现象学视阈中教师口语发展探析

教师口语是国家教育部规定师范类院校开设的必修课程。面对自身存在的问题,教师口语课程改革势在必行。本文在现象学视阈中,通过引入生活世界理论,集中探讨教师口语的教学理念和教学目标。认为新时期教师口语教学理念应包括立足生活世界的理念、以人为本理念和平等理念;教学目标除认知领域外,还应包括实践领域和情感领域。     

‘Sitting on embers’: a phenomenological exploration of the embodied experiences of inclusion of newly arrived students in Sweden

What can we learn from and with the body in order to understand more about the (lived) experiences of newly arrived students in schools? This question has hitherto been given little attention in relation to the field of migration and education. Using the perspective of Ahmed's critical feminist phenomenology, this article aims to explore the embodied experiences of the different contexts that newly arrived students encounter in a rural monolingual school in Sweden. The empirical data are based on participant observation conducted in introductory and mainstream classrooms, as well as interviews undertaken with newly arrived students during a year of fieldwork. The findings of our study show how close attention to newly arrived students' embodied experiences can help to dispel prevailing myths surrounding inclusion, bringing to light thereby how the current lived conditions of inclusion in fact carry with them lines of exclusion.     

Enabling transformation through critical engagement and reflexivity: a case study of South African academics

ABSTRACT

Scholars writing on agency argue that normally, individuals who experience social structures as comfortable will tend to want to reproduce them while those who experience these structures as oppressive will want to change them. This is a bleak outlook because it suggests that those in positions of power and influence are less likely to seek to overhaul the very system of rewards and punishments that benefits them. However, there are exceptions to this pattern: instances where those who experience the structures as comfortable, nevertheless, work at transforming them. This article introduces an alternative perspective to current transformation discourses by seeking to understand why such exceptions exist. It argues that critical engagement is an important dimension of such transformation, and examines how it interacts with reflexivity to shape individual choices and reformulate interest. Drawing on a hermeneutic phenomenological analysis of in-depth interviews with 10 academics who have been identified as agents of change at one university in South Africa, we reveal how individuals are able to shift their understanding of what is or is not in their interest in a context where raced, gendered and classed interests are deeply embedded in the fabric of the society. In such contexts, reflexivity and critical personal engagement with one’s context can lead to a shift in interest and then consciousness as the individual comes to see and experience things from a different vantage point, opening up the possibility for a changed relationship with the social structure and its constraints and determining influence.     

关于训诂学的几点思考

必须用当代科学的方法来重新审定训诂学的命题、观念和任务。训诂学是解释学,不是词义学。注疏古文不注重文法,就难以准确理解词义。词源的探索,是训诂重要任务之一。     

职业教育的现象学研究

现象学是20世纪影响巨大的哲学运动,其基本精神是“面向事情本身”,其根本任务是洞察事物的本质。职业教育的现象学是关于职业教育的哲学,其主旨是探究职业教育的本质。职业教育的本质在两个层面上呈现,一个层面是作为“目的论”的职业教育,另一个层面是作为“形式论”的职业教育。     

论胡塞尔的“发生现象学转向”

胡塞尔后期转向发生分析的引发动机的问题和发生现象学与前期静态现象学的关系问题,是系统把握胡塞尔先验现象学的运思路向及其完整形态的理论关节点。然而正是在这个关节问题上,国际现象学界却存在着重大分歧,可谓观点纷呈,立场各异,并且多停留于个别零星的考察而缺乏系统的梳理和论证。有鉴于此,本文就发生概念的本质内涵、“发生现象学转向”的引发动机和静态现象学与发生现象学的关系等三个最基本的方面进行探讨,以为进一步的深入研究开辟道路。     

元极学理论建设与唯象论过渡

东西方传统文化的对峙，已导致两种科学相互结合的严重困难，故元极学现代化的理论建设，当采用唯象论予以过渡，以便加快其结合进程。     

元极学现代化与科学方法论及其成果

元极学作为一门古老而又新生的学科，其研究对象乃人天这一开放的复杂巨系统，如何克服其传统的不足，加快现代化进程．积极吸收现代科学成果，尤其是借鉴科学的系统方法论，致力于辩证思想条理化，分析思维精密化，借用西方近现代科学技术，尤其是基础科学方面的成果，综合唯象理论，补充，完善自己的经验体系，是一条快速发展的通道。     

Learning from religions as ‘skilful means’: a contribution to the debate about the identity of religious education

This article is a revised version of the author’s contribution to the 2006 meeting of the International Seminar on Religious Education and Values in Driebergen, the Netherlands and is concerned with the need for continuing discussion about the identity of religious education. The article begins by arguing that, despite current criticisms, Smart’s original intentions for phenomenological religious education were far from inappropriate for a critical religious education. It then attempts to introduce some fresh ideas about how we might understand the commonly used terms of learning about and from religion. It suggests that in learning about religion it is important to engage students with the soteriological dimensions of religious traditions. The article then goes on to offer a revised version of learning from religion based on the Mahayana Buddhist concept of upaya or ‘skilful means’.     

Reading,engagement and higher education

ABSTRACT

This article explores the close association between higher education and reading. I draw on the resources of literary studies to illuminate the phenomenon of educational ‘engagement’. I explore the accounts of reading offered in the phenomenological literary theory of Rita Felski and Marielle Macé and extend their ‘stylistics of existence’ into higher education to elaborate engagement’s ‘eventful’ character: it is not in the power of teacher or student to ‘bring about’ engagement. In place of pedagogical ‘method’, I demonstrate how Padraig Hogan’s treatment of education as the ‘courtship of sensibility’ is consistent with this phenomenological treatment of engagement. I am thus able to illustrate how engagement is in tension with instrumental approaches to teaching and learning. I conclude by offering an ethical relation of mutual belonging to subject matter as a corrective to the centrality of ‘knowledge’ in recent attempts to unify the different degrees and objects of engagement.