将爱放飞

今年七月,我们去青城山里的大院避暑。那里有造型各异的假山,有清澈透凉的流水,有郁郁葱葱的树,还有许多可爱的小动物．真是一个好地方。     

放飞

一个平平常常的中午,教室里,同学们正低着头做着作业。     

爱和时间

爱是人类永恒的话题,时间也是人们孜孜探求的领域,那么把爱和时间放在一起会有什么样的化学反应呢？     

放飞女儿

在父母的心里,孩子是长不大的。即使孩子已经长大,大人们还是会忍不住以爱的名义,将他们束缚在一个无形的爱的襁褓中,总是会不放心不相信他们有能力独自去处理好一件事情.     

放飞期待

不得已，儿子该上幼儿园了，这成了我心头的一件大事：找熟人，找熟人的熟人、几乎把附近的几家幼儿园问了一个遍，最后综合比较，选中了儿子要去的这一家、随后的一个星期，报名，体检，准备入园的东西，一天天的日子像是在飞。     

放飞气球

他的父亲是纽约颇有名气的股票经纪人,母亲是不起眼的店员,一个与数字为伍,一个与艺术结缘。他从父母那儿继承了两份不同的天赋:数学和音乐。他原本可以过上幸福生活,然而,在4岁那年,父母在吵吵闹闹中终于离了婚。父母离异之后,他随母亲生活,日子过得很清贫,好在他母亲十分疼爱他,在成长路上,还算一帆风顺。他的母亲迷恋音乐,喜欢在绿茸茸的草地上唱歌,并且擅长多种乐器。在母亲的熏陶下,他也喜欢上了音乐,并在幼年时暗下决心:长大后一定要当一名职业音乐人。8岁那年,他随母亲到纽约市一座森林公园郊游,一路上和着母亲的歌,欢天喜地。一到目…     

将爱进行到底

王浩是2008年9月转入我班的新生,大大的眼睛很有神。我向他介绍学校及班内的相关规定时．他的目光很坦诚,没有丝毫的生怯感。我很喜欢这类学生,这让我感觉到师生之间在情感上是平等的。在领他进班的前一刻,我郑重其事地对他说：“好好学习,我会支持你;犯了错误,我会一视同仁。”但我心里还是有些隐忧：他能迅速适应新环境吗？他会是个懂事的孩子吗？     

还有谁，肯将爱层层包裹

把翠绿的粽叶巧妙地卷成窝状，轻轻地舀起白花花的糯米灌到里面，再点缀上一个饱满的红枣，最后满足地用红线或者粽叶绳把整个粽子缠住……闭目遐想，鼻端似乎已嗅到那特殊的清香。     

爱是什么

恋爱就像小偷，没有一天能睡个安稳觉，最大的不安全因素往往就是你自己。 恋爱就像看电视，手握遥控器，充满期待地等待好节目，最后筋疲力尽倒头睡去，然而第二天你还忍不住要来。 恋爱就像喝茶，倒掉的都是茶，喝下去的都是水，但是你从不承认自己喝的是白开水，却总是吹嘘自己喝的茶有多么多么名贵。     

爱无界

“我从天真到多愁,轻狂到沉默,都是这个我,你若要爱我,就爱每一个阶段的我……”听着著名歌手满文军用他那浑厚的声音诠释着对爱的渴求,我的眼前浮现出小君泪流满面的倾诉：“老师,您还喜欢我吗？您还爱我吗？……”     

迎向风雨

你对今日的成就感到不满意吗？今天的丰收源自昨日的播种。你是否梦想拥有一个金色的明天？一分耕耘,一分收获。我们从生活中所得到的,正是先前我们所付出的。     

存在——海德格尔终生关注事情

海德格尔运思半个多世纪,存在始终是他关注的永恒主题,本文通过海氏前后期运思方式的不同,揭示了海氏对终极问题关怀没有改变。     

生命究竟是什么?

生命是自然选择作用下的物理、化学现象,是一个基因控制的物理、化学过程,而基因控制是自然选择的结果.一些生理学家较多地受到机械主义、物理主义的影响,将生命和非生命混为一谈.结合分子生物学的新达尔文主义是现代生物进化论的主流学说.     

What educational planning is about

This editorial introduction to the special issue on planning suggests that much of the early optimism about educational planning has evaporated as a result of the burgeoning costs of higher education and the increasing difficulties graduates are having in finding suitable jobs. It is suggested that the reasons for this disillusion are partly that planners did not take political constraints sufficiently into account, and partly that the education system is far too complex for simplified models to deal with. Instead of treating educational planning as largely an exercise in long-term forecasting, we should be concerned much more with the efficient operation of the system and its orientation in the direction of objectives which are essentially political in nature and which are quite likely to change from one period to the next.     

Promoting literacy: What is the record of Education for All?

The Education for All (EFA) goals aim to increase adult literacy levels by 50% by 2015, and yet the number without access to literacy remains obstinately high at over 800 million. This paper examines a number of initiatives, such as the Millennium Development goals, EFA and the UN Literacy Decade, and assesses what level of priority their discourse gives to adult literacy. In particular, the EFA discourse since the Dakar World Education Forum in 2000 is tracked through the meetings of the EFA Working Group and the EFA High Level Group, with the conclusion that adult literacy can be observed in the rhetoric, but was not a focus of action. The position of the World Bank, in particular with regard to the Fast Track Initiative is also examined. The paper concludes by suggesting three areas that will require consideration and which may also explain the neglect of adult literacy hitherto in the EFA agenda.     

What is Valuable and Unique about the Educational Psychologist?

This paper describes a small‐scale piece of research identifying which aspects of the EP role are considered valuable by SENCos and by EPs themselves. In addition, both groups were asked to identify whether they felt these aspects were uniquely offered by EPs or whether other professionals offered similar or identical services. The differences between responses from SENCos and from EPs were marked, with SENCos valuing ‘traditional’ EP roles while EPs themselves saw a much wider range of services as valuable to schools. Implications for the EP team in addressing these conflicting perspectives are discussed.