运用"想法解读"理论提高孤独症学生对他人情绪辨别能力的个案研究

孤独症是一种脑功能障碍引起的长期发展障碍的综合症,它影响着儿童很多方面的能力和表现,尤其是在社会交往和沟通方面的发展,表现出在与人相处过程中不能作出适当的反应,对与交往的人的特点与个性也不能清楚地进行判断。本文采用对一名孤独症儿童个案研究方法,通过对人物表情、卡通图片表情、创设不同情境推断人物可能的情绪反应等训练,提高孤独症学生对他人情绪的辨别力。结果显示:通过训练该名儿童在理解图中处境所描写的人物关系和其中人物蕴涵的情绪以及推断人物的情绪反应及感受上有所提高。     

Becoming world-wise: an educational perspective on the rhetorical curriculum

In this paper I discuss some aspects of recent scholarship on rhetoric and the curriculum, making a distinction between approaches that use insight from rhetoric to analyse formal and informal curricula and approaches that develop programmatic suggestions for the conduct of education. In the paper I deploy an educational perspective which I distinguish from a perspective that sees education mainly as a process of the socialization of individuals into existing social, cultural and political ways of doing and being. I focus on three aspects of the discussion: the conceptions of education that are being used in the discussion and, more specifically, the way in which the rhetorical approach is connected to the ideas of paideia and Bildung; the particular understanding of language in the rhetorical approach to the curriculum; and the question whether the rhetorical curriculum should be understood in terms of empowerment or in terms of emancipation. I argue for a more consistent and more radical adoption of insights from rhetorical scholarship in order to make the rhetorical curriculum more educational and more politically aware. I capture this with the idea of becoming ‘world-wise’ as an alternative for the idea that the rhetorical curriculum should contribute to making students ‘symbol-wise’.     

爱德华·代尔的精神生态思想——爱德华·代尔《我的心灵即我的王国》主题解读

透视英国文艺复兴时期诗人爱德华·代尔的名作《我的心灵即我的王国》中拥抱心灵的精神生态思想,以引导人们在物欲横流、名利至上的社会中构建一个快乐本我、现实自我与德性超我、和谐共生的可持续的心灵王国.     

耶鲁大学学生心灵与智力的培养

耶鲁大学的本科教育理念旨在完善学生心灵与智力,培养训练学生健全的道德人格和综合的智力品质。上述本科教育理念,植根于耶鲁大学自由教育的传统、深切的人文社会关怀使命、发展国家乃至世界文化的办学宗旨及其思想自由的氛围。以该理念为指导,耶鲁人提出为学生未来工作奠定初步基础、为学生未来快乐生活奠定初步基础、为学生领导未来社会奠定初步基础的本科人才培养目标。重视教师指导、寄宿学院、通选课程和自由教育课程,是完善学生心灵与智力的途径。耶鲁大学上述本科教育理念及人才培养目标与途径,体现了西方文化中别样的出世特性,令人回味与思考。     

《麦田里的守望者》主人公思维风格的语言和认知研究

《麦田里的守望者》是美国J.D.Salinger的成名作。本文通过对小说主人公即第一人称叙述者霍尔顿.考尔菲尔德特有的言语行为和认知特征进行细致和系统的分析,从语言和认知的文体视角研究青少年的思维风格,理解作品成长中青少年的认知特点和对世界独特的概念化,欣赏作品的语言和把握小说的主题。     

释“景纯艳逸,足冠中兴”

探讨《文心雕龙·才略》"景纯艳逸,足冠中兴,郊赋既穆穆以大观,仙诗亦飘飘而凌云矣"的深层内涵。通过分析六家对这段话的不同理解,综合作者在其他篇目中的观点,以及钟嵘、黄侃及罗宗强等古今学者的研究成果,归纳出一个较为新颖的观点:"景纯艳逸,足冠中兴"的"艳逸"既是对郭璞诗赋作品思想獉獉上的简要概括,也是对其诗赋艺术獉獉成就的高度提炼。     

Developing a discourse of the postmodern community development professional

This article seeks to promote the generation of a discourse of the postmodern community work professional. A shared discourse will lead, we propose to shared capital. We argue that there is a tension between the modern and postmodern for those of us engaged in the profession of community learning and development (CL&D). We need to value reflexivity which allows the community worker to make sense of multiple discourses and to make the transition from modernism to postmodernism. We need in the CL&D profession to recognise that Marxist principles that we espoused in the 1980s may be enhanced by a new theoretical base that still values change.     

Minds Between Us: Autism,mindblindness and the uncertainty of communication

This paper problematizes contemporary cultural understandings of autism. We make use of the developmental psychology concepts of ‘Theory of Mind’ and ‘mindblindness’ to uncover the meaning of autism as expressed in these concepts. Our concern is that autism is depicted as a puzzle and that this depiction governs not only the way Western culture treats autism but also the way in which it governs everyday interactions with autistic people. Moreover, we show how the concepts of Theory of Mind and mindblindness require autism to be a puzzle in the first place. Rather than treat autism as a puzzle that must be solved, we treat autism as a teacher and thus as having something valuable to contribute toward an understanding of the inherent partiality and uncertainty of human communication and collective life.     

Pedagogy of Ignorance

In this article I discuss how Jacques Rancière’s thought invites us to re-conceptualize the education–emancipation nexus. The primary goal of traditional approaches to emancipatory and anti-oppressive education has been to empower the oppressed so that the latter can (re)gain their voice and transform their situations. Building on Rancière’s ideas, I argue that the processes of empowering the oppressed imply that one has the power to empower the other, and thus start with an assumption of inequality. I conclude the article with a call for a pedagogy of ignorance. Grounded in Rancière’s thought, this pedagogy is ignorant of any division and hierarchy of intelligence.     

解放思想与科学发展观

解放思想一直是中国共产党思想路线的应有之义,是中国共产党战胜各种艰难险阻的一大法宝,没有解放思想,就不可能产生毛泽东思想、邓小平理论和三个代表重要思想。同样,没有解放思想,也就不会有科学发展观这一新成果。深入学习胡锦涛总书记的十七大政治报告,对于深入理解解放思想的意义以及与科学发展观的关系,高举中国特色社会主义的伟大旗帜具有重要的理论意义和实践意义。