The Educational Philosophies of Mordecai Kaplan and Michael Rosenak: Surprising Similarities and Illuminating Differences

The thoughts of Mordecai Kaplan and Michael Rosenak present surprising commonalities as well as illuminating differences. Similarities include the perception that Judaism and Jewish education are in crisis, the belief that Jewish peoplehood must include commitment to meaningful content, the need for teachers to teach from a position of authenticity, and the importance of developing the inner life. The differences lie primarily in their divergent understandings of what in Judaism obligates, of the importance of reckoning with the Schwabian “milieu” when educating, of the acceptable boundaries of textual interpretation, and of the need to engage with families when educating children.     

浅议英雄人物在企业文化中的作用

企业英雄具有特殊的品质,体现着企业的人格。没有英雄人物的企业文化是不完备的文化,是难以传播和传递的文化。企业英雄对企业文化的发展有着功不可没的作用。本文对企业英雄进行了分类,并详细分析了英雄人物在企业文化中起到了怎样的重要作用。     

夏洛克:边缘的犹太英雄——解读莎剧《威尼斯商人》的宗教文化维度

本文采用当代西方文化研究理论,试图以一种"边缘"和"他者"的新视角,重新阅读莎士比亚经典喜剧《威尼斯商人》,并解读其宗教文化维度。通过这样的解读,可以发现夏洛克实则堪称为犹太文化英雄。他不懈地寻求与犹太文化的认同,执着于犹太身份的自我建构,同时也在勇敢地抵抗基督教文化霸权。     

Rosenak Teaching Jewish Values

Rosenak’s Teaching Jewish Values (1986) is perhaps his most accessible book about Jewish education. After diagnosing the “diseases” of Jewish education, he endorses “teaching Jewish values” as the curricular strategy most likely to succeed given the chasm which divides traditional Jewish subject matter and the milieu in which Jewish education takes place—e.g., the values of home and peer group. A close analysis of the book reveals cracks in his commitment to Jewish values, and I explore alternatives to values education he himself presents, such as acquisition of norms or learning the “language of being Jewish.”     

史天雄：圣子式的英雄——柳建伟的《英雄时代》人物丛论之一

柳建伟的《英雄时代》塑造了各式各类的“英雄”形象,其中,作品用笔最多的正面人物是圣子式的“英雄”史天雄:他是一个理想主义者、一个“圣徒型的人物”,有很强的忧患意识,品行端正、有强烈的自主意识,意志坚强、百折不挠,但也有一个普通人的喜怒哀乐和七情六欲,他实际上是一个组织或一种观念的体现或化身,这一形象对丰富当代文学“英雄”人物画廊起到了积极作用。     

从“侠之大者＂看金庸笔下的英雄形象

金庸先生是当代著名的武侠小说创作大师,他的作品通过各种不同的手法充分展示中国古代文学、历史等方面的知识,其笔下的英雄人物形象虽然个个特点鲜明,但它们都有一个共同的特点,那就是真正的英雄必须是为国为民的大侠。所以,对全庸先生笔下的英雄形象进行一番系统的梳理和讨论,具有很高的理论价值和现实意义。     

《亮剑》：英雄叙事的回归与超越

在毛泽东《在延安文艺座谈会上的讲话》强调的“文艺为政治服务,文艺从属于政治”这一文艺政策的影响下,作家们塑造了一大批失去了个性、没有脾性、没有七情六欲的理想英雄。随着战争文学的不断深入发展,人们对英雄的期待视野早已发生了变化。《亮剑》就是在人们的这种期待视野中用现代的英雄理念塑造出了符合读者口味和社会需求的英雄人物,在建构理想英雄的同时完成了英雄叙事的回归与超越、颠覆与重构。     

论大学生英雄模范在高职院校学生荣辱观教育中的作用

大学生英雄模范人物的典型事迹对于高职院校学生荣辱观教育有着至关重要的作用,大学生英雄模范是社会主义荣辱观的模范践行者和人格化体现,高职院校树立大学英雄模范典型是开展荣辱观教育的有效方法,有利于帮助学生树立正确的荣誉观念和规范道德行为。运用大学生英雄人物典型,可以通过认知、情感、意志和践行四个方面来开展大学生的荣辱观教育。     

Learning From a Mussar-Based Initiative in a Community Day School

Mussar, an approach to character growth emerging as a movement in the 18th century, has increasingly been incorporated into contemporary Jewish education. The purpose of mussar—the cultivation of character—is consistent with the goals of Jewish day schools and other settings. This article examines the implementation of a mussar-based program in a Jewish community high school. Particular attention is given to questions raised by the introduction of this program into a pluralistic school setting. Implications are discussed in terms of the broader goals of Jewish education.     

革命英雄传奇:英雄话语与英雄形象塑造

革命英雄传奇的英雄形象塑造受到革命英雄话语和传统英雄话语的双重规约。前者起主导作用，规约作家深入开掘成熟英雄的革命性、人民性、党性等性格特质。虽然后者处于从属地位，但在莽汉英雄的塑造上却起着重要作用。然而，革命英雄话语最终取代传统英雄话语，使莽汉英雄转化成革命英雄。革命英雄话语的强势地位也造成英雄形象审美意蕴的某些缺失。     

Philosophically Rooted Educational Authenticity as a Normative Ideal for Education: Is the International Baccalaureate’s Primary Years Programme an example of an authentic curriculum?

Whereas the importance of authenticity in relation to educational contexts has been highlighted, educational authenticity (EA) has mainly referred to a real-life/world convergence or the notion of teacher authenticity, implying that authenticity can be taught and learnt. This view, however, has largely overlooked philosophical considerations so that the semantic and ontological vagueness surrounding authenticity has generated an uneven dialectic between the term’s potential significance and its actual relevance for the educational field. This article aims to move closer towards an understanding of philosophically grounded EA as a normative ideal for education. It discusses three contemporary philosophical models of authenticity and how they relate to the multicultural dimension of the International Baccalaureate’s Primary Years Programme. I will argue that by extrapolating common features of these theories, EA bears significant potential for contemporary education as it combines the importance of civic engagement, preparation for political involvement, and co-construction of knowledge and offers a fresh rationale for student involvement in curriculum planning.     

民族话语与阶级话语下的革命英雄叙事——麦家的长篇小说《刀尖上行走》及其意义分析

在后现代主义思潮的影响下,革命英雄叙事已遭遇到非合乎历史规律性与非合乎目的性的彻底解构与改写,然而麦家小说的出现为重构一种新的现代革命英雄叙事秩序提供了可能性。麦家的《刀尖上行走》以还原历史真实为原则,在重构革命英雄叙事时,以责任与使命为己任,重新召唤起人们已丧失或者被遗忘的可贵品质。在叙事中将信仰铭刻在英雄的灵魂中,力图重建当代社会的精神空间,并让我们重温了一种阔别已久的英雄哲学。     

英雄是如何炼成的——《欧阳海之歌》再解读

新中国成立以后,社会主义的美好允诺对全国人民具有一种强大的召唤与凝聚力量。这是一个需要英雄也是一个大量产生英雄的时代,塑造英雄形象成为"十七年文学"的宏大叙事。长篇小说《欧阳海之歌》通过讲述欧阳海成长的故事,塑造了社会主义社会时期的英雄。对长篇小说《欧阳海之歌》进行再解读,就是分析那个时期的作家"如何建构起这样的历史叙述,在建构过程中经历了怎样的冲突和调整",才最终完成了那个时代的英雄叙事。     

《诗经》英雄书写论略

中国自古就有歌颂英雄的传统。作为中国古代第一部诗歌总集的《诗经》,不乏对英雄的书写与歌颂。其所表现的英雄有先祖英雄、社稷英雄、贵族英雄、平民英雄等,其书写特征主要是用铺排渲染气氛,烘托英雄形象;故事情节缺失;创造出了意境美、雄壮美。     

新文化英雄的自传写作——考察中国现代作家自传的一个视角

一批现代作家纷纷在前半生开始撰写自传,造成了20世纪30年代的自传写作热。他们的自传冲动与他们在新旧文化转型过程中取得的"新文化英雄"地位密切相关。自传既是他们对过往人生历程、思想、经验和文化业绩的总结,更是对他们的"新文化英雄"地位的一种确认,也是他们努力建构的新文化历史话语的一部分。从他们的自传中不难发现他们的文化英雄心态。     

说英雄，谁是英雄－－萧峰、冉阿让比较论

萧峰是金庸笔下作为在现代都市市场机制下为满足大众欲望消费的需要，而刻意利用各种文化资源塑造出来的一个英雄；岩阿让则是雨果《悲惨世界》一位负荷着作者人道主义理想的英雄，二人在个人经历、形象特征和气质类型等构成其英雄形象的外部 形态有许多相近之处，但由于塑造双方的精神资源的不同，也造成了他们在本质特征上是异质的。     

重读《三国演义》

小说《三国演义》中的英雄,都是有血有肉的鲜活人物,都是矛盾性格的有机统一。然而,我们误解了他们,尤其是几种文学史教材。阅读名著,要从生活的复杂性和人物性格的多方面入手。只有走近英雄,才能看清英雄。     

‘Heroes’ and ‘villains’ in the lives of children and young people

This paper explores the responses of nearly 1200 children and young people in Wales who were asked to identify which three famous people they most admired and which three they most disliked. Analysis of these young people's responses reveals a number of sociological and educational issues. Their selections confirm other research which has highlighted the importance of celebrities in the lives of young people. Their ‘heroes’ and ‘villains’ are drawn mostly from the worlds of popular music and sport. Their choices are also highly gendered and ‘raced’. Of particular interest is the finding that someone's ‘villain’ is more than likely to be someone else's ‘hero’. Our young people's selection of heroes and villains reflects the broader landscape of celebrity culture, where female fame is as much about appearance as talent and Black and minority ethnic celebrities are to be found largely in the fields of sport or popular music. The paper concludes by discussing the chasm between our young people's ‘heroes’ and ‘villains’ and those which are ‘officially sanctioned’ within the school curriculum and considers what schools and teachers might do about it.     

《乔厂长上任记》在新时期文学中的意义

《乔厂长上任记》无疑是改革文学的开山之作。乔光朴作为改革文学主人公的代表，具有了“类”的意义，他与海明威的“硬汉”形象又有精神上永不言败的相通之处。在特定历史阶段，这种硬汉精神与大众的阅读心理期待达成默契，其影响是不容忽视的。     

重释革命样板戏叙事结构中的英雄模式

根据叙事学的结构／功能规则，样板戏叙事结构中包含着六个英雄模式，依次是：隐性英雄、显性英雄、准英雄、亚英雄、反英雄、泛英雄。这些英雄模式在叙事中占据着不同的地位和功能，它们的解读将有助于我们顺利进入样板戏的内在话语结构。