The Essence of Language in Toni Morrison’s View through an Analysis of Her Nobel Lecture and Novels

In 1993,the Nobel Prize of Literature was granted to an American black woman writer,Toni Morrison.She disclosed the features of language in her Nobel Lecture with a story of"the bird-in-hand".Language is both a tool of the ruling class to govern people and a tool fort he common people to understand society and express themselves.Morrison has a deep understanding of it and makes good use of the features to express women’s liberation and racial liberation in her works,which make her language peculiar and her ...     

《白鹿原》：儒家文化命运的观照

本文通过文本分析,揭示了作家对待传统儒家文化的复杂态度：在认同和赞颂的同时,冷静地描述其负面影响;揭示了在现代历史变革进程中不可避免走向衰落的历史命运,又流露出难以割舍的恋情;清醒地认识到沿袭传统文化是一条绝路,但又认为背离传统不仅不应该,也不可能。作家主张剔除儒家文化的负面性,提炼、转化其合理因素,批判地继承传统文化,但又没有提出具体的办法。因此,《白鹿原》并没有提供富有现代人文价值的文化观念,只是反映了作家的深刻困惑。     

英国教育改革新动向：学校和家长将享有更多的权利

2005年10月25日,英国教育与技能部公布了题为《为了全体学生:更高的标准,更好的学校》的白皮书,其主要内容是改革教育体制,给学校更大的自由,给家长更多的权利,为每个孩子提供优质的教育。     

经济利他主义界说

经济利他主义具有丰富的语义内涵。哲学上,利他倾向的自在力量展示为“他”对“己”的生成意义以及人性中的社会化取向;伦理学上,利他选择展示的实践理性成为破解囚徒困境、缔结和维护互惠的必要策略;经济学上,利他经济行为具备满足信息传递的特有效率与现实化的途径。作为实践理性的能动扩展,经济利他主义是人类发展过程中生成的自觉自为取向,同时践履“外在利益”和“内在利益”旨趣。     

“何谓人,何谓妖”的身份认同困境——从《人间——重述白蛇传》的叙事结构谈起

李锐重述白蛇传的这一行为可以看作是对中国古代传说及传统文化的一次全新阐释。作者对白蛇传这一流传已久的民间故事加以大胆的解构和重述,在赋予其独特的传奇色彩的同时,将身份认同这一命题作为重述的理念支架和终极旨归,使读者在阅读过程中能够跳出故事本身反观自己、重新审视现实。     

Action research as a practice‐based practice

Action research changes people’s practices, their understandings of their practices, and the conditions under which they practice. It changes people’s patterns of ‘saying’, ‘doing’ and ‘relating’ to form new patterns – new ways of life. It is a meta‐practice: a practice that changes other practices. It transforms the sayings, doings and relating that compose those other practices. Action research is also a practice, composed of sayings, doing and relating. Different kinds of action research – technical, practical and critical – are composed in different patterns of saying, doing and relating, as different ways of life. This paper suggests that ‘Education for Sustainability’, as an educational movement within the worldwide social movement responding to global warming, may be a paradigm example of critical action research.