Reconstructing Dewey: Habit,Embodiment and Health and Well-Being

This critical paper utilises selective education writings by John Dewey as the basis for considering how a strengths-based and personalised view of habit and embodiment could effectively thrive as part of an enhanced health and well-being focus in schools. The paper centres on Dewey’s belief that habits when allied to continuity and interaction could help children to integrate experiences in ways which enable them to constructively evaluate the contribution of health and well-being to their education. The paper concludes by reviewing how the connections between habit, embodiment and health and well-being could be pedagogically strengthened.     

磁单极子与电磁对称性

研讨磁单极子的理论假设、探测现状及其研究意义.基于电磁对称性,认为在目前的经典电磁理论中用磁场强度定义磁单极子强度的单位比较合适,并推导出存在磁单极子时麦克斯韦方程组对称形式.     

约翰·杜威论审美知觉

在杜威看来,审美知觉是对关系的认知,是一种创造性的过程,在审美知觉中始终渗透着想像与情感.如何充分利用各种教育合力丰富与培养学生的审美知觉不仅应是艺术教育的前提,更应是它的核心.     

洛克绅士教育思想对我国大学生教育的启示

洛克绅士教育思想的基本内容包括健康教育、道德教育、知识教育、礼仪教育，我国大学生教育应重视健康教育，提高学生身体素质；加强道德教育，改进道德教育方法；改进知识教育，重视发展学生能力；认识礼仪教育，提高学生综合素质。     

对理想气体分子按平动能分布的讨论

由麦克斯韦速率分布律推导理想气体分子按平动能的分布规律，并从几个方面讨论它与分子速率分布律的相同和不同之处．     

赫尔巴特与杜威师生观的比较与启示

在教育理论界，赫尔巴特与杜威分别被视为传统教育派与现代教育派的代表人物，二人在教育发展史上都起过里程碑式的作用。学术界特别重视对二人教育思想的研究，但在对二人师生观的比较研究中，多注重对二人师生观分歧的论述，而对其共通之处的研究相对不足。赫尔巴特与杜威在教育目的、具体的教学方法和教育教学管理等方面虽体现出不同的师生观，但他们都不同程度地肯定了教师在教育教学过程中的重要地位和作用，都重视学生个性、兴趣的培养和发展，都认为尊重和爱是构建良好师生关系的基础。所有这些，对于我们认识和构建新型师生观有多方面的启示。     

塞尔的隐喻理论与汉英数字文化内涵对比

数是数学符号和观念的合集,除了用来计算,表示字面意义之外,更多表达了文化内涵.塞尔的隐喻意义理论区分了语言中的字词意义和说话者所表达的意义,前者被成为字面意义,后者为隐喻意义.要正确理解汉英数字字面意义之外的隐喻意义,关键是了解数字中所蕴含的文化内涵.文章从对塞尔的隐喻理论观出发,基于数字的哲学内涵,对英汉数字的隐喻意义进行了对比分析.     

罗尔斯教育公正理论情结及方法论原则批判

罗尔斯立足于自身正义论的理论脚本之上的教育公正观作为一种方法论原则,存在不可克服的理论困境。他的理论前提是建立在对人及人性纯粹的唯心主义假设和理解的基础上,是抽象的;他的理论视角是在统一尺度的规定下促进所有人的公平、平等,是片面的;他的理论归宿是以平均主义倾向追求分配上获得最大共识的真理性公正,是乌托邦的。我们应当以批判性的眼光看待罗尔斯的教育公正理论,警惕陷入罗尔斯教育公正理论情结,以防盲目地信仰其理论而做出与现实不相符的判断。     

Love and teaching: renewing a common world

This paper reflects on John Macmurray’s notions of human relations and of persons in relation to their community. It examines the idea that there cannot be other ways of seeking lucidity about what it means to live a human life than by entering into human relations. Learning about value and about what it can mean to live the life of the mind is inseparable from seeing such value and being moved by seeing it in the lives in which it is realised.     

Contexts and functions of music in the Orbis sensualium pictus textbook by John Amos Comenius

The present study deals with the content-related and thematic, as well as visual and semantic, contexts in which musical motifs, and words and notions with a musical meaning, are placed in the Orbis sensualium pictus textbook of John Amos Comenius. They can be found in several places in the textbook in both its textual and pictorial components. They are used for a broad demarcation of the fields in which music is presented as a philosophical and aesthetic, didactic, communication, ethical and theological phenomenon. In this way, music is presented to the children of the seventeenth century through the Orbis sensualium pictus not only in the form of its specific object or event, in its metaphorical or symbolical meaning but, first of all, as a phenomenon present in the various fields of spiritual and everyday life. The reader becomes acquainted with music in its various functions, with its form, practical utilisation, relation to other fields of art and science, its position within philosophical concepts, its ethical dimension, aesthetic values, spiritual as well as transcendental essence. The purpose of the present study is to explore the essence, present the origins, genesis, sources for inspiration and objectives of the textual as well as the pictorial form of the music syllabus in this pictorial textbook, most widely used in the European context, and, at the same time, to point out the juxtapositions, links, functions and contexts into which music is placed throughout its contents.