Editorial: Educational Philosophy and Theory: Celebrating the first 10 years

Editor's Comment: One of the functions of the journal is to develop an awareness of its own history. These papers are online‐only papers that discuss the first ten years of the journal going back to 1969. Every so often the journal publishes synoptic articles that take a broad approach to the beginning of the Society and the journal to treat major themes and topics. As one can clearly see EPAT published many of the luminaries that helped to shape the discipline.     

永恒主义教育哲学与文化的普同论

永恒主义教育哲学在20世纪响亮地提出要以普同的文化观作用于人进而作用于社会，以达成社会的安定与和谐，本文主要探讨普同论的观点如何渗透于永恒主义教育哲学，以及永恒主义教育哲学如何围绕之而有机地建立起来。     

Radicals reflect: The first twenty years of the caucus for a new political science

B. Nelson Ong is Assistant Professor Political Science at the College of New Rochelle, New Rochelle, NY 10805. He is also the Secretary of the National Association of Scholars.     

Educational Philosophy, Theory and Research: A Psychiatric Autobiography

Interpretations of educational theory as essentially empirical conceive education and teaching as skill-based technologies which can be scientifically researched. Those in the educational research community who resist this picture nevertheless often regard good educational practice as empirically researchable by more 'particularistic' means (for example, action research). However, this chapter argues that such empiricist approaches neglect or distort what are essentially moral rather than scientific or technical questions. On this view, education is essentially a moral practice, ethical deliberation lies at the heart of principled educational enquiry and the expertise of teachers is better conceived in terms of virtues rather than skills.     

师专教育评价现代化的哲学、方法论和社会学理论--师专教育评价现代化理论构架之一

该文从现代哲学、方法论、社会学三个层面给师专教育评价行为寻找理论支撑.指出师专教育评价的哲学理论核心是把学生当作教育的主体;总结我国师专教育评价的五种方法,及其应遵循的原则;同时,通过研究社会对师专教育的期望和学校实际表现的差距,提出师专教育评价需要实现两个社会功能,即人才选拔功能和集团主体行为的调控功能.     

CBI研究二十年:回顾与思考

CBI外语教学已经经历了萌芽、缓慢发展和走向全面繁荣的三个阶段。以学科内容为依托的外语教学模式研究为我国大学英语教学改革指明了方向,同时,我们也需拓展研究对象与范围,完善研究方法,加深相关问题探讨,使CBI教学效果最优化。