“对世界的爱”：阿伦特论爱与世界的关系

＂对世界的爱＂始终是贯穿阿伦特思想的隐秘线索。以非世界性和非政治性为内核的爱与世界的取向之间存在着不可化约的歧异。阿伦特无意清除爱与世界的悖谬,而是将＂对世界的爱＂理解为充分表达人类处境之共同性的公共纽带。通过考察阿伦特对爱的不同形式之分析,友谊和尊重被确认为是通向世界的爱的逻辑,＂对世界的爱＂必须落实到人类的行动能力及友爱的对话之上。     

圣经文学中亲情与友情主题评析

《圣经》是欧洲文化的主要源泉之一,这样说几乎肯定是低估了《圣经》的重要性。也许更恰当的说法是,《圣经》是欧洲文化最初的和主要的来源。借助于各种译本,《圣经》不仅对所有重要的欧洲和北美文化都产生过深远的影响,它也为人类思想、文学和艺术中某些具有纪念碑意义的作品提供了灵感。《圣经》被引用的范围极宽极广,从伟大小说、音乐,再到诗歌,以致人们无论是否意识到它出自《圣经》,都几乎无法逃避它的影响。笔者旨在通过引用经文来评析圣经文学中亲情与友情这一主题。基督教主张博爱,彼此相爱,甚至爱你的仇敌。同时,作者列举欧洲和北美著名文学作品来论证圣经文学中的亲情与友情。     

从《尼各马科伦理学》看亚里士多德的友爱观

在亚里士多德的伦理学思想中,＂友爱＂占有极其重要的地位。他把友爱分为善的友爱、快乐的友爱和有用的友爱。在《尼各马科伦理学》中以彼时代的视角来体悟友爱,将有助于人们理解亚里士多德时代的友爱以及对友爱的运用建立一个比较完整的框架。     

Supporting Collaborative Self-Study: An Exploration of Internal and External Critical Friendships

ABSTRACT

This article outlines how a cyclic process of reflection and action was strengthened by the role of an external critical friend in a collaborative self-study. As three teacher education practitioners, two of us participated in the collaborative self-study, acting as internal critical friends to each other, while the third added an external layer of criticality. We both coached the university football team through one playing season: planning, coaching and reflecting collaboratively. Examination of the collaborative self-study identified two essential elements that supported our learning. The collaborative self-study was supported by a cyclic process of reflection, planning and action, and this foundational layer with review and deliberation to support the critical reflection contributed to learning and practices, both as coaches and as teacher education practitioners. A second layer of collaboration, in conjunction with an external critical friend, added to the depth of critique. While the role of critical friend is not new to self-study, analysis of data from both layers of critical friendships is useful in exploiting the structures and methods used throughout the study to contribute to individual and collaborative learning. This article presents the intricate details of the modus operandi – the repetitive cycle of action and reflection at the foundational layer, and the additional review and deliberation with an external critical friend in the second layer.     

The educational expectations of Italian children: the role of social interactions with the children of immigrants

This paper aims to investigate to what extent the growing presence of children with immigrant background in the Italian school system has an impact on the educational expectations of Italian students in eighth grade. Educational expectations are individuals’ plans for their future educational career, adjusted to the subjectively estimated probabilities of achieving a given outcome. Multilevel analyses are performed using data from ITAGEN2 (Italian Second Generation) survey, the first nationwide survey on natives, first- and second-generation immigrants. Results demonstrate that attending a school with a high proportion of children of immigrants has no impact on realistic expectations about secondary education. In addition, students attending schools with high level of interethnic integration are more prone to having high educational expectations.     

Derrida,Friendship and Responsible Teaching in Contrast to Effective Teaching

Educational theorists working within the tradition of Jacques Derrida and Emmanuel Levinas’s thought, posit teaching to be a site of implied ethics, that is, a realm in which non-violent or less violent relations to the other are possible. Derrida links ethics to the realm of friendship, enabling one to understand teaching as a site of the ethics of friendship. I clarify how friendship, as a re-metaphorization of differance, opens us up to a conception of teaching that provides a counterpoint to the current discourse of ‘effective’ teaching. I draw out the implications of the Derridean conception of friendship for the educator in his or her philosophical orientation towards teaching and attempt to show that friendship points the educator towards an orientation that enables a ‘fine tuning’ and opening up of one’s sense of obligation and responsibility to one’s students in ways that cannot be circumscribed to current or institutionally sanctioned ways of understanding the activity of teaching, especially as it is often envisioned in American public education.     

Children's views of collaborative learning

Collaborative learning is a widely used and popular strategy in many primary schools. In this article, the authors review the nature and purpose of collaborative learning and present a summary of how one small group of Year 5/6 children view its effectiveness.     

新冠肺炎疫情防控下的中国精神

"新冠病毒"疫情防控,彰显了中华民族以大局为重的整体主义精神,守望相助、友善团结和共克时艰的民族共同体意识,更以改革创新、科技防疫以及理性反思赋予了时代精神新的丰富内涵.中国的抗疫成果使人们有理由相信"中国模式"和"中国方案",为世界提供一种新的抗疫思维和价值观念.     

电影《刮痧》中的中美文化对比

通过电影《刮痧》中的情节及人物对白,分析中美文化中的教育观、友情观、科学观,比较中西文化的差异,为中美文化共存与和谐发展提供一个思考方向。     

Validity and reliability of a Turkish version of the Friendship Activity Scale

The purpose of this study was to develop a valid and reliable Turkish version of the Friendship Activity Scale (FAS). Both the English and Turkish versions of the FAS were administered to 36 students to check for language equivalence. The Turkish version of the FAS was then administered to 226 students to ensure internal consistency, and to 61 students to test re-test reliability. The FAS and Adjective Check List (ACL) were administered to 49 students to check concurrent validity. There was a significant relationship between the English and Turkish versions of the FAS (r?=?.78), and there were no significant differences between the two measurements (p?<?.05). Cronbach Alpha Reliability of the FAS for the Turkish sample was .86. The Intraclass Correlation Coefficient of the repeated measurements of the FAS appeared to be sufficiently high (.89), and there were no significant differences between the mean values of two interval measurements (p?<?.05). The FAS significantly correlated with the ACL (r?=?0.58). The total item correlations of the FAS were acceptable, ranging between 0.26 and 0.65. In conclusion, the FAS appears to be a valid and reliable instrument for measuring the behavioral intentions of Turkish elementary school children, and their commitment to initiating a friendship with a peer with a disability.