Notes on Contributors

For some time there has been debate about differing perspectives on musical gift and musical intelligence. One view is that musical gift is innate: that it is present in certain individuals from birth and that the task of the teacher is to develop the potential which is there. A second view is that musical gift is a complex concept which includes responses from individuals to different environments and communities (Howe and Sloboda, 1997). This then raises the possibility that musical excellence can be taught. We have already explored this idea with practising musicians ( ). Our research has now expanded to include music teachers in formation, and, in this paper, we look at the influences in their musical development which have either ‘crystallised’ or ‘paralysed’ the musical talent which they possess. Our research has a comparative dimension, being carried out in Scotland and in Australia. We conclude that there are several key influences in the musical development of the individual, including home and community support, school opportunities and teaching styles and that there may be education and culture‐specific elements to these influences.     

科举阴影下的“郎丈”之情

从范进中举前后胡屠户语言、行动的变化以及所送礼物的不同,可以看出科举引起的癌变已经扩散到社会的每一层面,它使世风更为浇薄、人们更加势利、人情更趋淡漠。在科举阴影下,郎丈之情被亵渎、被异化。通过重新解读《范进中举》可以看出,抨击世风日下是其主题,作者除了关注士子外,也"为市井细民写心"。     

历史风尚与人文价值之辨——《文心雕龙·体性》再解读

《体性》篇的内涵长期以来基本定位于"风格论"研究。话语修辞视角的引入,将历来被视为一种普适性的艺术风格研究还原至历史文化语境,展现出刘勰"八体"论述中内隐的两种类型模式:"八体屡迁"型与"八体归位"型,以及"明才实学"与"明学实才"的颠倒论证现象。该篇中所存在的这种话语修辞现象,隐现出了刘勰以人文价值理性对抗的历史风尚时潮的思想立场。