人肉搜索的"自发秩序"

本文力求突破传统对人肉搜索个案的分析,通过对人肉搜索事件群落的谱系,分析寻找其的发展特点与规律,并通过自发秩序的理论对其加以解读等。     

The same but different: the German Lehrplan and curriculum*

Discussions about the what, the when and the how of teaching and learning in schools deal in German-speaking countries with the term Lehrplan, while English-speaking countries discuss similar topics with the term curriculum. Yet, these two terms are not just exchangeable terms in two different languages, but imply also two different styles of reasoning or two different modes of thinking. By the examples of a Lehrplan designed by Georg Kerschensteiner for the Munich school in 1899 and two different Lehrpläne for the elementary school in the Swiss canton of Zurich, one from 1905, the other just currently being implemented, the paper discusses the question, what is being studied, when the notion of Lehrplan defines the research focus. Against this backdrop the paper askes in a concluding chapter, what can be gained by guiding research by the Anglo-Saxon notion and tradition of curriculum history and if and how comparative research is possible, regarding the tight coupling of language and concepts.     

福禄贝尔的经验课程初探

福禄贝尔的经验课程是经验课程论一个重要的理论形态."上帝是万物的统一体"的思想在福禄贝尔的整个教育体系中占有重要地位;他的活动观与费希特的"绝对自我"是一脉相承的,该观念强调知识的形式是主体先天所有的;教育就是生长的过程,儿童的天性是自我活动,通过活动达到生命统一.     

元素与节奏：海子与荷尔德林的诗学比较

本文比较海子与他热爱的诗人荷尔德林的诗学,反思两位有着巨大文化背景差异的浪漫主义诗人理解“自由”的差别。海子虽然将荷尔德林引为精神上的同道和知己,却没能注意到,在荷尔德林那里,诗歌精神除了象征自然神性的“元素”之外,还有为自然立法的“节奏”,二者之间的张力构成了最高诗学法则。本文试图由此揭示浪漫主义先驱荷尔德林鲜为人知的一面,即：他对于诗人追求亲近神灵的愿望保持审慎,认为诗人应当学习与自身（的欲望）相区分。这正是海子的诗学精神所缺少的。     

从办学理念看柏林大学改革与北大改革的相异点

德国柏林大学继承中世纪大学学术自由，学术自治的理念并发扬先大，尤其是费西特、施莱尔玛赫、洪堡等人对柏林大学的改革更是对后世的近现代大学影响深远。蔡元培模仿德国模式改造北大．这就是中国的近代高等教育的一个典型例子。德国大学观对北京大学改革的深刻影响虽然带来了两者的相似性，但其差异性更是明显。本文试图从两者的办学理念、在办学理念的侧重点和主要倾向上的不同点以及两者对世界的不同影响这三个方面来阐述两者改革的相异点，以此能给予我们更大的启示。     

试论马克思和恩格斯的实践正义观及其理论构建

马克思和恩格斯在批判资本主义社会制度弊端的基础上,形成了对于平等、公平及正义的基本观点;马克思和恩格斯的正义观具有很强的实践性,是一种实践正义观。围绕着实践的主体性、社会性以及历史性,马克思和恩格斯完成了基于个体自由、社会平等以及历史进步的实践正义观的理论构建。     

李斯特保护关税思想刍议

李斯特从国家经济理论出发,重视保护关税对于建立和发展民族经济的作用,认为国家应该充分这一干预手段。但他反对采取极端保护,而主张实行有区别、有节制、循序渐进的保护关税政策。他的思想反映了19世纪上半期德国资产阶级希望在国家的扶持下,发展工商业经济的要求。     

症候阅读法与恩格斯

阿尔都塞之所以能够提出症候阅读法,实际上是从恩格斯那里得到了某些灵感,就连阿尔都塞自己也对此供认不讳。通过对恩格斯在《资本论》第二卷序言中相关文本的分析,再与阿尔都塞本人的这一思想进行比较,不难发现,阿尔都塞的症候阅读法确实与恩格斯有某种程度上的关联性。     

凯兴斯泰纳教师教育思想探析

凯兴斯泰纳的教师教育思想是实现其国民教育与劳作教育制度的基础。其教师教育思想主要包括教育者的定义、师魂的塑造、师魂的特征与教师的培养四个部分。培养教师的过程也是塑造师魂的过程,因此师魂的塑造是教师教育与培训的核心。     

What Is Pedagogy? Discovering the Hidden Pedagogical Dimension

What is pedagogy, exactly? Merriam-Webster defines it simply as “the art, science, or profession of teaching.” In contemporary academic discourse, however, pedagogy is generally left undefined — with its apparent implicit meanings ranging anywhere from a specific “model for teaching” (e.g., behaviorist or progressivist instruction) to a broadly political philosophy of education in general (most famously, a “pedagogy of the oppressed”). In this paper, Norm Friesen and Hanno Su follow the Continental pedagogical tradition in giving pedagogy a general but explicit definition. They do so by looking at how pedagogy arises both in everyday life and in school as unavoidably ethical activity undertaken primarily for the sake of the young person or child. Such activities, the authors maintain, are structured not so much by processes, methods, and outcomes, but by irresolvable oppositions and the tensions between them. They illustrate this inductively through a series of images and examples — moving gradually from ones involving parenting and early childhood to ones from elementary and secondary schooling. In this way, Friesen and Su show that pedagogy is not so much one or more ideologically focused or evidence-based instructional or psychological approaches to be mastered by a professional or teaching specialist. It is instead an independent but ethically informed practical perspective — one that can (and has) been extended to form a distinctively pedagogical theory and discipline. As such, it is something that is not only a part of our everyday life and culture, but arguably of all human cultures.