用心灵的音符谱成美的颂歌——从格律音韵角度看济慈的《希腊古瓮颂》

济慈著名的颂诗《希腊古瓮颂》在学界有着丰富的研究。从格律及音韵变化的角度结合格律研究者Paul Fussell的文学批评理论对这首诗进行重新解读后发现,济慈诗歌创作中的音韵格律与其诗歌意义、感官原则、审美观点有机地统一了起来,并起到了完美的融合与烘托作用,展现出了他对关追求过程中的另一种新视角。     

马约翰在昆的体育思想与实践研究

提起马约翰先生,人们通常想到是他在清华对体育所做的贡献,而很少有人想起他在云南昆明的体育实践。本文采用文献资料法、逻辑分析法、比较研究法对抗战时期马先生在昆明的体育实践进行研究,研究认为：马先生在昆的体育实践主要包括在西南联大的学校体育实践和在昆明组织的大众体育实践两大部分。在学校体育实践过程中马先生延续了他在清华形成的以自然主义体育为主的教育思想,重视体育对人全面教育的作用;在大众体育实践中马先生在延续他自然主义体育思想的同时与战时的民族主义体育思想发生了交叉,他将自然主义科学、民主的体育方法运用于民族主义体育实践中,取得了良好的成绩。     

杜威心灵哲学及其教育意义

杜成的心灵哲学认为,心灵是变化着的意义系统,是人与环境交互作用中的一种能力系统,心灵受着文化习俗和文化传统的制约.杜成心灵哲学的教育意义在于,教育的根本使命就是成就人的丰富心灵,满足人的精神生活的需要,培养心心相通的文化心,使人的心灵追求止于至善,不懈追求内有之好.     

An alternative reading of modern religious education in England and Wales

This paper challenges the overly positive image of the contribution made by religious education in England and Wales to the attainment of liberal educational aims that was recently presented in this journal, in the context of a review symposium on a festschrift celebrating the work and achievements of the influential British religious educator, Professor John Hull. An alternative reading is pursued that provides a more accurate and fair interpretation of the evidence. There is a discussion of the ideological character of British religious education and a consideration of the reasons why assertions of its ‘success’ by religious educators are currently so vocal. Critical attention is focused on two particular issues over which the influence of Hull on contemporary policy and practice is acknowledged: that of his dismissal of the accusation that multi‐faith religious education confuses pupils, and that of current strategies in religious education to promote inter‐religious and intercultural understanding.     

土地所有权观念与近代爱尔兰土地改革

近代爱尔兰土地所有权观念经历了三个阶段:身份所有权阶段、自然财产权阶段和双重所有权阶段。观念变迁的背后牵涉三股主要力量的博弈:英格兰地主、英格兰资本家和爱尔兰佃农。虽然英格兰地主和资本家处于对立的状态,但是双方的矛盾又从属于英格兰和爱尔兰之间的矛盾。由于爱尔兰佃农不断地斗争,也由于资产阶级渴望资本化经营爱尔兰土地,英国政府实行了数次土地改革。正是因为政府改革的根本目的仅仅是以更加资本化的方式剥削爱尔兰佃农,所以改革总是处于被动状态,并最终失败。     

Exceptional Scholarship and Democratic Agendas: Interviews with John Goodlad,John Hoyle,Joseph Murphy,and Thomas Sergiovanni

This portraiture study of four exceptional scholars in education – John Goodlad, John Hoyle, Joseph Murphy, and Thomas Sergiovanni – provides insight into their scholarly work and life habits, direction and aspirations, assessment and analysis of major trends in the profession, and advice for aspiring leaders and academics. Telephone interviews with the leading scholars (4) and their referral colleagues (8), in addition to document analysis, validated the following criteria for the selection of exceptional scholarship previously generated via survey respondents (educational leadership professors): The scholar (a) publishes widely, (b) has broad impact, (c) has multiple spheres of influence, and (d) has established mentoring systems. Democratic concepts and agendas for education emerged from the interviews focused on exceptional scholarship, an outcome incorporated within the results.     

论弥尔顿《失乐园》中的撒但形象及长诗主题

受德莱顿、布莱克等对弥尔顿<失乐园>中撒但形象误读之影响,学界认为<失乐园>是在宣扬魔鬼的反叛精神,弥尔顿与撒但同党,他通过长诗反映了17世纪的革命精神.本文认为这一观点既不合乎诗歌文本,也完全背离了弥尔顿创作撒但形象的原意.弥尔顿其实是通过<失乐园>来谴责撒但带给人类的悖逆和堕落,认为只有回归神圣真理才能带来真自由.     

库切的主要翻译理念评介

库切是2003年诺贝尔文学奖得主,对他的作品的解读论文已如雨后春笋般地出现在各种期刊中。然而库切既是小说家更是一位翻译家,对其翻译理念的系统研究尚无人问津。文章根据库切对穆尔夫妇、哈曼等人翻译卡夫卡代表作品《城堡》、《审判》等的评论,提炼出库切的翻译理念,主要体现在三个方面：译者的创造性叛逆、读者参与引发的创造性叛逆、译者对异化和归化的“度”的把握。     

麦克斯韦速率分布律的模拟演示

运用FlashFlash软件,直观、形象地呈现了同种粒子的运动情况和麦克斯韦速率分布曲线的变化情况.     

The Democratic Potential of Parental Dissent: Keeping Public Schools Public,Legitimate, and Educational

In this essay, Sarah Stitzlein describes the democratic potential of parents choosing to opt out of school testing, explaining how they ought to engage in political dissent to best fulfill their responsibilities as citizens and to practice democracy on behalf of children and schools. Parents' decisions to opt out are often based on rights claims about their oversight as parents; moral claims regarding the potential undue pressure testing places on children and the misuse of students' scores; political and economic concerns with the role of corporations in testing; and educational claims about the validity of scores, the narrowing of curriculum, and the deprofessionalization of teachers who feel they must teach to the test. By building publics around these rationales and shared concerns, parents may increase the political legitimacy of public schools and create public schools that are more deeply public; in some cases, they may also provide an educational model of democratic life for budding citizens in schools to observe and learn from.