退尔镜像的中国变形及其所反映的文化转移

本文选择现代中国的三个断点,即1910、1930、1950年代,分别以马君武、陈白尘、冯至为中心,探讨退尔形象的演变建构,及其在中国语境的不同时代所形成与被赋予的意义。     

Franz Kafka in the Design Studio: A Hermeneutic‐Phenomenological Approach to Architectural Design Education

This article demonstrates the outcomes of taking a hermeneutic phenomenological approach to architectural design and discusses the potentials for imaginative reasoning in design education. This study tests the use of literature as a verbal form of art and design and the contribution it can make to imaginative design processes – which are all too often limited by physical constraints. It has been observed that a person reading a novel can choose to suspend their disbelief and become entangled in the events of the book – where they become involved with the art not only subjectively, but also as a form of play. In the words of Hans‐Georg Gadamer: ‘understanding occurs in interpreting’. This study asked design students to read three of Franz Kafka's books –The Metamorphosis, The Trial and The Castle– prior to designing a Franz Kafka museum. The students found themselves drawn into numerous worlds that they were compelled to play along with; and demonstrating the productive role that literature can play in studio design, the students were observed to reconstruct the text and authorial context as a spatio‐temporal frame of reference, in this case a museum, and thus provide museum visitors with a Kafkaesque spatial experience of the narrative world in terms of design.     

鲍尔生的教育思想及对我国大学若干启示

鲍尔生是19世纪柏林大学鼎盛时期的哲学家与教育家,其《德国大学与大学学习》所诠释的教育理念对我国的大学,大学教师的教学与学生的学习具有十分重要的启示。我国大学应根据自身情况,发展科研职能与服务社会职能;大学教师应追求真知、经世济民、提高修养;大学学生应会控制自我、自由学习、提升自己的品德素养。     

柏林大学办学模式的确立：理性的凯旋

200年前柏林大学的建立及其办学模式在全世界的传播,是欧洲文明进程特别是启蒙运动的成果。柏林大学模式已经超越自身,代表着欧洲理性思想。洪堡关于教学自由、教学与研究统一、科学统一性的办学思想,是启蒙思想的具体体现。自由和竞争等制度因素在柏林大学的成功实践中发挥了重要作用。     

洪堡2010，何去何从

2010年10月10日,柏林洪堡大学盼来建校200周年,同时也迎来一位新校长。既有传承,也有新生。然而,200周年校庆之扛鼎之作《洪堡备忘录2010》欲求远眺未来却深陷对历史的纷争,就职典礼上新任校长理应展现蓝图却呼吁以洪堡为标杆。以此事件为主线,以洪堡模式核心理念的“教学与科研相统一”为切入点,通过对德国高等教育的现状与历史的分析,作者认为,旨在创建一所“典范大学”的洪堡模式自始至终未能在德国本土实现,且渐行渐远,尽管柏林大学作为“现代大学之母”与“现代之原型”被世界广为追捧乃至复制,在德国亦无尽魂牵梦绕。洪堡理念的百年失意恰恰源于教学与科研的世纪纠结。走在教学与科研之间,洪堡2010前途未卜。     

On paper,on air,on screen: ‘teledidactics’ and education at the margins, 1920–1950

In this paper, I examine the provenance of distance education or ‘teledidactics’ in Australia. I take as my case studies the New South Wales Correspondence School and the School of the Air and suggest that their emergence was underpinned by a desire on the part of educational and broadcasting bureaucrats to increase the equity of school provision by addressing the problem of educating remote populations. I argue that this problem was ultimately solved by drawing on elements of the medial ecology (as theorised by Friedrich Kittler) that emerged circa 1900 and that the machines associated with this ecology underpinned the realisation of educating such populations.     

齐美尔：忧郁的栖居者

齐美尔对现代社会进行入微的细致考察。他不断游离的视点，片段性的思考，徘徊在主流思想之外的精妙思辨，都是后来者潜心研究的对象。而对于齐美尔来说，这种特异的思想，特异的视点，特异的论述，是否也是一种不得不“栖居”的外壳呢？本文粗浅地从这个角度试图接近齐美尔的思想内在。     

“Epistemology Not Ideology OR Why We Need New Germans”

This article argues for a shift away from ideology critique as the primary focus of critical communication and media studies. Instead, the author suggests enlisting the work of German Media theorist Friedrich Kittler's Foucault-inspired approach to the epistemological dimensions of media. This focus is relevant to digital media in terms of the selection, storage, and processing of data that are the fundamental concerns of Kittler's media studies. Advertising and drone warfare are used as examples of how this approach differs from ideological critique.     

Montaigne,Nietzsche, and the Mnemotechnics of Student Agency

This essay explores the educational implications of the thought of Michel de Montaigne and Friedrich Nietzsche on the subject of memory. It explores the sorts of cultural memory practices that Nietzsche has called ‘mnemotechnics’, that is, the aspects of memory use that allow human beings to live life more fully. Nietzsche and Montaigne's work is explored because their work offers a different, and much more philosophically oriented, perspective on memory than is commonly discussed when educators speak of memory. Nietzsche and Montaigne show how remembering and forgetting might be understood more thoroughly and deployed with more finesse. The case is made that such deployments, such mnemotechnics, have great relevance for enhancing the agency of students.