纳赛尔时期埃及对阿盟政策的探析

纳赛尔时期埃及对阿盟的政策是“领导、团结和统一”,实现这个政策的手段是通过对殖民主义、阿拉伯保守势力和犹太复国主义进行坚决的斗争来实现的。20世纪60年代埃及的对阿盟政策取得了成功。     

新世纪家长教育素质要求与养成对策

从新世纪家庭教育发展的需要来分析,家长应该具备品学素养、教育观念和教育理论素养、教育能力素养这三方面的基本教育素质。其中家长教育能力素养应包括了解与分析能力、教育选择与规划能力、建立密切亲子关系能力、家庭教育实施能力、教育协调和沟通能力、家庭教育环境设计能力等。目前家长的教育素质不容乐观,远未达到教育发展的应有要求。为了提升家长的教育素质,各地有关部门应从培养能献身家长教育事业的专家型师资队伍、建构具有中国特色的现代家庭教育理论体系、建设专门化规范性的家长教育网络体系以及建立科学的现代家长教育制度等方面进行努力。     

新世纪中小学教师良好的心理素质及其教育效应

基于以往人们的研究，探讨了在新世纪的时代背景下教师心理素质面临的挑战，分析了人们对教师心理素质内涵与结构的已有认识，介绍了以往人们对教师良好心理素质教育效应的研究与实践经验。     

试论纳赛尔埃及与阿拉伯联盟之间的关系

埃及在纳赛尔时代,成为阿拉伯中东地区的政治中心,这促使其在这一地区追求更加积极的对外政策,并依托于阿拉伯联盟这一地区性组织,积极谋利埃及自身在阿拉伯世界中的地位和影响,纳赛尔埃及与阿盟之间的关系,一定程度上反映了阿拉伯世界中各国之间的合作与竞争,控制与反控制的斗争,同时也反映出埃及追求作为地区性大国的企图。     

十九世纪英国妇女选举权运动的理论探索

英国妇女选举权运动在19世纪掀起了第一个高潮,把妇女选举权从男性社会不屑一顾的概念,变成了一个政治问题,成为人们逐渐耳熟能详的语言。妇女的政治要求从最初要求未婚妇女与寡妇的选举权,逐渐向普选方向发展;选举权的依据从自由女权主义的公正之说,发展到本质论思想,并进一步发展出独特的女性优越论思想。这一切,既是妇女们不懈探索和亲身实践的结果,也是时代与社会发展的必然趋势。     

埃及威权主义衰落原因探析——基于合法性的视角

2010年底以来的"阿拉伯之春"震惊世界,埃及穆巴拉克政权在这场政治剧变中轰然倒台。埃及政治动荡不是孤立的政治事件,不但有宏阔的现实背景,也有深厚的历史渊源。历史上,三位埃及总统的执政风格各具特色,都取得过辉煌的业绩。但他们也存在共同的致命弱点:贪恋权位,不思从根本上变革威权体制,导致政治合法性类型的转换缺乏动力;加之政府的暴力色彩浓厚,造成社会矛盾丛生。因此,埃及威权主义的合法性在代与代之间呈现不断降低的趋势,民众对于专制的不满只要遇到合适的时机必然会爆发。     

Mapping the terrain of female education in Ireland, 1830–1910

Education for Irish women and girls developed significantly in the period 1830–1910. During this time, formal state‐funded education systems were established in Ireland by the British government. Some of these systems included females from their inception and some attempted to exclude girls and women. This article charts the opening up of formal schooling and university to Irish girls and women, examining the points at which they were excluded, the alternative educational provision developed by Protestant women and Catholic religious, and the means whereby the case for female education was successfully made. Moving from the public/private paradigm which has dominated much of the discussion around women's education for the period in question, the article focuses on what was occurring in some political and social institutions of the period and identifies women's agency and autonomy within such institutions. Through ‘mapping’ this ground, the article notes women's success in gaining access to institutions previously dominated by men, and highlights areas that require sustained scrutiny by scholars.     

Schools library services: their changing value to the education of London’s children

In the history of education Schools Library Services are relative newcomers. The London County Council and its successor, the Inner London Education Authority, developed Schools Library Services for their own schools from the 1950s onwards. After the Education Reform Act 1988 became law, responsibility for education passed to the inner London boroughs, but the setting up of local Schools Library Services was optional. This article reviews the significance of Schools Library Services in education as it is reflected in the decision‐making process of three boroughs – Hackney, Islington and City of Westminster. It discusses factors which influenced the establishment (or not) of Schools Library Services in all the new local education authorities, and relates elements of the case studies to wider themes in the political and educational environment of the time.     

Historiography of school architecture in the state of São Paulo: the nineteenth century amidst history and architecture

ABSTRACT

The present article aims to analyse academic production about the history of school architecture in the state of São Paulo, Brazil, concerning the development of research trajectories and dialogue between the areas of architecture and education, sources, analysis methodology and periodisation. The latter was based on research developed in Architecture and led to the depreciation of school architecture in the nineteenth century, especially the imperial period, through the assumed absence of specialised education facilities – a claim echoed by education historiography. However, education studies show us the importance of schools built between 1870 and 1889. The research concerning schools built in Campinas, a countryside city, will be specially featured; it showcases a common context between the builders inserted in the local society in the nineteenth century, who took part in the founding of schools and their public. The comparison of architectural approaches aimed at students of different social strata is central. They are part of national projects of emancipation, eradication of illiteracy and cultural development. Methodologies such as the ones developed by Escolano, Viñao Frago, and Bencostta are discussed as perspectives for the analysis of school facilities, considering that these buildings feature meaningful traits connected with their goals, public and idealiser's purposes.     

Teachers’ remarks about their salaries in 1800 in the Helvetic Republic

For centuries, teachers have complained about their salaries. In the Stapfer inquiry of 1799, some teachers made remarks about financial issues, particularly their low incomes. This inquiry is the main source for the arguments presented here regarding teachers’ low salary during this period of the Helvetic Republic. The disparity between the lowest and the highest income was huge in 1799. This fact invites investigations about the people who complained. The evidence indicates incoherence between the complaints regarding low salary and the real income that was earned by these teachers. However, in order for this thesis to be wholly understood, the salaries must be explained; at the time of the Stapfer inquiry, salaries were paid in different currencies, as wages in kind and using divergent measurements. The present article aims to determine who these teachers were and why they complained. The arguments presented by the teachers shed light on the topics of political appeals, the social status of teachers in 1800 and the professionalisation of teachers.     

21世纪高等教育理念的展望

在经济全球化浪潮中,加入WTO就意味着参与全球范围内的合作与竞争,中国的高等教育也将面临一个更加开放的发展环境,这既是千载难逢的发展机遇,又是前所未有的挑战,为此,中国高等教育必须首先解决好教育观念和教育意识的前瞻性,才能适应21世纪的要求,办好具有中国特色的高等教育。     

新世纪高师人文地理学课程建设新思维

人文地理学是高师地理科学专业的必修主干课程。为发挥其培养创新性高素质地理教育人才的作用,必须构建科学适用的人文地理学课程教学新体系,进行人文地理学课程教学内容创新,重视实践教学环节。     

新世纪的教育观及其特征

新世纪的教育，以素质教育为其终极目的观，以师生互动为其主体观，以开放与多元结合为其课程观，反映了新世纪政治民主化、经济全球化、化多元化的时代潮流。新教育观将在新世纪教育改革中以丰富的内容展现出来。     

危机时代的教育变革——奥巴马政府的教育政策述评

在经济危机的特殊背景下,奥巴马政府推出力度更大的教育改革计划,即所谓巧借救市推教改。奥巴马的教育新政主要是想通过向各州拨付教育救济款,推行教育部长邓肯在芝加哥领导学校重建时期的改革思路,促使各州在兼顾教育机会均等的同时,大力提高美国学校的教育质量,缔造所谓学生成绩世界一流的美国教育。奥巴马政府的教育新政符合美国近十年来政治传统及经济发展的需要,但同时有一个明显的缺陷是推行缺乏法律的强制性,它并未像布什政府时期那样成为一项单独的教育法案。     

新世纪馆员素质基本内涵初探

章从思想道德素质、化业务素质、科学创新素质、劳动实践素质和人格心理素质五个方面对新世纪馆员基本素质进行探讨,指出只有提高馆员的综合素质才能适应新时期图书馆发展的需要,才能更好地为读服务．     

21世纪现代教育技术与高师教育改革

从21世纪知识经济的兴起,科学技术的发展,信息技术的普及和国内外教育改革发展的现状出发,论述了高师教育面临的严峻挑战。并从设施条件、教师素质、教育观念等方面对应用现代教育技术,促进高师教育改革作了一些有益的探索,以期抛砖引玉。     

Marketing pedagogy: Nonprofit marketing and the diffusion of monitorial teaching in the nineteenth century

The article investigates the spread of one of the first pedagogical concepts available worldwide during the first half of the nineteenth century: the monitorial system. Its wide diffusion depended, to a considerable extent, on the work of voluntary organisations. The article investigates the work of the two most important of these, the British and Foreign School Society and the National Society. It focuses on the strategies these two charities employed in acquiring donations in a voluntary sector that was densely populated and highly competitive. Drawing on modern marketing concepts as analytical tools, the article argues that the monitorial system’s wide diffusion was to a considerable extent the result of early forms of marketing. By introducing marketing concepts in the history of education, the article seeks to broaden the debate on the diffusion of educational concepts and, moreover, to contribute to the relatively new field of (nonprofit) marketing history.     

新世纪诗歌底层写作的文学史意义

现代诗人与底层之间似乎一直以来都存在着一种暧昧的主客体关系,真实的底层往往被诗人们改写或遗忘。随着新世纪以来从自身经验出发而不是从观念出发的底层写作进入新诗场域,重新绘制中国当代文学史的诗歌地图显得尤为必要。更为重要的是,底层诗人的写作在结合诗艺探索和重构底层主体性方面所取得的实绩,将让我们从文学史角度反思学界对于底层写作的本质主义看法,重新发现诗歌底层写作的文学史意义。     

以人为核心评估域:新教育公平理论的基石——兼论新时期教育公平的转型

教育公平具有历史性,在不同时代背景下其表现形式和治理方式各不相同。新时期教育领域的主要矛盾已表现为人民群众接受高质量教育的热切期盼与优质教育资源严重短缺且发展不均衡之间的矛盾。教育主要矛盾的转变,需要树立以\"人\"为核心评估域的新教育公平理念,超越以经济发展或政治权利等为评估要素的传统教育公平观。新教育公平倡导新的教育发展观,关注以育人质量为中心的内涵式发展;秉承新的教育正义观,注重对人的尊严的承认;树立新的教育公平评价观,增强人民群众的教育公平感。     

生态写作的回顾与前瞻：从新时期到新世纪

生态文学是指以人与自然、与非人类关系作为切入点,以生态整体利益作为终极价值尺度,以生态和谐为目标,探讨生态危机的社会根源与思想根源的文学。新时期生态文学写作经历了阶段性发展变化,在世纪交替之际主要表现为三重视点：现代化进程中的生态焦虑;欲望批判和生态预警;反“人类中心”的生命关注。在新世纪的生态写作中如下走向需要关注;第一,创作主体的自觉而深刻的生态写作意识;第二,系统而合理的生态伦理观。