THE CENTRAL AGENCY AND EDUCATIONAL RESPONSIBILITY TO THE LEARNER,THE FAMILY AND THE COMMUNITY

During several of the sessions of the Council of Jewish Education at the annual Conference of Jewish Communal Service held in Baltimore, June 2–5, 1985, the critical relationships of the central agency for Jewish education were examined. The symposium that follows represents three of the papers delivered at the conference with an introduction by Dr. Elliot Schwartz, who coordinated the CJE sessions.     

农产品电子商务平台卖方与卖方、卖方与平台之间 的博弈分析

农产品电子商务的快速发展为农产品的销售拓展了新的销售渠道,方便了经营者和消费者之间的信息沟通,然而农产品电子商务市场中的卖家与卖家之间在市场的博弈中容易出现"囚徒困境",同时,农产品电子商务平台中卖家与平台之间由于信息不对称,容易出现互不信任的现象.文章结合博弈论中的"囚徒困境"模型与信号传递博弈模型的相关知识,对农产品电子商务平台中卖家与卖家、 卖家与平台之间的博弈进行了分析,并就如何避免"囚徒困境"、减少市场中的欺诈行为提出了相应对策.     

THE COMPARABILITY OF THE WAIS, WISC, AND WBII

Three Wechsler scales (the Wechsler Adult Intelligence Scale, Wechsler Intelligence Scale for Children, and Wechsler-Bellevue II) were administered in a counterbalanced design to 72 randomly selected 17 year-old high school Ss in order to investigate their comparability by testing the equality of ( a ) means, ( b ) variances, ( c ) reliability coefficients, and ( d ) validity coefficients based on scaled scores and IQs. Results indicated that the subtest scores and IQs for the given three scales were not equivalent. The present findings conform with most of the previous results regarding the comparability of Wechsler scales. Although the three scales investigated all evidence high similarity of item content and format, they clearly fail to meet the statistical criteria of equivalence for 17 year-old subjects.     

THE STATE,PARENTING, AND THE POPULIST ENERGIES OF ANXIETY

In this essay James Conroy raises the question of how far the state should engage in the rearing of children, looking in particular at homeschooling as a site for contestation. He considers this question by looking specifically at recent developments in the United Kingdom around the elision of child safeguarding issues with concern about the control of home education. In the first part of the essay, Conroy explores some general questions about the relation between politics and populism, and the consequences for the prerogatives of parents. In the second part of the essay, he interrogates constructivist accounts of the family and offers something of a historical corrective to the widely held view (emanating from Philippe Ariès) that the very conceit of the family is a “modern” invention. This analysis leads Conroy to conclude that, while states do have a proper locus in the upbringing of children, they must make certain presumptions in favor of the parent if governmental responses to home education are to be considered political rather than populist and “controlling.”     

THE GLOBALIZATION OF THE PROFESSIONS AND HIGHER EDUCATION: TRADE AGREEMENTS,NEW TECHNOLOGIES,AND THE QUALITY IMPERATIVE

The global marketplace and new technology are contributing to the rapid globalization of higher education. No longer is higher education provided solely within national borders. Transnational educational programmes, provided both by the higher education and the corporate sectors, can be found in multiple forms, provided both electronically and in traditional ways. Issues of quality, purpose, recognition, and responsibility abound in this new borderless educational arena, posing new challenges to the regulatory communities of accreditation, certification, and licensure, the three pillars of heretofore national quality and competency assurance among the professions of the world. It is the globalization of the professions and the need to provide common professional preparation which is the fastest moving justification for regional and global standards setting and accreditation. Institutions of higher education and their quality assurance processes that have already considered the need to incorporate regional or global standards of quality to improve internal competency and external competition will be in a better position to propel the purposes of the various trade agreements than those that have remained nationalistic and myopic in scope.     

JOURNEYING AS RELIGIOUS EDUCATION: THE SHAMAN,THE HERO,THE PILGRIM,AND THE LABYRINTH WALKER

In this article the author looks at the image of journey and its archeform, quest, and finds two spiritual concepts: that of movement to the center followed by a return, and the concomitant understanding that all that has arisen and reached maturity must return to renew itself. Four journeys, the shamanic journey of soul, the hero's journey of spirit, the pilgrimage of community, and the allegorical journey of the labyrinth, are viewed from this persepctive. These journeys are formulated into a context of myth, ritual, symbol, and story which places them at the heart of religious education as bearers of religious tradition and meaning.     

THE CONCRETE,THE COMMUNAL AND THE CONTRIBUTION OF GABRIEL MORAN

The mind is like an eye that sees but cannot see itself (Eck, 1981).     

高等教育、国际化与民族国家

在 2 0世纪 90年代 ,国际化在高等教育政策讨论和研究领域都成为核心议题。与此相伴随的是欧洲高等教育的非国家化政策的出现 ,高等教育机构自身责任感的增强 ,管理主义的日益流行。关于高等教育在国际化与民族国家方面的作用历来有争议 ,本文通过比较欧洲大陆和盎格鲁 撒克逊国家的做法对高等教育的这一作用进行了探讨。国际化是对欧洲和德国高等教育的一种挑战 ,本文在评价其所带来的不同影响的同时 ,分析了欧盟和波伦尼亚进程的作用 ,以及德国高等教育国际化改革的原始推动作用。对复杂和充满活力的多层次欧洲高等教育国际化体系的进一步考察表明 ,它不仅使不断增加的跨国界活动日趋多样化 ,而且更为重要的是发生了实质性的变化 ,即出现了系统性的国际化政策 ,全球化高等教育市场的国际间合作和竞争意识也不断增强