一篇存在争议的传播学奠基文献

本文以拉斯韦尔的研究传统缺乏传承为切入点,重新解读了拉斯韦尔60年前发表的《社会传播的结构与功能》一文。提出目前传播学界以拉斯韦尔模式代替拉斯韦尔的传播观念,忽略了拉斯韦尔传播观念中丰富的内涵,建议要在完整的学术语境中理解它的内容。在讨论拉斯韦尔研究传统缺乏传承的问题时,本文认为其主要原因是过于追求对策研究,忽视了理论研究自身的规律,没有提出真正具有吸力力和理论价值的问题。     

中国科学史学史研究的概况与发展策略

近年来,中国的科学史学史研究虽有进展,但科学史学史的研究环境、研究主体、研究手段、研究对象等方面存在的制约因素限制了它的发展,发展处境困难.中国科学史学史研究要想摆脱困境,赢得较大的发展,需要国家和社会、科学史研究共同体以及科学史学史研究群体的共同关注和推动.     

Louis IX in Medieval Arabic Sources: The Saint,the King,and the Sicilian Connection

This article examines the portrayal of Louis IX in medieval Arabic historiography to show the importance of cross-cultural Mediterranean interaction. It argues that the image of Louis was influenced by information originating from the Sicilian Hohenstaufen court and reports that Frederick II sent to Egypt. Arab historians connected to the courts of Frederick and Manfred disseminated a “Sicilian narrative” that shaped Louis's portrayal in Arabic historiography. This argument on the importance of cross-cultural transfer in understanding Arabic historiography is buttressed by reports about the King, the Pope, and the Emperor that are traced back to the entourage of prominent Muslims closely linked to Sicily. Moreover, it is argued that Arab authors were aware of Louis's proto-sanctity and pious reputation. This led to the infusion of medieval Arabic historiography with Western ideas about sacrosanctity. Finally, this research assesses how the portrayal of King Louis during his captivity was used in internal Muslim rivalries.     

章学诚"史德"释义

章学诚的“史德”理论 ,要求著史者用客观的态度去书写历史 ,避免主观情绪 ;著史者的心术要符合纲常名教 ;要考虑到古人的设身处境 ,不可苛求于古人     

The ideology of Western rationality: History of science and the European civilizing mission

For much of the past century, the discipline of history of science defended Western rationality and provided a justification for Western expansion. George Sarton, however, advocated a discipline where the thought of all the world's peoples would find a place.     

钱大昕的史学贡献探析

钱大昕是清代乾嘉时期的著名学者,一生治学博通,成就卓越。钱大昕治学,以史学为中心,是18世纪中国史学界的杰出代表。他为史学的发展做了一系列努力:提升史学地位,使经史并重;开拓史学研究范围,完善门类方法;倡导实事求是学风,对后学影响深远。     

Science Pedagogy as a Category of Historical Analysis: Past, Present, and Future

Historical studies of science pedagogy have flourished in recent years. This essay offers an assessment of the literature on science pedagogy from the 1930s to the present. It argues that rather than focusing on the work of Thomas Kuhn and Michel Foucault, historians of science pedagogy could with profit turn to the work of Ludwik Fleck. Fleck offers three categories of historical analysis – experience, sensation, and cognition – that are embedded in science pedagogy. He furthermore argues unequivocally for the central importance of considering the cultural context of science pedagogy. Fleck’s interpretation of the role of publishing in science is used in the final section of this essay to assess scientific publishing and textbook culture, topics that are the principal concern of the articles in this volume. Among the novelties of the articles in this volume on textbooks are (1) the connections they draw between textbooks and social structure; (2) the relationships they suggest between textbooks and the public sphere; and (3) their identification of the eighteenth century as the crucial transformative century in textbook production.     

《史学概论》课程教学方法新探

在新的时代背景下,传统的历史教学遇到了新的困境。其中《史学概论》课程是为历史及相关专业学生的专业教育和培养而设的课程,笔者将在教学实践过程中摸索的一些经验,以学期初,中,末的三个教学案例为代表总结出来。坚持确立学习目标———端正学习动机———内在激励与外在激励的结合———学习迁移,这是一个良好的学习模式。如何结合历史特色及历史专业教育,以生动、有效的方式引导学生进入学习模式,是笔者在教学实践中的探索。     

理论的位置——以《史学概论》课程建设为中心

20世纪中国＂史学概论＂著述的发展经历了20世纪初、20世纪20-40年代和20世纪80年代三次高潮,而每次高潮的形成都和中国史学所面临的理论和范式的转型需求密切相关。它集中反映了20世纪以来中国史学对理论的追求,也有力地证明了理论在史学发展中的指导性地位。为更好地发挥理论的指导作用,＂史学概论＂课程在内容设计上应当突出历史理论、史学理论和史学方法论三方面的内容。