Aversive education: Emersonian variations on ‘Bildung’

Abstract

The paper discusses Ralph Waldo Emerson’s thought in relation to the German Bildung tradition. For many, Bildung still signifies a valuable achievement of modern educational thought as well as a critical, emancipatory ideal which, frequently in a rather nostalgic manner, is appealed to in order to delineate problematic tendencies of current educational trends. Others, in an at times rather cynical manner, claim that Bildung through its successful institutionalization has shaped vital features of our present educational system and has thus served its time and lost its critical potential. When thinking through Emerson’s variations on Bildung I argue against the nostalgic appeals to Bildung that the criticism against it has to be taken seriously. Against the cynical assessment of Bildung having run its course, I will hold that with Emerson we can develop the idea of an ‘aversive education’ as a call for Bildung to be turned upon itself, allowing to revive it as a conceptual tool for transformation, drawing particular attention to its political dimension.     

American Philosophy,Translation and the Time of the Pandemic: A Rejoinder to Ruth Heilbronn and Adrian Skilbeck

In response to Ruth Heilbronn and Adrian Skilbeck's thoughtful review of my American Philosophy in Translation, I take up three aspects of the argument about which I want both to defend my position and to clarify it further. The first is the use of examples in philosophy and philosophy of education. The second raises the question of how far American philosophy, as a philosophy in response to crisis, can answer to the contemporary crisis of the pandemic. The third addresses some educational implications of American philosophy in translation by paying attention to the particularities of its language—especially in respect of such considerations as distance education, international exchange without travel and alternative routes of political education through withdrawal and through the creation in digital space of what Thoreau called ‘beautiful knowledge’.     

The Claims of Documentary: Expanding the educational significance of documentary film

Abstract

The documentary film is a popular curriculum tool, and the goal of this paper is to expand the educational significance of the documentary genre I argue that current understandings of this genre are limited and limiting, and offer an alternative perspective on the genre. This alternative will be built from Stanley Cavell’s philosophy of education, in particular, his understanding of the role that ‘representativeness’ plays in teaching and learning.     

谈现代远程教育及其对传统教育的影响

随着计算机多媒体技术的高速发展，一种新的教育模式和教育体制－－现代远程教育与网络教育已经逐步形成。同时由于现代远程教育与网络教育本身具有相当的特殊性和先进性，因而，对传统教育的模式与体制正带来一次前所未有的巨大影响。我们提倡将现代远程教育与网络教育引入学校教育，为社会主义培养新人。     

高等教育国际化对中国高等教育发展的影响

随着经济全球化、信息社会及知识经济的迅猛发展,高等教育国际化成为包括中国在内的许多国家高等教育发展的主要特征和重要趋势。高等教育国际化给中国高等教育的发展带来了良好的机遇,同时也提出了严峻的挑战,需要我们冷静思考并认真面对,以保证中国高等教育事业的健康发展。     

洋务教育对近代社会的影响

洋务学堂是近代洋务派教育活动的主要内容 ,它开创了中国近代教育之先河 ,传播了西方科学技术和政治学说 ,培养了一批新型的专业技术人才 ,对中国近代社会产生了重要的影响     

Wildly wise in the terrible moment: Kant,Emerson, and improvisatory Bildung in early childhood education

Abstract

This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that such a turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.     

传统文化影响下的台湾家庭教育

就传统文化对台湾家庭教育的影响、台湾复兴传统文化与振兴家庭教育的举措等方面作一简要分析,旨在使传统文化在影响教育的过程中获得振兴,并对西方文化的挑战作出有效回应.     

试论毛泽东的高等教育思想

毛泽东主席很关注我国高等教育的发展，并有着自己的一套理论，开始他提出“以俄为师”，按照苏联的模式来构建新中国高等教育框架的思想。毛泽东1958年的“大跃进”思想又导致了脱离实际地盲目发展高等教育，毛泽东的高等教育思想有两大特点：一是强调阶级斗争，政治挂帅；二是强调生产劳动，实践经验，他的高等教育思想中，既有重视大学生的政治教育和社会实践活动的合理内核，又有过分突出政治教育和忽视理论知识学习的不足之处。     

长期实习支教对农村教育的影响

为了进一步发展农村教育,很多高等院校响应教育部门提出的大学生扶持农村教育的号召,积极组织在校大学生深入基层进行义务支教活动,扶持农村地区基础教育的发展。他们对农村基础教育阶段的教师发展、学生成长和家长理念等方面产生了很大影响,文章针对这些影响中的积极因素和消极因素,提出了扩大积极影响、克服消极影响的举措和保障。     

探讨网络对大学教育的影响

本文在简单介绍互联网发展的基础上,分析了其对大学教育产生的积极和消极影响,提出网络既是大学生的成才天堂;又是大学生的情感、道德和政治陷阱.     

论“教育”行为对大学公共体育课教学质量的影响及解决方法

大学公共体育课是大学教育中重要的一部分,通过从教学过程中教师和学生的不同视角出发,探讨教育行为对教学目标以及最终的教学目的影响,从而为公共体育教学的提升提供理论依据。     

Music theatre: at the crest of music education's third wave

In the United Kingdom, curricular music education has seen two main waves of development and is in the process of shaping a third. Ideas from the second wave have maintained theoretical dominance to the present day, despite the concerns expressed by some about their practical implementation. This paper suggests that problems with the implementation of second-wave ideas have been caused by hermeneutic complexities inherent to the word ‘music’ as well as by an ongoing ideological debate about the proper purpose of music education. It is proposed here that by approaching musical learning in the emergent third wave through the sub-discipline of ‘music theatre’ – and by conceiving that term in its broadest sense – this interpretive difficulty can be avoided whilst many practical advantages may be reaped. The notion of music theatre as a key component of music education's third wave is explored alongside its theoretical prerequisites, and a number of questions are identified for further consideration.     

迷失与回归:武术教育的现实困境与应然走向

中华传统武术文化在西方强势体育文化的"笼罩"下迷失了方向。武术教育也主动趋附于西方体育教育思想,陷入了重竞技武术轻传统武术,重技术轻理论,重套路轻攻防,重知识轻理念的困惑境地。本文以传统文化为视角,剖析造成武术教育现实困境的深层原因,探索武术教育的应然走向,旨在回归武术之本质,促进中华民族传统文化的繁荣发展。     

Non-place and the future of place-based education

Abstract

Augé defined non-place as space lacking meaningful relations with other spaces, historical presence, or concern with identity—space divorced from anthropological place. Rather than space as historically-centered, marked and fashioned by social bonds, Augé’s non-place represents a de-centering of space, a movement away from cities, dwelling places and dwelling-in-places, and even embodied experiences, into capitalist, often technologically-mediated, spaces of “circulation, consumption, and communication.” Non-place presents fundamental and existential challenges to the field of place-based education, an educational approach dedicated to instilling place-consciousness and, correspondingly, pro-ecological attitudes and behaviors, by rooting education within the local environment. But how can education become “rooted” in place when place itself is increasingly ephemeral, non-existent, or untethered to a geolocation? This question is a defining ontological and epistemological question for place-based education in supermodernity.     

论终身教育理论对我国基础教育课程改革的启示

创建于20世纪60年代中期的终身教育理论是目前国际课程改革的主要理论支柱之一,极大地促进了世界范围内基础教育领域的变革。借鉴终身教育理论,我国的基础教育应该转变理念,全面提高基础教育课程改革的效果,使基础教育面向所有人并为终身学习奠定基础;基础教育课程应体现精简、弹性,为学生的发展留出空间;课程评价对每一个学生的发展都应具有积极的促进作用。     

Global citizenship education,technology, and being

ABSTRACT

Despite the widespread promotion of the global school, it remains unclear as to how citizenship education (global citizenship education, GCE) is developed. Educational bodies such as UNESCO, Oxfam, and the International Baccalaureate are in the full throws of developing models for GCE yet questions remain as to how such a sweeping notion might take effect. Educational frameworks replete with theoretical, political, pedagogical, and methodological conundrums permeate much global education discourse. Modes of GCE thinking range from post-colonial perspective, critical perspectives, postmodernism as well as an oratory utopianism. This article presents an alternate model of GCE promoting both technology and art as complicit in the exacting of a multifaceted GCE. The balancing of art and technology, as demonstrated, presents an ontological stance that acts as a foundation for the Proto-Global Citizen or ‘Weltburger’. This article aims to support educators seeking a further means of conceptualising GCE embodying diversification while embracing a GCE consciousness. Furthermore, the development of GCE through art and technology creates an opportunity for educators to realign disciplinary focus in light of the increasing incentive for schools to ‘go global’.     

普通高等学校艺术教育的误区与改革

艺术教育在促进大学生全面素质发展中具有重要作用。目前普通高校艺术教育存在着将艺术教育看作特长教育、补丁教育、点缀教育等典型的认识误区,严重影响了普通高校艺术教育的开展。必须正确认识艺术教育对学生素质发展的意义,在体制和机制上落实艺术教育的重要地位;要确立和坚持艺术教育平民化、普及化思想,坚持艺术教育与专业教育相结合,加大艺术教育师资队伍建设力度,探索适合大学生实际的艺术教育课程和教学方法。     

基于教育评估的顶层设计影响力构成因素分析

基于教育评估的顶层设计影响力构成因素主要有主体、内容、时机、责任。它们共同决定影响力强度,其中,主体恰当是影响力强的基础,内容科学是影响力强的关键,时机适宜是影响力强的条件,责任严明是影响力强的保证。