从性别政治到生态政治:西方女权主义艺术的进路

西方现女权主义艺术的最大价值和终极价值,在于它终于觉察到女权中心主义的潜在威胁;在于她仅仅期望在自己的文化中自由的言说、自由地阐释、自由地建构自己和形成自己,最后以最自然地方式实现向社会,包含男人的社会的融合;在于她大度地超越性别、种族、种类、国家,追求人与自然、社会高度和谐一致的生态智慧。如果我们估价女权主义时,过多地依赖男性世界对女权主义本身的反应,反而忽视女性对自身命运和遭际的觉知和觉醒的范围和程度,忽视女性对自身的重新塑造和定位的渴求的强度,忽视女性把自身和宇宙进行协调统一的考量的博大胸襟,其结果只能造成对女权主义理解的迷障。     

略论环境艺术中的美术因素

"环境艺术"最终的主要显示状态,是建立在美术思想之上的视觉传达艺术."环境艺术"在间接反映与体现其美术审美意识及形式法则的同时,还更为直接地将雕塑、绘画、工艺装饰等美术形式运用于环境艺术的表现当中.     

Classroom Interactions: Constructing a Room with a View

An analysis of teacher-student interactions leads to critical reflections of the assumptions underlying the pedagogical choices this professor makes in undergraduate classes. Using concepts of perception of credibility and politics of recognition, the teacher gains insight into the equity of her practices.     

文化差异与融合：U-S合作的基础与追求

在整个U-S合作的过程中,文化差异是合作的基础与动力,文化融合是合作的追求与归宿,文化对话、文化碰撞、文化适应和文化的创造性转化既是合作的重要内容,也是实现文化融合的主要方式。     

A critical pedagogy of place: from gridlock to parallax 1

Differences of perspective, standpoint and subjectivity can help to enlarge the conceptual landscape of environmental education theory. Rejections of difference, on the other hand, can become an intolerance that narrows the scope of inquiry. This rejoinder argues that Bowers’ repeated rejections of critical pedagogy are based on a partial reading of the critical tradition, and that these critiques, including his current call to ‘avoid embracing’ a critical pedagogy of place, are unnecessarily dismissive and therefore counterproductive. Environmental education has benefited and will continue to benefit from the critical tradition of which critical pedagogy is a part. Relationships and/or antagonisms are constructed through human responses and interactions. Sameshima’s pedagogical theory of parallax is introduced as a way of seeing relationships between ideas that have been thought to be opposed. Moving toward relationship rather than rivalry, the rejoinder concludes by suggesting that Bowers’ and Freire’s criticality is actually more alike than different.     

在英汉翻译过程中要注意文化差异

由于地理、历史、宗教信仰、生活习俗等方面的差异,英、汉语言传达着不同的民族文化特色和文化信息。语言中的文化因素往往是翻译中的难点。在翻译过程中必须注意不同语言之间所蕴涵的文化因素,有意识地关注英语与汉语间的文化差异,从而避免由于语言文化的不同在东西方文化交流中引起的误解。     

延安文艺整风对当前文化建设的启示

延安文艺整风,是中国共产党把文艺理论和意识形态结合起来成功实践。强调文艺为人民大众服务,把政治原则作为文艺评价的首要原则,重视知识分子的思想改造,这为构建边区政府军民文化认同,实现马克思主义中国化和大众化做出了重大贡献。但是文艺过于功利化、政治化,会影响文化和文艺的多样性、艺术性和思想性,影响文化的健康发展,忽视知识分子的独立人格,不利于思想文化的繁荣。     

政党的民主功能及其中西差异

政党是现代民主政治的核心、政治权力的中心、代议制民主的关键,是现代民主政治的操作者和主导者;政党制度文明与政治文明之间存在着密切的关联。在我国,政党与政党制度建设是当代中国民主政治发展的有效切入点。但是,由于政党-国家-社会关系不同,中西政党制度与政党功能也有所不同。同西方国家的执政党相比,中国共产党承担的责任重大得多,同政府、社会的联系密切得多,不但肩负着政治领导职能,还肩负着执政职能,对国家发展、人民幸福、民族复兴、执政成败负总责。我们要正视中西政党与政党制度的特点与功能差异,坚持正确的民主政治观与制度衡量标准,避免在政党与政党制度问题上的"简单化"或"趋同论"。     

父母在儿童游戏(玩耍)中作用的文化差异性

尽管玩耍被认为是很普遍的,但在特定的社会中对游戏的关注依赖于对儿童天性的文化信念和父母对儿童的特别要求。研究者发现一些父母认为他们自己更适合做他们孩子玩耍的伙伴,但是在一些团体中则表明年长的兄弟或姐妹才是儿童游戏的重要伙伴。由于父母在玩耍活动进程中的直接参与,父母在玩耍中经常会为儿童提供支持和帮助。     

语言教学中的文化差异及文化导入

语言的传统教学方法虽然给学生打下了比较扎实的语言知识,但固不了解所学语言的文化,造成丈化休克。本文对“文化”内涵进行了研究,分析了语言和文化的相互制约、相互影响的关系,并从语义文化、语构文化和语用丈化三个方面阐述了语言教学中文化背景知识导入的必要性,以便更好地促进语言教学。     

中国民族歌唱艺术探寻

歌唱中对吐字、气息以及对作品情感的把握,是能否达到感人的歌唱艺术境界的关键。我国在音乐发展史上,曾留下了一些前人对歌唱进行论述的著作、文章,这些论点对我们现在的民族声乐教学仍有指导性的作用。     

略论三曹诗风差异之因

建安文学在我国文学史上具有极为重要地位。曹操、曹丕、曹植,父子三人是建安文学的杰出代表。他们的诗歌既具有建安文学“慷慨以任气．磊落以使才”的时代特征,同时也存在明显的差异。曹操的诗风,兼具慷慨雄劲和“古直悲凉”;曹丕的诗,风格“便娟婉约”：曹植的诗,“骨气奇高,词采华茂,情兼雅怨,体被文质”,其诗风前期豪放刚健,后期深沉悲凉。本文从社会环境。个人经历对作品风格具有决定影响的角度出发,对“三曹”诗歌的风格和差异进行了论述．     

Towards a creative arts approach to the teaching of religious education with special reference to the use of film

On the whole, the creative arts have not been used well in the academic study of religion in religious education classrooms. This paper contends that, since throughout history the creative arts have been used successfully in the passing on of religious beliefs, so today the creative arts should be an integral component of religious education teaching rather than mere peripheral activity.     

如何“烹饪”出一堂好的政治课

在烹饪班级的政治课教学中,根据新课程标准要求,摆脱政治课的传统角色,教师在授课过程中应该融合色、香、味三要素,使政治课集知识性、艺术性、探究性、时代性、享受性于一身.     

中国企业在跨国并购中的企业文化差异与整合策略

中国企业在跨国并购中会面临文化上的差异,分析这些差异,采取正确的整合策略,选择适当的企业文化整合模式,是中国企业海外并购成功的关键所在。     

Leaping Out of Our Skins: Postmodern considerations in use of an electronic whiteboard to foster critical engagement in early literacy lessons

Postmodern theory is used to consider literacy instruction with and without an electronic whiteboard to investigate what it means to move beyond using technology to replicate older models of classroom structure that may be historically situated but that also limit or at least, do not support engagement in ways that may be possible through use of new technologies. Using postmodern theory in this regard is a way in which to consider again the thoughts and practices that tend to construct identities and ideologies in ways that work against true engagement in literacy tasks, lead to subjection and demonstration of acquiescence in place of engagement that leads to participation and critical engagement. Critical engagement as opposed to gaining and maintaining student attention to task are considered in this paper. Thinking about use of the electronic whiteboard from a postmodern perspective cautions us about careful use of this technology to avoid sending messages to students about them and their role in literacy development, the classroom, and in society.     

边缘空间视域下的承认政治

在空间的场域下,边缘压迫会致使卑贱意识与贱民产生,其症结在于边缘空间中的种族、民族、性别、群体及其文化价值无法获得应有的承认。从福柯开始,到多元文化主义,再到后现代激进地理学,不约而同地采取了一种差异性空间的方式来贯彻为承认而斗争的战斗口号,以期建构起一种全新的空间格局来实现对同一性霸权的替代。但以差异政治凸现出的承认叙事,其缺陷在于不仅忽略了形成边缘压迫的物质基础与历史过程,而且也回避了个体行动的建构性责任,从而抽掉了为承认而斗争的真实基础,最终造成了一种价值与现实之间的错位。针对由此而造成的边缘革命困境,西方左派提出了诸多解决方案,但都陷入了革命主体的空场和行动的裂隙之中。我们的立场在于,回到马克思的历史科学,从根本上扬弃西方意义上的边缘决定论,将边缘空间的承认话语转变为一种突破资本主义薄弱环节的历史实践,从而将对同一性霸权的斗争体现为一种现实的生动。     

Curriculum as post-intentional phenomenological text: working along the edges and margins of phenomenology using post-structuralist ideas

In this article, I experiment along the edges and margins of the phenomenological notion of intentionality using the Deleuzoguattarian concepts of multiplicity and line of flight. Working from Pinar et al.’s anticipation that phenomenology would undergo discursive shifts tending towards the post-structural, I theorize curriculum as post-intentional phenomenological text. To illustrate, I use this post-intentional figuration to theorize some of my recent professional development work with teachers and argue that post-intentional phenomenological theorizing might be useful for curriculum theorists.     

Speaking of Supervision: A dialogic approach to building higher degree research supervision capacity in the creative arts

Abstract

In the emergent field of creative practice higher degrees by research, first generation supervisors have developed new models of supervision for an unprecedented form of research, which combines creative practice and a written thesis. In a national research project, entitled ‘Effective supervision of creative practice higher research degrees’, we set out to capture and share early supervisors’ insights, strategies and approaches to supporting their creative practice PhD students. From the insights we gained during the early interview process, we expanded our research methods in line with a distributed leadership model and developed a dialogic framework. This led us to unanticipated conclusions and unexpected recommendations. In this study, we primarily draw on philosopher and literary theorist Mikhail Bakhtin’s dialogics to explain how giving precedence to the voices of supervisors not only facilitated the articulation of dispersed tacit knowledge, but also led to other discoveries. These include the nature of supervisors’ resistance to prescribed models, policies and central academic development programmes; the importance of polyvocality and responsive dialogue in enabling continued innovation in the field; the benefits to supervisors of reflecting, discussing and sharing practices with colleagues; and the value of distributed leadership and dialogue to academic development and supervision capacity building in research education.