothing but their born color, guilty of being innocent” (Baca, 1990, p. 46) are brought into a learning landscape wherein their—our—histories, ways of being, thinking, learning, and loving are central bloodlines of classroom practice.     

孙中山教育思想研究

孙中山的哲学观点是其教育思想的理论基础;孙中山的教育思想具有革命性的突出特点,在他的革命生涯中,始终没有忽视教育鼓动革命的重要作用,把教育看作中国革命的一个条件,也是中国革命的希望;他认为一切“知”都来源于“行”,知识的获得在于由浅而深,日积月累,强调青年人应该立大志和明确学习目的;普及教育和平等教育观也是孙中山教育主张的重要内容,他把人人都有受教育之机会作为革命的理想之一;他认为人才是成大事的基础,强调在培养人才和使用人才上要做到:养以备用,用有所养,人尽其才。孙中山的教育思想在当时具有进步意义,对当前我国的教育改革有一定的参考价值。     

Learning for and realising curriculum aspirations through schools as learning organisations

How can schools as learning organisations support the realisation of a new curriculum's aspirations? This article describes four common and interrelated challenges—depth, spread, reach, and pace—associated with enacting a new curriculum. It then argues that curriculum capital represented by schools and practitioners that address these challenges and meet associated learning demands—commitment, knowledge, understanding and capability—is essential to ensure that curriculum aspirations are realised. We propose that schools that are learning organisations create the kinds of conditions necessary for responding to the challenges and learning demands. In such schools the considerable individual, collaborative and collective learning needed at many levels is recognised. We highlight how each of the four challenges might be addressed by seven dimensions and four transversals of schools as learning organisations, while recognising that task will be more feasible in systems that are also learning and providing supportive conditions.     

中国传统教育思想研究--佛教天台宗教育思想的特色

天台宗中蕴含着丰富的教育思想。它根据《法华经》的“会三归一”观点,把受教育者分为四等,并提出与四等受教育者相适应的教学内容(化仪四教)和教学方法(化法四教),比较完整地表达了“因材施教”的理念。它还非常重视教风和学风建设,其创始人智顗制定的《制法》十条,保证了天台宗教风的清肃;还制订了十条理论联系实际、学以致用的天台学风。     

Voices of teacher candidates of color on white race evasion: ‘I worried about my safety!’

Abstract

This qualitative study investigated the negative impacts minority teacher candidates receive from white teacher candidates in a required multicultural education class. The findings reveal that four teacher candidates of color had difficulty positioning themselves among the overwhelming silencing power of whiteness in the class. The white students were tactful at evading power and race and flattening the existing hierarchical power relations through the discourses of colorblindness and by preying on the minority instructor. Their understanding of diversity was also shallow. On the other hand, the teacher candidates of color were afraid that they might be labeled as the ones who spoke up against the white students and fearful of the possibility of retaliation and ostracism from the white peers. It seems that the teacher education program’s structure allowed the white candidates to impose strong negative peer pressure on the teacher candidates of color.     

“经济人”辨析

“经济人”假设成了当今主流或正统经济学的核心概念之一,其中很多的误解和偏见已经成为我们进一步探索的障碍。其实亚当·斯密的“经济人”是有限理性的;是约束条件下的自利人,也是道德的、推动公共利益增长的人。以历史唯物主义的观点看,“经济人”的产生有其来自于生命的、生产方式的两方面的历史必然性。作为历史的“经济人”是遵守规则与传统的、具有一定的自利动机、精明并且追求高效率以满足不断增长的需要的人。立基于“经济人”人性复杂的理念,我们应该不断调整由传统的阶级同一性理论所确定的体制设计,以不断完善我国的社会主义制度。     

Building interfaces for on-line collaborative learning

For several years we have been engaged in the development and research of software environments for collaborative learning, for example in the recently completed CoLabs project (which we presented at the IFIP TC3 WG3.5 working conference in Budapest in 2004, see also http://matchsz.inf.elte.hu/Colabs/), also within lately defended long-range doctoral research, in which the co-author of this paper together with his undergraduate students had developed and evaluated cooperative computer activities for children aged 10 to 18. They observed children when using those environments and studied the influence of different approaches and solutions on the degree of their involvement and will to cooperate. We have also been involved in the London Knowledge Lab pilot project for developing a collaborative layered learning space travel games construction kit. Our department’s prior engagement in the development of collaborative activities also includes publishing a popular on-line journal (developed by A. Hrusecka and D. Lehotska, this on-line journal (in Slovak) can proudly boast up to 250,000 visits per month) for children, which intensively exploits on-line collaboration. This topic attracts us not only as a support for the learning process, but is a challenge for us as developers of educational programming tools as well. In our SuperLogo and Imagine environments we have always tried to provide users (ranging from children to developers) with new and powerful options to foster learning by exploring and developing. Thus we have equipped Imagine with the means for building objects and their behaviours in incremental loops, with parallel independent processes, event-driven programming and complex yet intuitive support for developing on-line environments for collaborative learning. In this paper we place our collaborative applications in the context of other related interfaces reported in literature. We use eight criteria to classify them and conclude that collaborative applications being developed by us and our students—future teachers—are distinguishable from others along two or three of those criteria: they combine in themselves typical features of Logo microworlds and inspiring support for on-line cooperation. We then analyze in detail our collaborative Imagine microworlds along four dimensions of their development. We specify means for establishing and maintaining on-line connection among any number of participants. We study tools for sending and receiving items (data, active characters with their behaviours, instructions etc.). We reflect on what can be shared by two or more participants in a collaborative activity. We examine all possible operations with common and private characters of a participant from the collaboration point of view. Our goals in this research and development are to:

1. Better understand potential the interfaces for on-line collaboration offer to support the learning process,
2. Place our Imagine Logo microworlds into context of other related applications,
3. Build a detailed map of all aspects important for their development (i.e., build a framework for the development),
4. Present the observations from our long-range experimental development and evaluation of the collaborative environments,
5. Point out how simple and natural it is (in the academic surroundings) to develop small and yet powerful collaborative microworlds—built for instance for immediate need in a classroom—with exceptional potential for interaction and openness.

Most of all, however, we want to motivate the endeavour to overcome all obstacles connected with the integration of on-line cooperation into children’s learning.     

辨伪学与辨伪史的再评价——顾颉刚《中国辨伪史略》读后

顾颉刚先生在其为<崔东壁遗书>所作的长篇序言中,对中国学术传统中世官世畴的王官之学、"良史"和"实录"史学典范、<春秋>义例等编纂体例、"微言大义"与"实事求是"的今古文经学传统等内容均视而不见,认为中国自先秦两汉以来都"缺乏历史观念",完全以"造伪"与"辨伪"一组概念解释中国学术传统,其厚诬古人的不宽容态度以及缺乏理性的治学态度都是不应该出现的.由此而演生的"造伪史"与"辨伪史"的中国学术史的诠释体系也是不能成立的.     

“We’re Here to Learn to Speak French”: An Exploration of World Language Teachers’ Beliefs About Students and Teaching

The purpose of this qualitative study was to explore five world language teachers’ beliefs about their students, their attributions about student enrollment, and their reported teaching practices. Findings represent a continuum of critical practice in that three teachers appeared to espouse deficit thinking and stereotypes about students of color, and color-evasiveness or colorblindness as an approach to teaching. Two teachers appeared to espouse beliefs that may be more representative of inclusive classrooms, and these teachers reported advocacy work for certain student groups and efforts to develop students’ critical consciousness in their classrooms. Findings are contextualized via critical lenses, and implications for language teacher education and policy are discussed.     

Toward a Theory of Liking

In the current essay, Kevin Burke and Adam Greteman challenge this thing called love by looking at how we might instead “like” in education. Within education, multiculturalism can be viewed as a way of loving, or learning to love, diversity and, as such, learning to love the self; this tendency is notably apparent in the recent rise of concern expressed about student self‐esteem. According to the authors, however, critical research on multiculturalism demonstrates how, in loving diversity, multicultural discourses limn the possibilities for subjects to come into being and be liked for their differences. Drawing on James Alison's On Being Liked, Burke and Greteman reframe the problem of relating in education instead through the language of liking. How does the shift from loving to liking — either our students, our teachers, or ourselves — create different social dynamics and ethical paradigms? In engaging this question, Burke and Greteman offer an alternative model of liking that is based on the practice of cruising.     

Scholar commentary

ABSTRACT

This commentary reflects upon the articles and purposes of this special issue, in the context of, growing numbers of students of color (SOCs) in K-12 schools who continue to be modally placed in classrooms with White teachers (e.g., Berry and Pour-Khorshid papers of this issue). Few institutional programs of Teacher Education seem able to effectually address this longstanding demographic challenge (e.g., Whitaker, et al. paper). Fewer still, impactfully retain SOCs for careers in K-12 settings (e.g., Morales paper). Nevertheless, second wave teacher identity studies are encouraging nuanced professional learning for White and other, K-12, candidates and teachers that encourages: critical consciousness about race and whiteness, metalogic talk about colorblindness, and closing the gap between rhetoric and genuinely antiracist actions in praxis with SOCs (e.g., Alvarez & Milner; Caldas; McManimon & Casey papers. Demonstrably, second-wave analyses are revealing much about evidentiary approaches for teacher education/learning that emphasize differential capacities for teaching SOCs. Nonetheless, further research is needed on strategies for addressing formidable challenges, such as those of defensiveness and White Fragility (e.g., Blaisedell paper). The papers of this special issue indicate that combining such research with ground-breaking approaches to race-visible education offers a promising path to the knowledge and praxis needed.     

西学究竟在多大程度上影响了乾嘉考据学——以钱大昕为例

西学对于清代乾嘉考据学的发展究竟产生了怎样的影响,一直是一个重要而引人思索的历史问题,争议颇多。钱大昕是乾嘉考据学的代表人物,以他为个案进行细致分析,是推动研究深入的重要一步。在西学的刺激下,钱大昕刻苦钻研中西天文学、数学,认识到西学有超过中学的地方,主张"能用西学",反对"为西人所用",号召士人研究自然科学;他致力于发掘中国古代的天文学、数学遗产,希望人们能继绝学而奋起,以与西学抗衡;他还以天文历算学知识订经考史,解决了很多经史之书中悬而未决的问题。就此可以看到,西学对乾嘉考据学的影响主要在如何看待西学、在西学刺激下发掘中学以及用自然科学知识考史等层面,至于以钱大昕为代表的乾嘉考据学者所固有的传统文化品格和治学格调,并未受到西学影响,他们研究学问的价值体系依然是"中式"的。     

Student perceptions of facilitators’ social congruence,use of expertise and cognitive congruence in problem-based learning

In problem-based learning (PBL), the role of a tutor or facilitator is different from what is typically considered as the role of a traditional teacher. In addition to being a subject-matter expert, the facilitator is also expected to be ‘socially’ and ‘cognitively congruent’. In this study, we analyze the survey responses from more than 10,000 students in order to better understand their perceptions of what makes a good or poor facilitator, and to identify specific qualities related to social congruence, cognitive congruence and use of expertise. Students’ comments for the highest and lowest scoring groups of facilitators were analyzed qualitatively using inductive data analysis strategies. The following themes were identified: for social congruence—facilitator personality, relating to students, professionalism, motivating students, and learning environment; for cognitive congruence—scaffolding learning, and communication skills; for use of expertise—content knowledge and experience, and stretching students’ learning. Coding of students’ feedback also demonstrated that students most frequently commented on issues related to facilitators’ social congruence. Our findings indicate that social congruence encompasses skills which facilitators may improve on. We also argue that understanding students’ perspectives is critical especially in a learner-centred approach such as PBL and therefore propose that our findings provide useful input for the professional development of PBL facilitators.     

论孔子的教育方法

孔子是我国古代伟大的思想家、教育家,他开创了教育的先河,源远流长。他“有教无类”的做法,是伟大的创举,思想闪耀着灿烂的光芒。他提出的“疑思问”,多思多想,温故而知新的复习方法,三人行必有我师焉的学习精神,举一反三的启发式教育,视则明,听则聪的多看多听则聪明灵利。针对实现和因材施教的方法,至今具有深远的现实意义和长久的历史意义,值得我们深入研究和借鉴。