On Joseph-Kindness to his Brothers

In this paper,Joseph,kind to his brothers whom had once nearly killed him before will be discussed.Years of terrible suffering when Joseph has been sold to Egypt as a slave,from the bottom towards the top,he finally became the prime minister to help the Egyptian pharaohs with seven years of abundant and famine.When his brothers came to Egypt to buy coin to get alive,as a prime minister,Joseph did not use his power to punish them but forgive all after identifying their repentance.Forgiving all and asking his brothers to reunite the whole family and relatives,Joseph also settles his father and brothers in the best of the land,dwell in the land of Goshen admitted by Egyp tian pharaohs.Conclusion:Every one of us shall be as kind as Joseph,forget the evil things treated to us before,and forgive the persons,who betrayed or framed before:a disposition to be lenient in pardoning others.     

Of Slumdogs and Schoolmasters: Jacotot,Rancière and Mitra on self-organized learning

Abstract

This article argues that the concept and practice of ‘self-organized learning’, as pioneered by Sugata Mitra (and his team) in the ‘Hole-in-the-Wall’ experiments (1999–2005) that inspired the novel Q & A (2006) and the resulting movie, Slumdog millionaire (2008) bear direct, but not uncritical comparison with Jacques Rancière’s account of ‘universal teaching’ discovered by maverick nineteenth century French pedagogue Joseph Jacotot. In both cases, it is argued, there is a deliberate dissociation of two functions of ‘teaching’ that are often conflated: knowledge and mastery. Mitra’s development of computer-mediated learning among the supposedly ‘ignorant’ of India’s slums, and Rancière’s insistence on equality as a presupposition rather than a goal, both emphasize the agency of the student at the centre of learning, but in ways that displace both established pedagogical methods of ‘explication’ and the neoliberal ideology of ‘schooling’ as the harmonizing of individual and social functions of education.     

李约瑟与敦煌

1943年秋,李约瑟为搜集中国科学技术史的资料赴西北考察,在敦煌停留一个月,拍摄了140多张敦煌和莫高窟照片,对敦煌艺术有了初步地认识。     

体育全球化:冲突与融合——评约瑟夫·马格瑞的著作《体育全球化》

对马格瑞教授的著作《体育全球化——身份,社会,文明》进行评述。马格瑞教授用形态社会学的理论解析体育全球化的发生发展,认为体育全球化具有多面性、多方向性,是各种力量冲突、融合的结果,在体育全球化过程中,现代体育文化从生活方式的层面对非西方国家的人们产生了根本性的影响。     

一把锋利无比的柳叶刀--简论克朗宁的《城堡》

20世纪英国批判现实主义作家克朗宁的名《城堡》像一把柳叶刀切开了英国社会现实的肌体,暴露出了这个肌体内的种种病灶：医学界的保守落后和陈规陋习,医务界的种种黑暗、腐败现象,资产阶级社会的各种丑恶面貌。作品成功地塑造了主人公曼逊这个走过了先是不满反抗、继而妥协沉沦、终于觉醒再生曲折历程的青年医生的形象。     

Content,Joseph Schwab and German Didaktik

This article attempts to extend and deepen the conversation concerning the knowledge-based approach to curriculum espoused by Michael Young in his 2013 JCS paper through revisiting the structure of the disciplines thinking of Joseph Schwab and German Didaktik. It argues that curriculum making requires a theory of knowledge that not only differentiates different types of knowledge but also elucidates the concepts, theories, methods and habits of mind within a particular knowledge type that contribute to the cultivation of students’ intellectual and moral powers or capacities. Furthermore, it needs a theory of content that addresses how knowledge is selected and transformed into curriculum content, what educational potential content has, and how such potential can be disclosed or unlocked for the cultivation.     

被埋没的女性存在:解读约瑟夫·康拉德的《黑暗的心脏》

《黑暗的心脏》在通篇的叙事中展现出第一叙事人马罗的男权话语。他对女性充满了歧视与贬诋,从而将女性的存在埋没于男权的视域之下。然而,男人在蔑视女人之时却忽视自身的女性特质。而女性非但如马罗所言被动与失语,她们积极,有力且富于光彩。     

Joseph Schwab,self-study of teaching and teacher education practices proponent? A personal perspective

The field of self-study of teaching and teacher education practices, like a number of other areas of inquiry, appears negligent in paying intellectual debt to Joseph Schwab who revolutionalized the fields of curriculum and teaching in the 1970s with his ideas about the practical. In this article, I trace my personal journey of coming to know Schwab's contributions and how I came to vicariously know Schwab as a professor who not only paved the scholarly way to self-study, but also appeared to practice a form of self-study by making his personal teaching an object of inquiry. To my way of thinking, Schwab practically and theoretically blazed a trail for the self-study of teaching and teacher education practices long before the line of research became recognized as a legitimate strand of inquiry. Furthermore, Schwab's thinking provides, for me and others, a possible plotline that could lead to renewal in the field of teaching and teacher education.     

科技文明耀古今东西融和进大同——回顾“奇迹天工”展，兼忆李约瑟博士

中国科学技术馆为迎接2008年北京奥运会而承办的“奇迹天工”展览,以物化的历史和文化形态,大力弘扬了中华民族的伟大创造精神,有效传播了中华科技文明对现代科学发展震古烁今的历史贡献,为“中国有科学”做了有力注脚,为世界了解中国提供了一个窗口;李约瑟博士垂数十年研究而迄于蒇事的《中国科学技术史》,高度肯定了中国古代科技成就、科学思想和科学方法在人类文明史上的重要价值,在为世界科学文明探明源流的同时,用不争的史实促使西方人对中国科学刮目相看,从而“还给中国科技一个公道”。     

柳下惠“坐怀不乱”与经典的重构

被孟子誉为“圣之和者”的柳下惠受到后世儒家的大力推崇,“坐怀不乱”故事的广为流传,更是将他塑造成一位道德完人。然仔细分析典籍记载,从孔孟对其的赞许,到《毛传》的传说故事,再至《孔子家语》中的基本定型,佛教典籍内的短暂征引,最后至明清小说中“坐怀不乱”成为一个成语典故,故事乃是由后世逐步演绎而出,而并非历史事实。其出现的原因,一在于后世对儒家典籍的误读,二在于儒家自身理论建构的内部需要,三在于汉代儒家传经解经的方式。