Gun Violence and the Meaning of American Schools

In the United States, targeted school shootings have become a distinct genre of violence. In this essay, Bryan Warnick, Sang Hyun Kim, and Shannon Robinson examine the social meanings that exist in American society that might contribute to this phenomenon, focusing on the question: “Why are schools conceptualized as appropriate places to enact this form of gun violence?” The authors analyze the social meaning of American schooling by using empirical data, everyday observations, films, and poetry, and then connect these points of meaning to stories of individual school shooters. Through this analysis, three aspects of school stand out. First, schools are places of both real and symbolic violence, where force and power often rule the day. Second, schools are places connected to expectations of hope and refuge, friendship and romance, and when these expectations are not met, bitter resentment flows against schools. Third, suburban schools are seen as places of expressive individualism, which, in rare cases, is manifest in terms of “expressive violence.” Together, these points of meaning can make schools, for some youth, seem like appropriate places to express violent intentions. The essay concludes by speculating about how this analysis can be applied to prevent school shootings.     

On a Violence Unseen: The Womanly Object and Sacrificed Man

EXAMINING FOR APHASIA: A MANUAL FOR THE EXAMINATION OF APHASIA AND RELATED DISTURBANCES. By Jon Eisenson (Rev. ed.) New York: Psychological Corp., 1954; pp. 78. $3.50.

HANDBOOK FOR DISCUSSION LEADERS. By J. Jeffery Auer and Henry Lee Ewbank. (Rev. ed.) New York: Harper &; Brothers, 1954; pp. 153. $2.50.

THE CHILD'S BOOK OF SPEECH SOUNDS. By Sylvia Chipman. Magnolia, Massachusetts: Expression Co., 1954; pp. 43. $1.25.

RHETORIC AT ROME: A HISTORICAL SURVEY. By M. L. Clarke. London: Cohen and West Ltd., 1953; pp. 203. 21s.

HUGH ROY CULLEN: A STORY OF AMERICAN OPPORTUNITY. By Ed Kilman and Theon Wright. New York: Prentice‐Hall, Inc., 1954: pp. viii+376. $4.00.

MASTERS OF THE DRAMA. By John Gassner. (Third Edition, Revised and Enlarged). New York: Dover Publications, Inc., 1954; pp. xxii+890. $5.95.

THE TRAGEDIES OF GEORGE CHAPMAN: RENAISSANCE ETHICS IN ACTION. By Ennis Rees. Cambridge: Harvard University Press, 1954; pp. 235. $4.50.

EDWARD ARLINGTON ROBINSON: THE LITERARY BACKGROUND OF A TRADITIONAL POET. By Edwin S. Fussell. Berkeley: University of California Press, 1954; pp. 221. $3.50.

THE MODERN IRISH WRITERS: Cross Currents of Criticism. By Estella Ruth Taylor. Lawrence, Kansas: University of Kansas Press, 1954; pp. 176. $3.50.

THE ANGLICAN PULPIT TODAY: REPRESENTATIVE SERMONS BY LEADING PREACHERS OF THE ANGLICAN COMMUNION. Edited by Frank D. Gifford. New York: Morehouse‐Gorham Co., 1953; pp. 235. $3.50.

THE PROCESS AND EFFECTS OF MASS COMMUNICATION. Edited by Wilbur Schramm. Urbana: University of Illinois Press, 1954; pp. x+586. $6.00.

THE MENTAL HOSPITAL. By Alfred H. Stanton and Morris S. Schwartz. New York: Basic Books, Inc., 1954; pp. vii+484. $7.50.

STAGING TV PROGRAMS AND COMMERCIALS. By Robert J. Wade. New York: Hastings House, 1954; pp. xiii+216. $6.50.     

学会思考与学会做人原则是马克思主义哲学教育的应有之义

人之为人，不是自然而然的过程，而是边思考边做人的交互过程。能不能正确思考尤其是像马克思那样思考，是马克思主义哲学教育的当务之急，把二者有机的统一起来，是马克思主义哲学教育的应有之义。     

女性主义新视角解读硬汉精神 ——重读《老人与海》中圣地亚哥形象

《老人与海》中圣地亚哥的形象充分展示了海明威小说中的硬汉精神,硬汉精神的出发点是父权文化价值观,硬汉孤独的根源在于沟通的失败,而硬汉对个人奋斗的执着则导致他最终一无所获。事实上,硬汉缺乏的正是当今时代呼吁的男女之间平等,对话与合作精神。     

Faculty and Academic Integrity: The Influence of Current Honor Codes and Past Honor Code Experiences

This survey of faculty at honor code and non-honor code institutions investigated the influence of honor codes on faculty attitudes and behaviors. As hypothesized, we found that honor code faculty have more positive attitudes toward their schools' academic integrity policies and are more willing to allow the system to take care of monitoring and disciplinary activities. Faculty in noncode institutions have less positive attitudes and are more likely to take personal actions designed to both catch and deal with cheaters. We also investigated the potential influence of a student honor code experience on faculty attitudes. We found that, in noncode environments, faculty who had an honor code experience as a student were more likely to believe that students should be held responsible for peer monitoring and to say that they deal personally with cheating. Implications for higher education institutions are discussed.     

暴力叙事与诗学批评——《平家物语》的暴力美学

20世纪90年代以后,受暴力电影影响,暴力叙事成为美学风格和表现方式,暴力美成为审美客体。暴力美学的本质在于超越暴力的血腥与残酷及反人道的一面,反向追求美学意义和美学价值。文章通过战记文学《平家物语》,力图探求暴力美学在作品中的深层内涵与美学效果,从新的角度解读古典文学作品,批评传统文本话语中常被忽视的暴力叙事。     

张华“儒者气象”及“博物君子”人格心路探析

张华是西晋重臣,他虽然非常清醒地看到官场的险恶,但又以“儒者气象”身临其境,企求以进谏的方式救济时病,其艰辛步履不为时人后世所体解。对之众说纷纭,褒贬有别,本文试图从一个侧面探求其内心世界,历史地理解其人其事,对西晋时代及其人物有进一步的深刻认识。     

Honor Codes and Other Contextual Influences on Academic Integrity: A Replication and Extension to Modified Honor Code Settings

Research has shown that traditional academic honor codes are generally associated with lower levels of student academic dishonesty. Utilizing data obtained from students at 21 colleges and universities, this study investigated the influence of modified honor codes, an alternative to traditional honor codes, that is gaining popularity on larger campuses. It also tested the model of student academic dishonesty previously suggested by McCabe and Treviño in a more diverse sample of campuses. Results suggest that modified honor codes are associated with lower levels of student dishonesty and that the McCabe and Treviño model appears to be reasonably robust.     

何谓"人文性":人文与文化——兼谈语文新课标的"人文性"表述问题

教育部颁布的《全日制义务教育语课程标准》（以下简称“新课标”）首次将“人性”确定为语的基本属性之一。因此，如何理解“人性”就成了广大中小学教师深入理解和自觉执行课程标准的前提条件。但在专家们的解读中，大多将“人性”理解为“化性”，这显然是错误的。本主要从“人性”含义的历史演变中概括出其基本内涵，并最终认为“人”作为道德哲学范畴的化概念，与“化”并不等同，新课标有关语“人性”的表述也应予以修改。     

文化发生的基点:生存与性

以探求文化发生问题为写作动机。抓住工具的产生即文化的介入作为这一问题的契点沿波讨源，探赜索隐。通过详解读史前孑遗——岩画、神话、葬俗、陶器，凸显了文化发生的基点——生存与性。且肯定了文化多元归“一”性的存在。     

Children: Ethnic and Political Violence

Violence stemming from ethnic and political tensions is a problem of increasing proportions throughout the world, and many indicators show that large numbers of children are directly or indirectly exposed to war, political repression, torture, and terrorism. There is growing evidence to suggest that children are at risk under these conditions, and that the consequences of growing up amid danger, chaos, and deprivation can be severe. The articles contained in this special section were assembled to foster greater awareness of this important topic among the readers of Child Development and, hopefully, stimulate new research on ethnic and political violence in many of the disciplines that are represented within the Society for Research in Child Development.     

校园暴力问题:成因与预防

校园暴力事件频繁出现在我们眼前且严重影响青少年身心健康,扰乱社会发展,给国家的教育事业带来了一定的阻碍。2015年法制监测中心统计结果显示,山东省校园暴力事件的爆发率为全国各地之最。本文希望通过探究校园暴力发生的原因,提出合理有效的措施,降低其发生率,给青少年一片成长净土。     

论研究生荣辱观培养的意义及途径

知荣明耻、践行社会主义荣辱观是提升研究生素质的关键所在.对研究生进行社会主义荣辱观教育,要科学引导,强化研究生责任意识;要着眼小处,培育良好行为习惯;要运用多种方法,拓宽研究生践行荣辱观的有效途径;要重视校园文化建设,不断优化育人环境,塑造道德实践氛围;要理顺体制,探索建立长期有效的教育评价机制.     

国外青少年学生暴力态度研究评析

随着暴力研究的兴起,暴力态度逐渐成为暴力研究中的重要内容之一。以往研究者主要就暴力态度的概念、结构、测量方式、影响后果和影响因素做了较为细致的研究。但是,由于暴力态度的研究刚刚兴起,关于暴力态度的研究还需从以下几个方面开展进一步的研究,比如,暴力态度概念和暴力态度结构的进一步探究,暴力态度测量方法的完善,暴力态度实证研究的深化以及开展暴力态度的本土化研究等。     

神话化的普罗米修斯和历史化的鲧--论普罗米修斯和鲧形象的演变

中西方不同的历史文化环境使普罗米修斯盗火和鲧盗息壤的情节相似,在中西各文本中的形象演变却截然不同.神话中不听帝命的鲧逐渐被定位为盛世贤君之前的一个刚愎自用的顽臣.而普罗米修斯的形象却是从暗面走向明面,他的名字成为抗争、自由、无私、崇高的同义词,成为西方文学中一个不朽的象征符号.鲧的形象走向历史化,普罗米修斯的形象日趋神话化,其背后原因是深厚的文化底蕴和各自所体现的民族精神.     

暴力的深度与温度——余华小说的暴力叙事

20世纪80年代,先锋派作家开辟了一条别具特色的文学创作之路,代表人物余华在小说创作中通过独特的暴力叙事将现实生活中的暴力现象凸显,并对这种现实暴力进行多层次叙事表达。文章从约翰·加尔顿的三个暴力层次理论阐释余华小说暴力叙事的深度,从余华前后期作品暴力叙事的嬗变挖掘其暴力叙事的温度,从而揭示余华小说暴力叙事的本质与内核。