“立法”立场的法律发现——以历史法学为切入点

在对法律发现的理解上,主要有两种观点:一是从法的起源角度,另外是从法的适用的角度。目前,学界则更多是从司法视角去透视法律发现理论,立法立场的法律发现观鲜有提及。以历史法学为切入点,剖析立法立场的法律发现观的产生背景、观点及其影响,期待对该理论有个"全景式"理解。     

中国体育类博物馆的历史演进

综合运用历史学、体育学、博物馆学等相关理论与方法,通过对第一手资料的分析,梳理中国体育类博物馆产生和发展的曲折历程,并总结其历史经验。研究认为,中国体育类博物馆的产生发展共经历了三个阶段:第一阶段为中国体育类博物馆的滥觞期,其标志性事件是1940年国民体育大会上首次提出筹设"中央体育卫生博物馆"的建议并形成提案。第二阶段为中国国内体育类博物馆的兴起期,其标志性事件是随着改革开放后体育事业的腾飞和1990年北京亚运会的举办,中国体育博物馆的酝酿、筹备、建馆及开馆。第三阶段是中国国内体育类博物馆的发展期,随着2008年北京奥运会的成功举办和中国进入新时代,在党中央提出文化大发展和建设体育强国目标下,各地体育博物馆在短时间内如雨后春笋般地涌现,呈现出地方政府、地方体育部门、体育组织、企业、高校、民间开办各类体育博物馆的热潮。     

贺龙体育思想的实践品格、历史贡献及当代价值

贺龙是新中国体育事业的主要开拓者和奠基人。贺龙体育思想形成于实践,在实践中不断检验、总结并得以发展和提高,具有鲜明的时代特征和实践品格。幼时生活的环境熏陶、多年从军的革命生涯和主管体育后的基本国情,共同影响着贺龙体育思想及实践。贺龙认为体育工作应以人民性和政治性为根本宗旨;要从实际出发,深入基层调研;应注重运动员全面发展,提高体育科学化水平。主政国家体委后,贺龙灵活运用马克思列宁主义、毛泽东思想指导新中国体育事业,形成了具有中国特色的社会主义体育思想和竞技体育发展模式,在引导民众树立科学的体育观、培养全面发展的运动员以及建立常态化和制度化的体育工作联席制度等方面,为新时代我国体育事业发展积累了可资借鉴的重要经验。贺龙体育思想及实践是开创中国社会主义体育事业基本理论及实践的重要组成部分。     

An empirical framework for understanding how teachers conceptualize and cultivate historical empathy in students

This study reports the results of a case study of four teachers' beliefs about the nature of historical empathy and their means of cultivating such empathy in secondary school classrooms. The results of multiple interviews and lesson observations of history teachers in England suggest that teachers conceptualize empathy in bounded but not parsimonious ways, shaped by the realities of trying to teach it to students; that they select from broad repertoires of strategies, including major activities as well as small‐scale discourse strategies, heretofore largely unexamined; and that they recognize ways in which their empathetic goals exist in tension with other teaching aims, creating dilemmas they must manage rather than definitively resolve. Significant discrepancies between how these teachers actually think and practice and how empathy teaching is discussed in the educational literature suggest that research stands to benefit by attending more closely to teachers' ideas.     

A Study Of The Relationship Between Grade And Age And Variability

Power and stability of Type I error rates are investigated for the Box-Scheffé test of homogeneity of variance with varying subsample sizes under conditions of normality and nonnormality. The test is shown to be robust to violation of the normality assumption when sampling is from a leptokurtic population. Subsample sizes which produce maximum power are given for small, intermediate, and large sample situations. Suggestions for selecting subsample sizes which will produce maximum power for a given n are provided. A formula for estimating power in the equal n case is shown to give results agreeing with empirical results.     

Historicity as a legitimising argument in the case of the Greek educational reforms of 1985 and 1997–1998 in general and technical‐vocational education

The purpose of this study is to investigate how the ‘historical argument’, namely references to the educational policies and practices of other historical periods, was used by Greek politicians in the framework of the 1985 and 1997–1998 educational reforms. Employing the method of quantitative and qualitative content analysis, the authors attempt, on the basis of original sources (parliamentary debates/minutes) both to count and interpret the historical references.     

The Introduction of English‐language Education in Early Colonial Hong Kong

This article examines the attitudes of the colonial and metropolitan governments towards the promotion of English‐language education on Hong Kong Island between 1842 and 1860. The study, which draws on a range of unpublished primary sources, was conducted in response to Whitehead’s recent call for detailed case studies of colonial education policies. This article explores, within the context of Hong Kong, a centrally important aspect of education in the Empire, and one that has been the subject of surprisingly little archival research: British policies towards the teaching and learning of English as a second language. The article begins by analysing the political, economic and demographic forces that influenced the study and use of English in Hong Kong during the 1840s and 1850s, and then moves on to examine language policies and practices in the colony’s mission schools, with a particular focus on the Morrison Education Society School, the first Western school to be established on the Island after the British occupation. The final section analyses the introduction of English teaching in the government vernacular schools in the early 1850s.     

‘That great educational experiment’: the City of London Vacation Course in Education 1922–1938: a forgotten story in the history of teacher professional development

Each summer between 1922 and 1938, up to 500 elementary school teachers from across Britain, and some from overseas, joined together in London for a two-week residential vacation course. Organised by Evans’ Brothers Publishers and patronised by leading educationists, politicians and policy-makers, the City of London Vacation Course came to be regarded as an important annual educational institution and a cutting-edge exemplar of teacher professional development. In spite of this apparent fame, it appears to have been entirely overlooked in the history of teacher education. This paper seeks to recover the lost story of the City of London Vacation Course and documents its educational and professional focus and its social and cultural function. Locating it within a wider educational, economic and political climate, the paper also examines how the City of London Vacation Course somehow captured and embodied the promise of an emergent new professionalism for elementary teachers during that period.     

An aristocracy of talent? Describing self and other at an early twentieth‐century high school

This paper is a reading of early twentieth‐century government high school culture as it was expressed through a twenty‐year run of one Australian high school’s student‐authored magazines. From its first issue the editors of The Parramatta High School Magazine were keen to promote its role in the making of a community. The idea that high school people belonged to a special and exclusive group was reiterated in a number of ways. Writing in the magazines described the features of a shared culture – whiteness, literacy, good taste, rational behaviour – and implicitly defined high school students as different from other categories of people, including non‐English speaking foreigners and ‘the uneducated’. Central to the process of classification and identification were statements of ‘who we are’ and ‘who we are not’ which were grounded in the language of meritocracy, and encompassed particular contemporary understandings of social class, race and gender.     

Theoretical triangulation as an approach for revealing the complexity of a classroom discussion

In this paper we explore the value of theoretical triangulation as a methodological approach for the analysis of classroom interaction. We analyze an excerpt of a whole‐class discussion in history from three theoretical perspectives: interactivity of the discourse, conceptual level raising and historical reasoning. We conclude that using theoretical triangulation enables us to relate the perspectives of the teacher, the students and the domain to each other, which provides us with deeper insight into the complex phenomenon of classroom interaction. The analyses reveal the complexities the teacher faces when trying to elicit and promote collaborative knowledge construction and the dilemma of promoting student participation, on the one hand, and deepening the quality of reasoning, on the other.