论《〈红楼梦〉的两个世界》和红学发展方向

余英时《〈红楼梦〉的两个世界》是红学研究史上极重要的文献,深刻地影响着红学研究。由于时代、历史的局限,该理论有着难以克服的局限——将两个世界具体化。这主要根源于对红学学术史、库恩“范式”理论的误解和新旧风气的影响,有必要重审此。红学研究的深入必须建立在对红楼梦文本细读和对前人成果的创造性继承之上,这才是红学研究的真正“出口”。     

语言模糊因素综探

物质世界和经验世界具有多样性和发展的连续性;范畴（概念）是人类使这两个世界进入语言的接口,但这个接口并不能使二者与语言严格对接;范畴内部各成员之间地位并非一律平等,而是呈现出一个隶属的梯度现象;范畴与范畴之间的边界是模糊的,而非清晰的;范畴化受文化的影响,进而影响语言;语言本身的特点和语境也会使语言模糊;人脑的思维具有模糊的特性。所有这一切外部因素和内部因素是造成语言模糊的重要原因。     

Navigating multiple worlds of Ghanaina-born immigrant adolescent girls in US urban schools

African immigrant populations are among the fastest growing immigrant populations in the United States, yet they are understudied and are invisible immigrant group in the educational literature, particularly, in the context of educational discourses in the United States urban schools. Drawing on Phelan et al.’s multiple worlds model, we analyzed individual and focus group interviews of forty students, thirty-six parents, and twelve teachers from two schools. Findings showed that Ghanaian-born immigrant students undergo several complex transitional paradigms combining two worlds (school and home) of Ghanaian culture, past educational experiences, family values, and adapting to new school environments to achieve success in American educational systems. In addition, they faced racial and ethnic discrimination and stereotypes from peers, which negatively impacted their academic progress and social adjustments in school. The authors recommend that teachers should establish new ways of understanding the multiple worlds of African-born adolescent immigrant girls by accounting for their culturally diverse ways of navigating their worlds of school, peers, and families to achieve academic success in US schools.     

The separation of economy and sentiment: a comparison of how individuals perceive hostile worlds

ABSTRACT

Analyses of the relationship between economy and sentiment tend to focus on connection rather than separation. Scholars recognize that individuals sometimes identify moral conflicts between economy and sentiment, but primarily focus their research on the boundary or relational work performed to mitigate or disappear the conflict. Instead, I analyze how individuals talk about the relationship between economy and sentiment as separate or hostile, comparing two theoretically distinct groups: non-religious individuals and practicing evangelicals. The comparison allows me to analyze patterns of discourse and boundary-making based on access to institutionalized culture. I find that both groups articulate perceptions of hostile worlds by: (1) maintaining the taboo against talking about money, (2) recommending neutral separation, and (3) demarcating areas of life as too sacred for money. Through comparison, I find that non-religious respondents describe a less permeable vertical boundary line, whereby economy and sentiment are separated into separate spheres, as if side-by-side, while evangelicals describe a more permeable horizontal boundary line, where separation is maintained through the use of consistent hierarchical discourses that assert the moral importance of sentiment over economy. My findings underscore how unequal access to cultural schema differentially shape how individuals connect economy and sentiment, if at all.     

Meaningful learning and creativity in virtual worlds

Virtual worlds open new possibilities for learners, prompting a reconsideration of how learning takes place, and setting education in a context of playfulness, delight and creativity. They provide environments in which it is not only possible but also necessary to generate and try out ideas. They therefore offer opportunities to explore new possibilities related to teaching and learning about creativity and to challenge assumptions about the creative capabilities of young learners. The research reported here focuses on a group of teenaged learners who worked together online in the virtual world of Second Life®, as well as using other online tools. It applies thematic analysis to a 120-post forum discussion carried out over two weeks, in which 19 learners and educators debated how to develop their virtual island, and sets this discussion in the context of ongoing interaction within this group. Their focus widened from building plans to cover the creation and maintenance of a community, creatively synthesising considerations relating to environment, ethics, governance, aesthetics and purpose. The teenagers’ creativity when dealing with this authentic problem extended well beyond the elements identified by England's National Curriculum, and was supported by staff's active and supportive engagement in the debate.     

Essential knowledge for academic performance: Educating in the virtual world to promote active learning

Education has traditionally focused on the importance of content, and has guided curriculum design according to this principle. While content knowledge is important, to excel in the labor market today graduates need to develop procedural knowledge, with greater emphasis on capacity development for transferable skills. This need is amplified by emergent technologies, which increase the demand to develop knowledge in this domain. To disentangle and measure the impact of content and procedural knowledge on academic achievement, the study occurred in a virtual setting. Based on the findings, we provide recommendations for course designers and course developers to improve students‟ performance.     

The convergence of gaming practices with other media forms: what potential for learning? A review of the literature

Nowhere in the current digital technology landscape is the process of ‘blurring the lines between media’ more apparent than with the uses and applications of gaming practices and technologies. Here the overlaps between new media and media interfaces are becoming significant as games technologies and practices are becoming more pervasive as commonplace social practices. This article reviews literature for evidence of these trends of convergent media forms as a starting point for a wider debate for using games technologies and practices to support learning practices. The article outlines convergences between gaming and cinema, gaming and the Internet, and gaming and emergent technologies and interfaces (e.g. mobile phones and social software). The article aims to foreground major dimensions of convergence in relation to the potential of innovations in educational practice and activities. The article concludes that variant forms of gaming are widespread. But while the converging forms of gaming with other media forms provide potential for supporting educational practices, these new forms still need to be considered in relation to clear pedagogic strategies, supported peer interactions and tutor engagement.     

张爱玲与王安忆上海小说中的女性意识

张爱玲与王安忆都有着鲜明的女性意识。她们立足于中国女性自身的生存体验,从女性的生存状态、情感层面对上海女性加以观照。她们描摹了中国女性由女奴向女人的回归,对男性的态度也有彻底否定与妥协宽容的区别。真正的女性意识必须从男女两性的对立转变为性别的整合,应具备"双性和谐"的意识。     

Learner identities in vocational education and training – from school to apprenticeship

The aim of this paper is to describe changing learner identities and trajectories of identification that take place among vocational education and training (VET) apprentices in Norway. This paper describes 23 young, male VET students’ learner identities in compulsory school (age 7–15) in comparison to their learner identities in VET apprenticeships (age 18–21), based on analyses of a set of biographical interviews about their schooling experiences. More specifically, the analysis describes changes in interviewees’ learner identities in their transition from school to apprenticeship. The analysis reveals that their narratives of being a student in school involved wounding educational experiences, such as negative student-teacher relationships, and feelings of failure and disengagement. At school, the participants’ learner identities were positional identities created in the shadow of the figured world of school, leading the students to individualised withdrawal. The narratives of their apprenticeship was characterised by a sense of belonging, feelings of equality to peers, independence and adulthood. The ‘adult working man’ identity is a disguised learning identity, in that it breaks with the wounded learner identity of the ‘failing student’ and thereby creates opportunities for active learning for apprentices, both as individuals and members of communities of practice.     

The Criticism of Social Realities in the Three Worlds after the Human World of The Journey to the West

The three worlds after the human world in The Journey to the West, in spite of their religious elements, their implicit moralizing, and their involved allegory, hold up a mirror to the social vices of the author’s day, showing on the one hand the corruption, injustice, ava rice, lust, faction, perfidiousness and cruelty among the ruling classes, and on the other hand the miseries of the oppressed.