翻译,不自由的写作

翻译(笔译)是写作,但是不自由的写作。译者须听从他者,即听从一个以词语形式存在的文本。翻译者基本的和首要的任务是破解语言符号。把握词语的意义,穿透言语的外壳,已进入翻译的程序,进而须追踪文字的精神,理解文本的意义。理解伴随着解释。在理解和解释中,陌生、僵死的东西转变成绝对亲近的和熟悉的东西,从而把对原文文本的理解转述为另一种语言,变成一个新的文本。"翻译总是一种创造性叛逆",亦即"应用"。但是"创造"不可以任意曲解原文所指的意义。     

英国联合政府自由、公平、责任的基础教育政策

2010年英国大选,工党、保守党和自由民主党经过激烈的竞争,最终诞生了二战后首个由保守党与自由民主党共同组建的联合政府.英国联合政府自由、公平、责任的基础教育政策和教育改革计划反映了联合政府的教育主张,必将影响英国基础教育的未来发展,使英国基础教育向着自由、公平、责任的方向迈进.     

自由:大学教师校本培训制度建设的核心价值

校本培训在促进大学教师专业化发展的过程中起着至关重要的作用,目前为各高校所普遍采用。作为一个特殊的社会群体,大学教师往往更加追求自由、崇尚自我价值的实现。基于大学教师的这种特殊性,我们认为自由是大学教师校本培训制度建设的核心价值,大学教师校本培训制度应有利于教师的自由发展,有利于学术自由,有利于大学自治。     

The family and the development of literacy skills and values

This paper presents the initial findings of three years of field work with six families in which the children were considered by their parents to be successfully learning to read and write. The study represents an attempt to develop systematic ways of looking at reading and writing as activities which have consequences in and are affected by family life. In the present report, it is suggested that multigenerational family literacy patterns mediated by personal experiences of everyday life are of fundamental importance to the child's development of an individual educative style and, therefore, to learning to read and write. Consideration is given to the interplay of individual biographies and educative styles within each family. Variations are then explored in the degree to which each family specifically fostered literacy skills and values. Within this context emphasis is placed on the importance of the children's family experiences of print which are situationally diffuse, occurring at the very margins of awareness.     

"思想自由,兼容并包"与构建和谐社会

蔡元培在北洋军阀黑暗统治、封建复古泛滥的背景下,实施"思想自由,兼容并包"的教育管理思想,本质是支持和促进新思想、新文化的发展。在当前社会各阶层利益冲突加剧、思想纷繁复杂的背景下,"思想自由,兼容并包"有助于化解错综复杂的社会矛盾,构建和谐社会。既要让一切劳动、知识、技术、管理和资本的活力竞相迸发,又要坚持社会主义主旋律,进行爱国主义、集体主义、社会主义教育。     

Power,Freedom and Resistance: Excavating the Design Jury

There can be little argument that the design jury features as a key symbolic event in the education of the architect. However, whilst the centrality of the design jury as a site for learning disciplinary skills, beliefs and values is now widely acknowledged, there continues to be considerable disagreement about what is learnt and how. While critical pedagogues argue that the design jury is a critic‐centred event that coerces students into conforming to hegemonic notions of habitus, those who promote reflective practice see it as a student‐centred event in which a critical dialogue with experts supports students' construction and reconstruction of their own habitus. This article, inspired by Michel Foucault's writings on the analytics of power, reports on the findings of a yearlong ethnographic study carried out in one British school of architecture that sought to excavate ‘what really goes on’ in the design jury.     

A Different Type of Summer Camp: SNCC,Freedom Summer,Freedom Schools,and the Development of African American Males in Mississippi

The civil rights movement of the late 1950s and 1960s had a transformational effect on American society and on grassroots movements for social justice at home and abroad during that era and beyond. But much of the history of the push for racial equality in America is often told as if it is on a constant repetitive loop, when other accounts are given less attention. One less talked about story is the innovative way that the youthful Student Nonviolent Coordinating Committee (SNCC) carried out major campaigns in the south, and particularly Mississippi, when other groups were hesitant to do so. During and long before the movement, Mississippi was a stronghold of racial prejudice and violence against African Americans. Despite the dangers associated with engaging in civil rights work in Mississippi, the SNCC workers, many of them only college students, planned a massive campaign to confront the system of injustice in the state during the summer of 1964. This undertaking came to be known as the “Freedom Summer.” Significantly, the organization established summer “Freedom Schools” as a compliment to the summer project that would address the severe lack of attention school-aged Black children received as a result of Mississippi's intentional neglect. It is within this story that we find a compelling case for the need to identify alternative means of providing academic support for marginalized youth.     

积极自由与消极自由——事件营销的道德问题分析

事件营销近年来国内外流行的一种营销手段,本文是以"王老吉"营销事件为例,从消极自由和积极自由两种不同的道德观进行分析,得出消极自由认同事件营销,而积极自由批判事件营销的结论。     

论怀疑、自由和民主是科学的内在本性

科学就是关于自然系统化的知识。它是推进人类社会进步的重要力量,具有重要的价值意义。怀疑、自由和民主是现代社会的核心理念,一般认为,它们与科学之间仅有外在关联,而没有内在联系。实际上,怀疑、自由和民主是科学的内在本性。     

宗教、立法与自由——“卢梭问题”与黑格尔思想的开端

在黑格尔哲学的问题意识和基本方向的形成过程中,卢梭的思想发挥了极为重要的影响。卢梭对现代文明的批判揭示了启蒙自身的异化,启蒙不仅未能实现理性和自由,反而导致了更多的不平等和不自主,损害了人类的天性,但他也意识到,自然状态往而不返,关键在于如何在对现代社会的重新理解和重新奠基中,恢复人类天性中的自由和善良。黑格尔青年时代的哲学和神学著作中,充分吸收了卢梭关于宗教与立法的讨论,并以卢梭的"公民宗教"为蓝本提出了自己的"民族宗教"和"主观宗教"的构想,希望以此来改造传统的基督教,使自然与规范、自由与权威最终在这种新宗教中统一起来,从而在一个更为根本和整全的意义上实现人的自由。可以说,充分把握黑格尔思想的这一开端,将为我们理解黑格尔思想发展和成熟时期的哲学体系提供一个可靠的参照。     

The development of reasoning about the teaching of values in school and family contexts

This study investigated children's, adolescents', and young adults' reasoning about the teaching of a variety of values in the school and family contexts. One-hundred and sixty participants in four age groups (8-, 10-, and 13-year-olds, and college students) evaluated acts involving the teaching of values and laws that regulate the teaching of these values. Both the valence (positive or negative) of values and the context in which they were presented (school, family) were systematically varied. Results showed that a variety of factors were considered in evaluating the teaching of values, including context, the valence of the value, and the type of value being taught. Participants' reasoning about values education was found to be multifaceted and included distinctions between moral values that reflect justice and rights, and values that reflect other forms of personality traits and social values. The findings suggest that conceptions of values education may be better understood within models of social reasoning that draw distinctions between types of values (e.g., moral and other values) and account for the increasing capacity to differentiate social contexts and spheres of legitimate governmental regulation with development.     

自由·平等·市场——哈耶克的自由主义教育观

哈耶克是当代新经济自由主义最具代表性的理论家。他从伦理学角度探讨自由与平等的含义,反对国家干预,倡导实行货币主义制度下的自由市场经济。哈耶克认为,国家干预只能减少自由,国家的功能应限制在维护财产权益和立法措施范围内,其他领域如医疗保险、抚恤金、教育等都应留给市场。哈耶克的自由主义教育观与他在政治、经济和社会问题上的看法基本一致。他指出,“一如在其他领域那般,在思想和精神领域内保持自由,从长远来看,将依赖于对物质资源的控制权的分散,亦将依赖于那些能够将大量资金用于他们所认为的重要目标的个人的始终存在。”哈耶…     

岂只言情亦在述志--《牡丹亭》创作主旨新探

本文主要从《牡丹亭》中杜宝形象的意义和戏剧文本结构分析入手,认为汤显祖在创作过程中创作理念发生渐变性的偏移,从而导致传奇结构上双线平行发展,思想及作品主旨出现双重性。同时指出明代中叶传奇创作中普遍存在的双重理念和当时文人心态在情爱上张扬个性而政治上属守传统的二重变奏的现象。     

自由:自己存在的理由--从《苍蝇》《魔鬼与上帝》解读萨特自由观

萨特的戏剧《苍蝇》《魔鬼与上帝》中的不同人物从不同侧面表现了萨特的存在主义自由观，即自由是人类生存的本质，人类在虚空中面临生存困境时的孤独和挣扎，从自在自由到自为自由的奋斗。萨特的自由现也有他自己的困惑，但这样一种不断寻求自己存在理由的自由观却给现代人的生存提供了一个参考纬度。     

自由与创新——美术教育的本质研究

自由是人的最高价值追求,从亚里士多德到罗恩菲德、从庄子到宗白华,他们都站在各自的角度对自由和创新进行了定义,可见自由和创新是艺术繁荣与发展的关键因素,从这一角度来讲美术教育就是从社本、官本走向人本的过程,这就需要准确的把握美术教育的本质,教育与美术最本真的结合点是美术教育成功的关键。本文根据现有的研究资料,从自由和创新两个维度详细论述了美术教育的本质,并就高校美术教育的开展提出了相应的对策建议。