Forgiving and Requesting Forgiveness

In this article I attempt to address three positions on forgiveness that could be encouraged in schools. They are the strict view defended by Philip Barnes, the relaxed view promoted by Patricia White and the idea of forgiving the unforgivable discussed by Jacques Derrida. I shall examine the tradition from which they emerge and explore some of their problems. This will lead me to a rehabilitation of what is other to that tradition (within and without)—an other that can serve as a corrective to the problems of those positions. I shall conclude the article with an exposition of the radicalisation of the teaching of forgiveness if we focus on the perspective of the one who seeks forgiveness.     

浅析伊恩·麦克尤恩小说《赎罪》中的人文主义关怀

伊恩·麦克尤恩的小说《赎罪》是一个关于忏悔和赎罪的故事。主人公布莱安妮因为幼年时编造的一个谎言,毁掉了姐姐西西莉亚和恋人罗比的一生。随着她的成长,布莱安妮意识到自己的错误,甘心付出一生来赎罪。本文基于小说文本分析主人公在＂犯罪—赎罪＂过程中展示出的情感变化,彰显小说体现出来的人性光芒,揭示作品中的人文主义关怀。     

What Should We Teach Children About Forgiveness?

The Primary and Secondary Handbooks on the National Curriculum for England state that children ‘should learn how to forgive themselves and others’. But what is involved in forgiveness? It is suggested that there is a strict view, which is shown to involve some ethically questionable attitudes, and a more relaxed view. Schools, it is suggested, need to introduce their students to an understanding of the complexities of these notions of forgiveness and other possible attitudes to wrongdoers. In the life and organisation of the school, however, it is argued that the more generous‐spirited attitude should prevail.     

略论《德伯家的苔丝》中阿历克的悲剧

《德伯家的苔丝》是托马斯·哈代的巅峰之作,文章从一个全新的角度重新审视了阿历克的人物形象,就“恋爱”——人类这一重要人生体验和个体情感的话题来说,可以发掘出阿历克自身确有的闪光点。纵观阿历克对苔丝的追求,特别是从他悔悟之后,对苔丝的感情可以说是异乎强烈而真诚的。他从自己对生活的理解出发,不失时机地用金钱收服苔丝,他自认为待苔丝很不错,也许苔丝早晚有一天会对他心生情意的。但他忽略了苔丝的人生和情感,他不明白强迫苔丝做的一切都是她最痛恨的,早晚有一天会导致精神危机的爆发。虽然在悔悟之后,阿历克是真心追求苔丝的,但他们的精神世界完全是隔绝的,无法沟通的。阿历克无法理解苔丝,更无法理解自己的死。这个结局,对阿历克来说,是一场悲剧。     

沉默的生命伤痛--略论萧红早期作品与她的生活之关联

萧红对女性生殖的描写是恐怖的，这样的写作，不仅是表达女性真实的生存状况，在深层意识中，萧红要表达的是自己的生命里痛苦的经验以及自己的道德忏悔和救赎。     

‘I connected so well with it’: a teen mother talks about reading

In this paper, one 19‐year‐old married mother who was sexually abused when younger discusses the painful and important role reading has played in her life. By using narrative discourse analysis, I parse the young mother’s spoken narrative and illuminate the emotions that cluster around her reading experiences. I discover that she has used reading as a way to make sense of the traumatic experiences of her childhood. I discover as well that, though she evidences immaturity, her moral thinking – refined through her roles as daughter, mother, and wife – is more nuanced than are the texts she is able to read. The questions I ask about her relationship to these books can be generalized to many non‐traditional students going to high schools, or reading in book clubs, today.     

这是不公平的

琳达是一个好女孩,但她上学经常迟到。 一天．琳达又迟到了。她的老师克拉克先生生气地说：“如果你再迟到,我就通知你爸爸。”琳达不想他那么做,因为她爸爸对她要求很严格。     

知识分子的“自审”姿态与意识——杨绛《干校六记》小识

确立从作者的“自审”角度来解读作品,是源于笔者认为杨绛在干校中当时的生活状态,同回京八年后通过回忆来记录的状态,虽在叙述事实上不存在太大差异但在情感上会有一定的变化.如,社会生活的变化,历史语境的变化,自我生活状态的变化,人生经验的变化,知识心理构成等等诸多因素都会影响作家的创作.即使这些影响是细微的,但笔者认为不应该忽视.因此,本文试图通过文本分析来寻找这种差异.而在20世纪80年代初期弥漫着关于反思、自审、忏悔、伤痕这些命题的文学环境下,但凡经历过文化大革命的这些作家们都会将这一人生经历用这些情感来消化.而杨绛的家庭环境、知识构成、人生阅历则将她的这一遭遇淡化,而且不断在从自身找原因,从而确立了她从知识分子“自审”角度展开.     

Rachel’s literacy stories: unpacking one preservice teacher’s moral perspectives on literacy teaching

While teacher educators agree that teaching is a profoundly moral activity, little attention has been placed on the moral perspectives about teaching and learning of those entering the teaching workforce. As a way of illustrating the importance of helping both future teachers become aware of their own moral compasses and teacher educators to understand ways in which such knowledge can support their students, I use methods of qualitative inquiry to explore the life history of one European American preservice elementary teacher in the USA. In recounting the events of her life, Rachel Rosenberg demonstrates how she uses her own life experiences to frame the moral aspects of her future role as a teacher and especially her perspectives on literacy teaching and learning. The methods used here to elicit and analyse Rachel’s story can be useful to teacher educators who want to understand how the moral perspectives embedded in teachers’ stories influence the ways in which teachers approach and enact the work of teaching.     

Forgiveness in Context

This article compares Enright's cognitive-developmental model of forgiveness (Enright et al., 1989, 1991, 1992, 1994) with a model of forgiveness based on communication between the wronged and the wrongdoer. While unilateral forgiveness is unconditional and is a process which happens wholly within the person who has suffered an injustice, negotiated forgiveness requires of the wrongdoer (1) confession; (2) ownership; and (3) repentance for their actions. Unilateral forgiveness is built upon the principle of identity; in contrast, negotiated forgiveness begins with, and extends Piaget's principle of ideal reciprocity. Enright's highest stage of forgiveness reasoning is one in which considerations of social context are transcended; in the model of negotiated forgiveness, such understanding of context is central. Whereas unilateral forgiveness is a wholly intraindividual phenomenon, negotiated forgiveness is quintessentially social and dynamic. Using the example of truth and reconciliation commissions, the article examines the implications for the relationship between justice and forgiveness, according to each model.     

Education for Self‐Forgiveness as a Part of Education for Forgiveness

The analyses undertaken in this article refer to the harm experienced in close relationships, where the lack of forgiveness and the breakdown in the relationship can be a source of additional suffering for the victim. Referring to the discussion conducted in the Journal of Philosophy of Education in the years 2002–2003, I assume that one of the most difficult challenges for the injured individual is to determine whether change made by the perpetrator of evil encourages the individual to trust the perpetrator or whether forgiveness can actually be understood as consent to further harm. Another challenge is that the injured person must make a decision about forgiveness when s/he perceives change in the perpetrator if lack of forgiveness is not to become the cause of a definitive breakdown in the relationship. I propose the thesis that a person—by reference to acts of self‐forgiveness—can learn to identify the moment when forgiveness is possible and necessary. After explaining what self‐forgiveness is, what act it relates to and what its moral value is, I show how self‐forgiveness and reflection on the process of self‐forgiveness can benefit education for forgiveness of another person.     

Expressing the Not‐Said: Art and Design and the Formation of Sexual Identities

Central to this paper is an analysis of the work produced by a year 10 student in response to the ‘Expressive Study’ of the art and design GCSE (AQA 2001). I begin by examining expressivism within art education and turn to the student's work partly to understand whether the semi‐confessional mode she chose to deploy is encouraged within this tradition. The tenets of expressivism presuppose the possibility that through the practice of art young people might develop the expressive means to give ‘voice’ to their feelings and come to some understanding of self. I therefore look at the way she took ownership of the ‘expressive’ imperative of the title by choosing to explore her emerging lesbian identity and its position within the normative, binary discourses on sex and sexual identity that predominate in secondary schools. Within schooling there is an absence of formal discussion around sex, sexual identity and sexuality other than in the context of health and moral education and, to some extent, English. This is surprising given the emphasis on self‐exploration that an art and design expressive study would seem to invite. In order to consider the student's actions as a situated practice I examine the social and cultural contexts in which she was studying. With reference to visual semiotics and the theoretical work of Judith Butler, I interpret the way she uses visual resources not only to represent her emerging sexual identity but to counter dominant discourses around homosexuality in schools. I claim that through her art practice she enacts the ‘name of the law’ to refute the binary oppositions that underpin sex education in schools. This act questions the assumptions about the purpose of expressive activities in art education with its psychologically inflected rhetoric of growth and selfhood and offers a mode of expressive practice that is more socially engaged and communicative.     

Critical Review of Mary Midgley's Intelligent Design Theory and Other Ideological Problems

Mary Midgley's pamphlet Intelligent Design Theory and Other Ideological Problems has been a widely read contribution to discussions of the place of creationism in schools. In this critique of her account, I outline Midgley's view of the relations between science and religion, her claims about what material can legitimately appear in science lessons, and her account of the nature of religion. I argue that she is mistaken in all three areas, and show that her most plausible reply to these criticisms also fails. Finally, I offer some thoughts on the proper relations between science and religion in the classroom.     

The Comparison and Analysis of Sino-American Family Educational Ways—from the Case of American Chinese “Tiger Mother” Family Educational Way

Amy Lynn Chua is a daughter of Chinese immigrants, a lifetime professor of Law school of Yale university, she became popular and controversial since she published her child-rearing memoir《Battle Hymn of the Tiger Mother》, in which Amy Chua wrote down how to teach her two daughters in a harsh and strict way, especially a discussion about Chinese and American family educational ways. This paper use this case as an example to compare differences between Chinese and American family educational ways and try to analyze reasons.     

宽恕在高校德育工作中的意义简论

宽恕既是一种个人美德,也是处理人际关系的一个重要准则。宽恕不但是个人行为,影响个人的身心健康和人际关系;宽恕还具有社会性,影响社会的和谐稳定。受传统观念的影响,高校的思想道德教育工作并未将宽恕教育纳入其中。可通过提升教师队伍的宽恕水平,培养学生的道德认知,积累学生积极的道德情感体验和提高学生处理道德冲突事件的技巧等举措将宽恕教育融入高校思想道德教育工作之中。     

《摩尔·弗兰德斯》中展现的女性主义

《摩尔·弗兰德斯》是笛福第一次把低层女性搬到主人公地位的文学作品。摩尔成为笛福笔下广为人知的女性形象,也成为那些道德批评家们关注的重点。由于摩尔多次的婚姻和不幸的生活经历,历来被许多批评家冠之以“荡妇”的形象。笔者想通过女性主义视角来阐述在父权制思想的影响下,摩尔是一个具有鲜明反抗意识,敢于追求的女性形象。     

特立独行的人格--《金瓶梅》中庞春梅形象简论

《金瓶梅》中庞春梅性格宽宏大度,希望有一个光辉灿烂的前程。她人格高尚,决不容许玷污。在有仇必报的同时,又能以德报怨,体现出她人格的高尚与宽宏。同时,她还是一个十分讲究情爱和友谊的女性。     

Mathematical biography and key rhetoric

The intention of this article is to consider the use of narrative and rhetorical inquiry as research methods. I construct a mathematical biography of one elementary teacher trainee, Sirpa, who had performed well in her advanced mathematics course in upper secondary school. I describe her development as a mathematics teacher during teacher education from her second-year methods course and teaching practice to fourth-year teaching practice. Narrative inquiry is more than a case study: Sirpa’s mathematical biography is a story that describes how she constructs her mathematical identity. I also analysed the key rhetoric that Sirpa used in her talk, key rhetoric here referring to the strategy by which she constructed continuity and coherence.     

In a Different Voice

Eleanor Metheny devoted more than four decades of her life to the profession of physical education. From an examination of her work, several major themes emerge in her speaking and writing—scientific, historical, feminist, and philosophical. Ideas are overlapping, sometimes even contradictory; yet she is recognized as one of the preeminent thinkers in the profession. Never satisfied with the status quo, she regularly challenged and cajoled her students and colleagues to examine the past, assess the present, and look to the future. She was both pragmatic and idealistic, but when she spoke, others listened—to ideas often articulated “in a different voice.” My purpose in this paper is not to evaluate those ideas but rather to describe them from my personal point of view and as I perceived them to have developed over time.     

波伏娃与法兰西自由主义文化精神

波伏娃对存在主义的哲学思想有其独特的贡献。她提出了道德自由的概念以及人与人互为主体和他者的观点,探索了女性自由与解放之路,对法兰西自由主义文化精神给予了全新的阐释和极大的丰富。从波伏娃的自由观及其对自由的实践,可以洞悉波伏娃作为一个哲学家和政治活动家在法国自由主义文化思想史上所占据的重要地位。