HUMAN EXPERIENCE AND LITERATURE

<正> Arguments can be made in favor of,and against external approaches to literary ctiticism.Almost certainly,a writer will be influenced by his personal background as well as bythe historical and regional backgrounds aganst which he has grown up and developed hiswriting skill.A writer’s education and the course he has studied may also have theirinfluence on his works in specific ways.In other words,a writer may often draw uponoutside literary sources to lend extra dimenion to a work of his own.     

THE MULTIDIMENSIONALITY OF EDUCATION,RESEARCH AND TRAINING IN SOCIAL GERONTOLOGY−THE ISRAELI EXPERIENCE

This article examines the multidimensionality of education, research, and training in gerontology through a discussion of the significance and implications of developments in this area based on the Israeli scene. The discussion focuses on the issue of whether gerontology is an academic discipline based on the development of specialized knowledge, along with education and training, in a distinct academic framework, or whether it constitutes part of professional training in a variety of academic fields. The article begins with a presentation of milestones in the development of gerontology in Israel, focusing mainly on social gerontology. It then offers a definition of an academic discipline and of a profession and distinguishes between them by examining the development of curricula in the field of aging in two contexts: social work studies, on the one hand, and specialization in gerontology toward a Master's degree in this area at Haifa and Ben-Gurion Universities, on the other. A model is presented that examines the mutuality among the evolutions in technology, demography, and information, and their significance in the development of standards in education, training, and the dissemination of gerontological knowledge.     

GEOMETRIC AND ALGEBRAIC APPROACHES IN THE CONCEPT OF “LIMIT” AND THE IMPACT OF THE “DIDACTIC CONTRACT”

The present study explores students’ abilities in conversions between geometric and algebraic representations, in problem- solving situations involving the concept of “limit” and the interrelation of these abilities with students’ constructed understanding of this concept. An attempt is also made to examine the impact of the “didactic contract” on students’ performance through the processes they employ in tackling specific tasks on the concept of limit. Data were collected from 222 12th-grade high school students in Greece. The results indicated that students who had constructed a conceptual understanding of limit were the ones most probable to accomplish the conversions of limits from the algebraic to the geometric representations and the reverse. The findings revealed the compartmentalized way of students’ thinking in non-routine problems by means of their performance in simpler conversion tasks. Students who did not perform under the conditions of the didactic contract were found to be more consistent in their responses for various conversion tasks and complex problems on limits, compared to students who, as a consequence of the didactic contract, used only algorithmic processes.     

“CHRISTIANITY AND THE CULTURAL CRISIS” 1

The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretive comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract numbers are from Volume 24, 1950.     

MULTICULTURAL EDUCATION – GOOD FOR BUSINESS BUT NOT FOR THE STATE? THE IB CURRICULUM AND GLOBAL CAPITALISM

ABSTRACT:  In the 1970s and the 1980s, multicultural education spread in many countries. However, in the mid-1980s the golden age of multiculturalism came to an end. Neo-conservative political forces attacked multicultural policies and progressively a neo-liberal discourse pervaded economic and social policies, also affecting national education systems. In contrast, multicultural approaches have emerged with tremendous vigour in the field of business management. Juxtaposing cognitive, emotional and socio-communicative multiculturalism found in organisational studies onto multiculturalism in the International Baccalaureate (IB) curriculum indicates whether multiculturalism in international schools aims to respond to the needs of global capitalism. The findings show that emotional, cognitive and socio-communicative multiculturalism are seen as essential traits for good performance in transnational corporations, and they are strongly encouraged in the IB curriculum. The relevance of multicultural skills in global management alongside the decay of multiculturalism in public education systems entails a growing educational disparity between lower class and higher class children. A new educational structure in which two differentiated systems – a national system and an international system – emerges and redefines the terms of inequality of opportunities.     

THE NURSE AND THE WOLF

1.Awolfhadn蒺teatenanythingforseveraldays,sohefeltveryhungry.Herovedaboutinsearchoffoodtoeat.一条狼有几天没吃东西,它饿极了,便四处走来走去,想找点东西吃。2.Whenhepassedbyadoor,heheardachildwascryinganditsnursechidingit.当它从一家门口路过时,从这家传出小孩的哭声和保姆的呵斥声。3.“Stop,stopcrying,orI蒺llthrowyoutothewolf熏”saidthenurse.Hearingwhatshesaid,thewolffeltverygladinhisheart.Hethoughttheoldwomanwouldbeasgoodasherword?“你再哭,就把你扔出去喂狼!”那家的保姆说。狼听了暗暗高兴,它想这老太太…     

THE “NEW” SOCIAL HISTORY AND THE HISTORY OF MORAL EDUCATION

The rise of mass education systems in 19th‐century Europe and North America was often followed by establishment of programmes of compulsory moral/civic instruction. Few of the “new” social history's techniques have been applied to the latter phenomenon, although those techniques have produced broad reassessments of public education.

Using the example of France at the turn of the twentieth century, this paper offers such an application. It shows how a social history of moral/civic education would lend itself to comparative historical research, help our understanding of the roots of public social policy, throw new light on the question of social class, and invite reformulation of traditional administrative and intellectual history of education. The closing section outlines possible avenues of research, and offers bibliographical guidance on the development of moral/civic education in France, the United Kingdom, Germany and the United States.     

THE NEED FOR “RULE” ETHICS AND THE PRACTICE OF VIRTUE

Studies on moral development done by some men, such as Kohlberg, have done a disservice to women. When considering the approaches to ethical decisions, such studies have not always considered the experience of women. There are differences between men and women re‐, garding their ideas of good and evil, sin, rights and relationships, and the establishment of priorities. These differences influence the route that men and women take to reach ethical decisions. Even if men and women reach the same conclusions, gender differences affect the approaches used to reach them. Nevertheless, both genders are capable of making sound moral decisions.     

THE BIRD AND THE THIEF

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THE FARMER AND THE APPLES

ArichfarmerinEnglandoncehadafriendwhogrewverygoodapples.Onedaythisfriendgivethefarmerafineyoungtreeandtoldhimtotakeithomeandplantit.ThefarmerwaspleasedwiththepresentbutwhenhecamehomehedidnotknowWheretoplantthetree.Hethought:"IfIplantitneartheroad,strangerswillstealtheapples.IfIplantitinmyfield,myneighbourswillcomeatnightandrobme.IfIplantitnearmyhouse,mychildrenwilltaketheapples."     

THE WOLF AND THE SEVEN KIDS

Characters:MotherGoat,SevenKids,andBigBadWolf.Scenes:goat'shutandgarden.Narrator:MotherGoathassevenlittlekids.Shelovesthemverymuch.Onedaymorning,MotherGoatisgoingtothewoodstogetfood.Beforesheleaves,shecallsthemalltoher.MotherGoat:Dearchildren,Iamgoingtothewoods.DonotopenthedoorwhileIamaway.IftheBigBadWolfcomesin,hewilleatyouallup.KidNo.1:Howcanweknowhim,mum?MotherGoat:Youcaneasilyknowhimbyhisroughvoice andhisblackfeet.KidNo.1:Weknow,mum.KidNo.2:Werememberyourwords,mum.MotherGoat…     

THE EIGHTEEN‐MONTH EXPERIENCE OF THE NATIONAL EVALUATION COMMITTEE IN FRANCE

This article describes the origins of and the rationale for the creation of the French National Evaluation Committee, the niche which it fills within the context of French higher education, its make‐up, details of its first year of activity, its typical procedures for the evaluation of. a given institution and, in general terms, its evaluation criteria. An annex lists the current members of the Committee, the President of which is Laurent Schwartz, a member of the French Academy of Sciences.

     

“GOOD”并不都译为“好”

小朋友,你一定十分了解good这个英语单词吧!它既能作形容词,意为“好的,善良的,擅长的”,也能作名词,意为“好处,长处”。除此之外,它还有另外的解释呢!现在请你通过阅读下面的例子,重新认识一下good吧。     

CHARLES DICKENS'''' PORTRAITS AND ARRANGEMENTS FOR THE POOR AND THE RICH

Charles Dickens was born in 1812 at Landport near Portmouth, where hisfarther was a clerk in the navy pay office. In 1822, The femily returned toLondon, their fortunes were severely impaired. Dickens was withdrawn fromschool and in 1823 sent to work in a blacking-warehouse, managed by a rela-     

STORY：THE LION AND THE MOUSE

A lion is walking in the forest. He is big and strong. He is looking for his meal because he＇s very hungry.