EDUCATION

English: His Very Self and Voice: Collected Conversations of Lord Byron by Ernest J. Lovell, Jr., The Macmillan Company, 676 pp. $7.50.

Psychology: Child Psychology and Development (Second Edition) by Louis P. Thorpe, The Ronald Press Co. 709 pp. $6.00.

Educational Psychology, A Book of Readings by Arthur Coladarci. The Dryden Press; 656 pp. $3.90.

Social Studies: Welfare of Nations by Michele Fiore, The Philosophical Library, New York, 698 pp., $6.00.

Community Adult Education by Robert H. Snow. G. P. Putnam's Sons. 170 pp. $3.50.

Educating Women for a Changing World by Kate Hevner Mueller, University of Minnesota Press, Minneapolis. 302 pp. $4.75.

Guiding Growth in Reading by Emma G. Heard. The Macmillan Company. 528 pp. Price $5.25.

Guiding Your Student Teacher by Dwight K. Curtis and Leonard D. Andrews. Prentice-Hall, Inc. 384 pp. $5.50.

Methods in Reading by Edward William Dolch. The Garrard Press. 372 pp. $3.50.

The Basic College of Michigan State edited by Thomas Hamilton and Edward Blackman. The Michigan State College Press, 127 pp. $2.75.

A Cultural History of Western Education by R. Freeman Butts. McGraw-Hill Book Company. 645 pp. $6.50. 1955.

Children and the Language Arts by Virgil E. Herrick and Leland B. Jacobs (ed.) Prentice-Hall, Inc., 501 pp., $5.50.     

论教育

本杰明·富兰克林对我们这所大学做出过极大的贡献,他也认为,虽然自然科学、社会科学和道德的基本原则是永恒的、不变的,但是这些原则的应用却应随着一代代人生活状况的变化而作必要的变化。倘若他今天仍然健在,我可以肯定他必然会坚持这样的观点:哲学家与教育家的全部职责,在于根据现时的条件而不是过去的条件,将真理、善良与正义的永恒理想付诸实践。新陈代谢是一切生命的法则。昨日的答案不适用于今日的问题——正如今天的方法不能解决明天的需要一样。永恒的真理如果不在新的社会形势下赋予新的意义,就将既不是真理,也不是永恒的了。教…     

直指精神灵魂出窍--心育作为教育学体系和教育范式的意义

心理教育在于精神世界的建立,心理是文化,更是精神,心理教育直指精神。心理教育的意义是使精神成为教育目的本身,这是由心理学所揭示的,所以,心理学对教育(学)并不仅仅具有方法论意义。心理教育的另外一个意义是,它给心理学体系的建构一个契机;心理教育所揭示的是一个本土化的教育学体系,一场教育的新文化运动,一股带有宗教情结的怜悯。     

THE PROGRESSIVE EDUCATION MOVEMENT AND CHARACTER EDUCATION

If we may attempt a summation of the “progressive” movement as regards character education, we would say that these educators are of the earnest group which is seeking a new discipline for the individual and society. The old control of command and threat of punishment is giving way.

“Europe, like America, is discarding the traditional idea of discipline through coercion or blind obedience, and is looking for a new technique through which children may be helped to become self‐directing personalities using freedom intelligently.” ¹⁴ 14. Sidonie M. Gruenberg, Progressive Education, Vol. 4, p. 126.

It is not merely a question of interest and of project method. It is a problem of developing a new system of control in place of the old paternalistic and militaristic discipline that finds its last resort in the employment of force. In place of the domination by force, the newer “voice of conscience” says to give every individual a chance to develop an inner control. In place of punishment for those who do not abide by the norm of society, it seeks to substitute diagnosis. Seek first for an understanding of the individual, giving to the genius large leeway in working out! his original ideas, and, to the sub‐normal person, treatment such as the doctor gives to his patient.

“Progressive” educators are, of course, not the only ones contending for this new discipline, but they seemingly have taken the lead in working out a process of education to secure it. In this process the work of the teacher is not minimized but greatly exalted. In this undertaking to produce a more finely integrated person, the teacher must enter as a highly skillful guide and friend. What more “religious” conception of the function of the teacher can be found than this given by a “progressive” educator.

“It is the teacher's business to live with the child, as the refreshing shadow of a great rock in a weary land, as a spring of water for a thirsty soul, as an ever‐present help in time of trouble, as a lamp in the darkness, as a guide to little feet that stumble, and to little hearts that err; as a loving local Providence winning their affection and loyalty.”

     

THE IMPLICATIONS OF INTERCULTURAL EDUCATION FOR HIGHER EDUCATION

Studies on intercultural education undertaken by the Council of Europe have highlighted a gap at the level of higher education between transmitted knowledge and the indispensable information needed by individuals living in the pluricultural contexts of contemporary European societies. A task of higher education is to inculcate in teachers an intercultural perspective both for work in schools and for activities in community contexts and perspectives. The intercultural dimension should not simply address itself to a special category of culturally different students, but rather, should address all students so as to sensitize them to the cultural pluralism which surrounds them and to educate them to successfully master it. Certain disciplines have a privileged status with regard to the transmission of useful information for the education of all citizens living in pluricultural societies: history, geography, anthropology, philosophy, psychology, economics, sociology, and law. Several examples of intercultural education programmes offered by higher education institutions are presented in this study (in Portugal, Canada, and France) as well as reference to activities sponsored by the Higher Education and Research Division of the Council of Europe.     

教育经济学和教育发展的挑战

美国经济学家通过国民生产总值及工人工资的增加,揭示了教育在经济发展中的重要作用.[1]他们的研究在现代社会学科中确立了一门新的经济与教育的交叉学科--教育经济学,并在过去40年中引起经济学界对教育与经济发展的因果关系的兴趣,也推动不同学科重新诠释教育的作用.当然,在不同的社会里采用不同的研究方法进行研究,会有不同的结论.例如寇恩和安帝斯(Cohn & Addison)发现,上百个分析发达国家正规教育的收益率的研究都报告了正相关的结果[2],因此学者们和政界对增加正规教育的投资持积极态度;但对成人教育培训的报告并无规律可循.在发展中国家,对不同层次教育的回报率所作的数据分析,结果却各不相同.学者们试图说明教育投资在不同的社会和经济形态下对发展的影响,但是还没有形成一个被广泛认可的理论.[3]这是极其富有挑战性的研究工作,也是人类对社会发展的理性探索.     

HIGHER EDUCATION AND THE CONCEPT OF LIFELONG EDUCATION

The following article does not give a complete answer to the above question nor does it define the concept of lifelong education, but it shows the place and the role of lifelong education in the system of education.

The article is based on the first chapter of the study written by James B. Ingram, Director of the B. Ed. Course at Bradford College (the United Kingdom) in collaboration with the Unesco Division of Educational Structures, Contents and Methods and the Unesco Institute for Education in Hamburg.     

锡华教育

无需高考高中生升学新途径锡华教育集团与清华大学合作学在清华省时省费安全便捷清华师资严格管理全程服务招生对象高二、高三在校及毕业生或同等学历者面向全国、预约面试、每班限招25名培养目标接受国际高等教育,成就国际精英人才国外名校英国诺丁汉大学,美国加州大学、澳大利亚悉尼科技大学,加拿大肯考迪亚大学等多所名牌大学良好合作