Causal analysis and rhetoric: A survey of the major philosophical conceptions of cause prior to John Stuart Mill

This study focuses upon disclosiveness of persons of American and non‐Western cultural origins as a function of locus of control. The hypothesis and questions posed focused on potential American and non‐Western differences in disclosiveness that might be mediated by internal and/or external loci of control. The 360 respondents were American and international students studying in the USA. Analyses detected generally low‐level differences in disclosiveness (and locus of control) between persons of American and non‐Western cultural origins. However, when separate analyses were conducted for internals and externals, the persons with external loci of control displayed substantially more disclosiveness differences based upon their cultural origins. Locus of control appeared to be a meaningful construct that can help explain the reason (s) for normative cultural differences in disclosiveness.     

John Dewey's Experience and Education: Lessons for Museums

John Dewey, one of the preeminent educational theorists of our time, wrote Experience and Education 60 years ago, toward the end of his career, as a review of his educational philosophy and the progressive schools it had spawned. Based on the principle that all genuine education comes about through experience, Dewey's ideas are still current and particularly relevant to the theory and practice of museum education. They are, nevertheless, not widely cited within the museum profession. This article comments on Experience and Education, a slim, readable volume, in the hope of giving it wider readership. Major ideas from each chapter of the book are summarized along with comments on their application to various museum issues. Dewey distinguishes two fundamentally opposed ideas: that education is development from within and that it is formation from without. Believing that experience is the basis for education, he basically takes the within position, although he also warns against either-or thinking. Dewey identifies two aspects of experience and two criteria for judging it which have implications for such things as setting exhibit goals, evaluating exhibits, developing exhibit content, and untangling education and entertainment. He goes on to look at problems of implementing experience-based learning such as maintaining social control, moving people from initial impulses to more purposeful inquiry, and developing organized subject matter from individual experiences. All of this applies to museums as well as schools.     

马礼逊学校教育对唐廷枢的影响

唐廷枢作为著名买办和洋务运动重要人物的历史早已受到颇多学者的关注,但是出生于广东香山县这么一个小地方的穷小子为什么能取得如此大的成就?这其实跟他的早期教育和经历是分不开的。从《中国丛报》有关马礼逊教育会的报道和唐廷枢后来的表现可以看出,马礼逊学校的教育对唐廷枢在知识能力、道德品质、社会交往、个人追求等方面产生了积极重要的影响。     

图书馆员在信息社会中需要继续教育

1、社会发展对继续教育的要求 随着信息社会的来临,知识和信息的更新速度也大大加快,表现在经费短缺的图书馆中,图书馆员知识老化现象极其严重.计算机技术及其他新兴技术如网络技术在图书馆的应用,使传统图书馆开始向电子化图书馆转变,图书馆员的原有知识已难以适应需要,急待继续教育来加以补充和更新.     

��Ϣ�������Ϣ������������

介绍了信息社会中信息素养的含义和信息素养教育与传统图书馆用户教育之间的差异,并从信息源、计算机技能和信息检索技能等方面讨论了信息素养对图书馆用户教育的深化,概述了信息素养教育的目标、相关因素、计划的制订及其实施。     

基于学习型社会的图书馆用户教育模式研究

以学习型社会建设作为用户教育的出发点和落脚点,图书馆用户教育更加具有针对性、主动性、广泛性、多元性,充分体现学习型社会以人为本、可持续发展、文明发展、协调发展的本质属性,本文从开展研究的现实意义、面向学习型社会的图书馆用户教育对象分析、面向学习型社会的图书馆用户教育模式构建等方面阐明观点。     

信息化社会中图书馆员的信息素质教育

在信息化社会中，社会、图书馆、个体发展的多方面要求，使图书馆员的信息素质教育成为必然。本文探讨了信息素质的涵义、图书馆员信息素质教育的内容、必要性和途径。     

科技教育经济社会计量评价的几个原理问题探讨

对科技教育经济社会等复杂或模糊现象的评价的基本原理和基础理论进行了探讨。首先把社会领域的数量关系概括为事物之间的大小多少强弱关系、非因果性历史规律关系、相关及因果关系3种。计量评价揭示第一种关系,是基础;其次讨论了计量评价的历史与现状、计量评价理论的构成,同时讨论了数量指标、质量指标、效益指标、综合指标依次包含而不可代替的关系,以及如何运用现代数学方法进行测度;最后讨论了计量评价的指标选择、分类、建模以及评价结果检验的数学规则与方法。     

信息社会图书馆员的信息素质教育

本文概述了图书馆员信息素质的涵义，阐明了图书馆员信息素质教育的内容，指出继续教育是图书馆员信息素质教育的主要方式。     

论当代信息环境下中国的信息素质教育

本文基于对国外信息素质 (InformationLiteracy)研究及相关教育活动发展的回顾 ,探讨了在当代信息环境下开展信息素质 (IL)教育对中国的现实意义 ;并结合对IL教育内涵及我国相关教育发展现状和所存在问题的分析 ,对推进中国的IL教育提出若干建议 ,还进一步探讨了实施IL教育的教学目标、教学内容、教学组织和课件开发等具体问题。     

#OscarsSoWhite: how Stuart Hall explains why nothing changes in Hollywood and everything is changing

ABSTRACT

Stuart Hall’s work on culture, representation, ideology and hegemony positions Hollywood as a cultural institution informed by and informative of US social values and norms. Thus contemporary debates over Hollywood's diversity are indicative of broader social conflicts. Empirically the article examines 2014–2015 news coverage of Hollywood to question the Hollywood paradox—the lack of diversity in film/TV production yet TV’s increasing shift towards on-screen diversity. It maps three discursive frames: Hollywood exceptionalism, economic imperatives, and institutionalized racism and sexism. The article concludes by using Hulu’s East Los High to reflect on TV’s digital turn and innovative models in production and representation.     

清末社会教育语境中的图书馆发展

图书馆是社会教育中的重要组成部分。中国虽于1912年才成立社会教育司,但在清末已基本形成社会教育的氛围。在启民智的过程中,人们都将图书馆作为一个十分重要的机构,从而在中国近代图书馆产生之初,就形成了具有中国特色的图书馆与社会教育不可分割的态势,中国近代图书馆承载着广泛的启民智的社会教育功能。因此,中国近代图书馆是在社会教育的整体氛围中发展起来的。