试论王羲之的“兴怀”说──《兰亭序》的美学意义

王羲之的《兰亭序》在美学上的意义,还没有引起研究的重视;而其“兴怀”说,实际上是对美感准确而全面的表述,在中国美学史上具有里程碑的意义。它以中国古代特有的方式概括了美感的体验,说明了美感是主观与客观的遇合,既是瞬间的又是永恒的,既是感性的又是理性的,既有个性又有共性。是一篇古代重要的美学论。     

论证的图尔敏模式--兼评国内若干论著的误释

图尔敏模式是非形式逻辑刻画日常论证的一种重要方式。它包括主张、根据、正当理由、支援性陈述、模态限定和反驳6部分。随着非形式逻辑研究在我国的兴起，国内学人有不少论陆续介绍图尔敏模式。但他们对这一模式的解释存在不少问题，其原因在于没有对它进行细致的研究。     

Five Critical Stances Towards Liberal Philosophy of Education in Britain

In this paper John White argues that there has been a decline in interest in and support for liberalism in British philosophy of education. He provides examples of work by leading figures in the field that demonstrates scepticism about the key liberal value of autonomy and offers an analysis of new influences in the field that have contributed to this decline. In particular he notes the increase of work from a religious perspective. Doubts are expressed about the practical relevance to education of some of these avenues of thought, and the suggestion is made that they cause those within the field to be more out of touch with society at large, in which liberal values have continued to be the major source of animation. The paper is followed by short responses from four philosophers of education whose work he criticises.     

Discriminating between Competent and Not Yet Competent Beginning Teachers: an analysis of principals’ reports

Principals’ written assessments of 50 high school teachers whom they judged competent for full registration and 32 whom they judged not yet competent and in need of an extended period of provisional registration were analysed in terms of the characteristics used to describe and determine beginning teacher competence. It was found that principals consistently refer to a narrow range of characteristics when describing competent beginning teachers and focus on an even narrower range in deciding whether or not full registration should be granted. Characteristics that describe approaches to teaching are used most often in this regard. While the majority of beginning teachers possess an adequate knowledge base in their subject area, success in the first year of school experience hinges on the ability to communicate such knowledge and concepts to students. The need for further refinement of the appraisal process, including professional development programmes for principals, is highlighted.     

MicroObservatory Net: A Network of Automated Remote Telescopes Dedicated to Educational Use

Many students have a deep interest in astronomy, but a limited opportunity to use telescopes to explore the heavens. The MicroObservatory Network of automated telescopes is designed to provide access to classroom teachers who wish their students to conduct projects over the World Wide Web. The intuitive interface makes it easy for even 10-year-olds to take pictures. Telescopes can be remotely pointed and focused: filters, field of view, and exposure times can be changed easily. Images are archived at the website, along with sample challenges and a user bulletin board, all of which encourage collaboration among schools. Wide geographic separation of instruments provides access to distant night skies during local daytime. Since first light in 1995, we have learned much about remote troubleshooting, designing for unattended use, and for acquiring the kinds of images that students desire. This network can be scaled up from its present capability of 240,000 images each year to provide telescope access for all US students with an interest in astronomy. Our WWW address is http://mo-www.harvard.edu/MicroObservatory/     

Teaching Basic Science and Clinical Medicine at a distance: An Evaluation of Satellite Communication

The evaluation plan arid preliminary results are reported for the ATS‐6 Satellite interactive telecommunication program for teaching at sites remote from an established medical school. The technical aspects of the system were seen as quite adequate and did not appear to substantially inhibit interaction. In the Fairbanks broadcasts analyzed, the average number of interactions ranged from 1.49 to 2.60 per minute. Ninety percent of the interaction flowed across the Satellite during Omak transmissions. Participants tended to initiate communication when they were on camera rather than when viewing their counterparts. Omak participants directed a higher percentage of the communication in student/resident programs (70%) than in faculty continuing education programs (59%). Interaction analysis indicated the categories of giving opinion, information, and suggestion were most frequent. Asking for opinion and suggestion occurred infrequently. The most frequent emotional expression was offering solidarity (e.g., reassurance), while there were exceedingly few expressions of disagreement, tension and antagonism. User acceptance of the system was determined to be very high. Participants with frequent exposure to the Satellite modality tended to have positive reaction. A significant difference in knowledge gain is reported in one of two basic science areas taught via Satellite as compared to regular instruction.     

康有为“大同三世”说新探

康有为早期社会历史发展观与“大同三世”说之间有着非常明显的前后相承关系，前者确定了后者的基本内涵，是后者的真实起点。“大同三世”由古老的名词术语到成为康有为社会历史发展观概称的过程，实质是对今文经学不断改造，使其旧有的概念形式被赋予日渐增多的新思想内容的过程。戊戌政变后康有为重新解释“三世”内涵，明确添入原所未有的君主立宪主张，仍有其积极意义，不宜说成是思想“蜕变”。