教育为何需要“指导”?——杜威“教育即指导”命题的教育学意义

"教育即指导"是杜威教育思想的重要组成部分,也是杜威在透析教育本质的基础上提出的方法论。"指导"是对"疏导"的方向性帮助和对"控制"的调节,"教育即指导"是儿童在解放教育生活的过程中来实现自我。有意义的教育指导需要教育者理智地思考儿童所处的环境和习惯,在教育沟通中进行,帮助他们树立民主生活的信念。"教育即指导"是杜威用来缝合教育与生活之间断裂、辨析教育目的与判断教育价值、透析教育与民主的关系和深化教育主体认识的新尝试。     

After the Laughter

Abstract

We humans laugh often and it is not always because something is funny. We laugh in the face of the pathetic or the powerless; sometimes we laugh at our own powerlessness or pathos.In short, we laugh at both the comical and the difficult. Here I am especially interested in the laughter that is sparked by what is difficult and how that laughter—and all laughter—breaks through to mark a range of emotional states: fear, nervousness, shame, confusion and others not viewed as positive, as well as joy, delight, interest, relief and other states that are viewed as positive. I also am interested in understanding what and how laughter reveals and what and how it conceals. As I explore both interests in this article, I make a compound point about laughter in educational settings: that laughter marks a breakdown of experience and that same laughter creates space for reflective listening and thinking, for diffusion of difficult affect, and for the disruption of habit that makes growth possible (and even likely) if that laughter is taken seriously.     

从语言层面探析湛约翰对《道德经》的诠释

作为中国典籍代表之一,《道德经》一书文约而义丰,思想深邃,给后人提供了一个巨大的诠释空间。1868年,伦敦图伯纳出版社出版了湛约翰翻译的《老子玄学、政治与道德律之思辨》一书,是为《道德经》英译之滥觞。从语言层面来探析湛约翰对"夷"、"希"、"微"这三个汉字本身所蕴含的提喻修辞的诠释、对汉字"道"之比喻义的诠释、对汉字"水"之联想义的诠释,聚焦译者对翻译的能动和制约作用,进而对翻译过程中译者自身的素养对翻译的影响问题做出思考并得出启示。     

洛克德育思想探微

洛克的教育目标是培养绅士,在绅士教育的各种目标中,洛克最为看重德育教育。洛克所主张的德育主要包含坚强的性格、优良的品格、良好的礼仪三方面内容。洛克进行德育教育主要遵循及早教育、培养习惯、因材施教原则,其方法主要有榜样教育、奖惩结合、说理等。同样,由于时代所限,洛克的德育思想也有一定缺陷。     

诗心与古瓮的对话——济慈《希腊古瓮颂》论析

济慈主张“想象即真实,即美”。在《希腊古瓮颂》中,他借着想象,展开了诗心与古瓮的对话,化美为媚,“复活”并“创造”了具有永恒意味的“希腊古瓮之美”。《希腊古瓮颂》很好地体现了济慈“元原则、无道德观念、无自我”的诗学主张。     

约翰·凯奇《4分33秒》的后现代美学特征分析

美国先锋派作曲家约翰·凯奇(John Cage,1912-1992),其音乐创作与哲学、美学思想对西方现代音乐有着较大的影响。作品《4分33秒》充分体现了后现代美学中的"反美学"、"非理性控制"和"不确定性"等特征;同时,表达了音乐是一种"有意的无意义,或一种无意义的游戏","是让我们注意并体验我们生活的一种方式"。     

Moral deliberation and environmental awareness: reviewing Deweyan-informed possibilities for contemporary outdoor learning

The recent surge in interest in progressive education ideas has often been accompanied by an increased advocacy for learning outdoors, with experiential and holistic learning approaches considered the most beneficial method for cultivating personal and social development and raising awareness of contemporary environmental concerns. However, theoretical and practical unease exists about how increased opportunities to learn outdoors can help young people to reflect on their experiences and make sound decisions. The paper reviews the contribution of John Dewey to debates about experiential education and the development of moral deliberation; as for Dewey there are strong connections between cognition, character and actions. This leads, in conclusion, to analysis of outdoor learning prospects and the extent to which these can benefit personal responsibility and social interaction, and provides learners with the capacity to make dependable voluntary decisions that display stable states of character.