后殖民时代下的生态危机——《耻》中殖民和生态的双层解读

库切的代表作《耻》是一部典型的"后殖民"小说,其中的后殖民和种族元素一直备受关注。运用后殖民生态批评理论,从殖民和生态的双层视角解读这部小说,可以揭示殖民主义霸权对南非生态环境的影响。在后种族隔离时代,对土地的占有和剥削改变了人们对土地的文化态度,动物生存权受到威胁,民族矛盾加剧,社会角色的转换带来精神上的异化和扭曲。库切对南非的环境正义、族群正义和伦理正义表现出深深的忧虑。     

后殖民语境下《耻》中隐喻的解析

小说《耻》中有关拜伦歌剧的隐喻贯穿全小说,对情节的发展和主人公心路历程的转变起到了重要的作用。该隐喻是主人公情感的寄托,同时也折射了后殖民时期,白人殖民者后裔的困惑和迷茫,指出只有直面历史,遵守新社会秩序,他们才能获得新生。     

约翰·缪尔的生态散文创作

约翰·缪尔是美国自然写作的代表作家之一,也是自然保护运动的倡导者与实践者,其生态散文以诗意的笔触描摹了美国西部山脉河流、冰川湖泊、动物植物的生态样态,赞美了大自然的美丽神奇与和谐统一,表达了敬畏自然、自然全美、呵护自然资源、人类与自然万物和谐共存的生态理念。约翰·缪尔的生态散文具有深刻的生态思想和鲜明的艺术特色,对后来的环境保护运动与生态文学创作有着深远的影响。     

试说济慈关于“天然接受力”的理论——兼以中国文学为参照的比较研究

济慈的诗极具特色,其创作的理论根据是他的“天然接受力”理论.济慈运用该理论,展开丰富的想象,实现了心灵与外在世界的完美结合.这与部分中国古典诗人的创作实践与美学主张存在着精神联系,这种内在的联系为比较研究提供了依据.     

“聊斋自志”闵福德译文中的翻译艺术

作为研究《聊斋志异》的重要文献,“聊斋自志”引起了历代“聊斋”译家的注意。企鹅图书（Penguin Books）2006年推出的闵福德（John Minford）《聊斋志异》译本中包含了“自志”的翻译。闵福德独辟蹊径,以大量注释传达“自志”的典故意义、以自由诗体再现“自志”骈散结合的句式风格、以英语韵式补偿“自志”的声律特征,以灵活的手法再现“自志”的丰富意象。创造了如影随形、形神兼备的佳译。     

论物理学中的类比方法 以汤姆森和麦克斯韦为例

类比方法是亚里士多德提出的逻辑学方法之一,但这一方法的严格性,乃至它是否可以被算作一种逻辑方法,在亚里士多德之后却一直饱受质疑。正因为如此,19世纪英国物理学家汤姆森和麦克斯韦将类比方法引入电磁学研究时曾受到严重的质疑。20世纪中叶,玛丽·海斯等西方哲学家试图将类比方法纳入到现代逻辑学体系中,并以此解释汤姆森和麦克斯韦的工作。但他们的出发点仍然是将类比置于一个基于事物间偶然联系的启发工具的地位上,这既不足以为物理类比方法的正当性提供辩护,也无法解释这种方法在物理学中表现出的广泛的适用性和有效性。本文将从重构汤姆森和麦克斯韦引入类比方法的过程入手,分析他们使用类比论证的依据。本文将论证,物理学中的类比方法是一种严格的科学方法,应明确地区别于一般逻辑学以及大众话语中所说的"类比"。这种方法的严格性来自于它所依据的唯一的类比基础,即不同物理现象的数学形式间的相似性。进而以此为基础浅论麦克斯韦的"数学分类"思想。     

赫钦斯名著教育实践探析

赫钦斯在芝加哥大学和圣约翰学院进行的名著教育实践活动,在产生背景、实施内容、发展情况等方面特点各异。深入探析这些内容有助于了解赫钦斯的教育思想及其产生的深刻影响。     

A New Woman Image--Analysis of Jane Eyre''''s Character

The thesis mainly discusses the character of the heroine in Charlotte Brontes famous novel "Jane Eyre". There are three major parts-introduction,analysis which is the main body of the thesis,and conclusion.Jane Eyre,the heroine,is a new woman image who requires independence equality and freedom.The thesis just analyzes Janes these rebellious characters through four peroods of her experiences.First,in her childhood,she has shown her rebellious spirit.As an orphan,Jane suffers a lot of misery.Not only her aunt treats her cruelly,her cousins despise her,but also do servants have a prejudice against her.In Janes immature heart, she is unwilling to bear ill treatment.She rebels them bravely.Second,when she studies at Lowood,her rebellious spirit is exposed furtherly.Her view doest stay in Mrs Reeds,instead turns to the whole society.She makes hypocrisy of so-called charity to be discovered completely.At the same time,she declares her independent,equal rebellious thought to her friend-Helldn who endures oppression willingly.Third,she,as a governess in Thornfield Hall falls in love with Rochester-her master.During this period,her thought grows into maturity.Thought she loves him passionately,she never loses her dignity and independence for him.When she knows his mad wife still lives,she makes up her mind to leave him.For she doesnt want to become his mistress.Fourth,her refusal of St Johns proposal of marriage depicts Janes character.She knows John does not love her at all and his purpose of marriage is only to perform his great task missionary.Jane does want to become a sacrifice.She breaks traditional morality,then she goes back to Rochester.     

John Dewey,William Wirt and the Gary Schools Plan: a centennial reappraisal

A century on from the height of John Dewey’s educational writings and the reputation of the Gary Schools Plan as a model of progressive education, the paper reappraises two key matters: the relationship between John Dewey and William Wirt, the first superintendent of the Gary Schools in Gary Indiana, and the coherence between John Dewey’s progressive pedagogies and the early years of the Gary Schools Plan. Through drawing on a range of primary and secondary sources of information, the paper analyses the connections between John Dewey, William Wirt and the Gary Schools Plan in their shared quest to extend progressive education into new urban and industrial schooling contexts. The paper highlights areas where existing assumptions require review and the extent to which the relationship and connections between Dewey and Wirt’s work were mutually beneficial. The paper ends by calling for further related research based on the archival material available.     

社会·教育·人——杜威的教育社会学思想初探

从个人与社会的关系以及社会、教育与人之间的关系两个方面来看杜威的教育社会学思想,可以发现,个人与社会是一种有机关联的关系,社会是个人发展的环境与条件,个人应对社会负责并作出自己的贡献;人是教育的对象,教育是人的一种民主生活活动;教育是联系社会与个人之间的纽带与桥梁;社会应为教育的发展创造条件,教育是实现社会民主生活方式的工具。