不合时宜的真理--赫钦斯大学理念述评

赫钦斯是美国现代著名的高等教育思想家。他认为，大学是探索学术的社会，是独立思想与批评的中心，具有教学、领导教育发展、科研三种职能。大学教育的目的在于培养完人。     

德国教育界批判线形教学的十条论据

长期以来,线形教学在德国受到了来自教育界的种种批评。文章客观地论述并分析了对其批判的十条论据,即:教-学短路;忽视社会能力和学习者的自我组织;强调教师权威代替民主交往;同步学习;接受的、被动的学习;廉价的集体课;教育者对权力和控制的支配需求;教师自我陶醉的需要;线形教学反映了公共教育的束缚;仅仅是表面的教学纪律。     

Understanding Art: Preparing Generalist School Teachers to Teach Art with Artworks

This article focuses on ways of building preservice primary teachers' confidence in teaching art with artworks and, in particular, on how to develop their pedagogical content knowing. It is suggested that through opportunities offered for engaging in observational and reflective practices with artworks an initial groundwork is set that can challenge pre‐service teachers' preconceptions about art and promote an aesthetic form of inquiry. A qualitative approach was followed which included in‐depth interviews with twenty pre‐service teachers regarding their attitudes and knowledge towards artworks. The findings indicate that enhancing teachers' abilities to practice factual inquiries and then move on to interpretive inquiries of artworks can help them learn how to learn about artworks and how to organise meaningful art viewing activities with children. Issues relating to the participants' level of aesthetic understanding are also discussed as participants were asked to engage with artworks and their aesthetic encounters were documented.     

文化人类学视野下的民族传统体育再审视

以吉尔兹为代表的阐释人类学是20世纪80年代以来人类学发展的新方向,这一理论为中华民族传统体育研究提供了新的理论视角和研究方法,为中华民族传统体育的研究提供了新的理论视角和理论工具,也为真正建立具有中国风味和中国气派的中国体育科学提供了可能。     

空间规划理论与实践课程教学体系探析

研究生课程“空间规划理论”经常被描绘成城市或区域的一个重要哲学议题,教学时,学生认为太抽象看不到实践性。倡导以学生友好为中心,将空间规划理论与实践课程教学过程,发展成理论导读与批判解读、程序与技术方法的运用与适宜性思辨、规划研究-编制-实施及相关学术或实务实践三段式教学体系。教学实践表明:（1）地理学空间规划课程教学体系注重规划理论、程序、方法的学术讨论及其中国案例运用批判性,帮助学生作为各类规划者角色建构了适宜性的学教互动方法。（2）课程教学贯通了有关规划理论、规划程序与方法、规划管理的重点与难点,训练了研究生在规划研究-编制-实施-评估等环节的角色转换素养,打通了规划理论学习与实践应用的渠道,更有利于培养创造性规划人才。     

论《史记》批判性的表现形式

司马迁撰写《史记》,欲成"一家之言",并对社会历史"稽其兴坏成败之理",表现出了强烈的批判性,而这一批判的功能又是以多种形式表现出来的。"论赞"是直接评判;"寓论断于叙事"中隐含批判;微言讥讽中寄寓批判。     

Transforming teaching challenges into learning opportunities: interdisciplinary reflective collaboration

ABSTRACT

Teaching in higher education poses unique sets of challenges, especially for academics in the engineering, built sciences and information science education disciplines. This article focuses on how reflective collaboration can support academics in their quest to find unique solutions to challenges in different academic contexts. A reflective collaboration framework was applied during a three-year interpretive research process at an Engineering, Information Technology and Built Environment Faculty in a residential research intensive university in South Africa. Interdisciplinary reflective collaboration was found to bring richness and depth into investigations of complex teaching challenges. This framework provides a structure to support the transformation of teaching challenges into learning opportunities through the promotion of dialogue, critique and reflection between engineering and education academics.     

朱敬则史论的理论价值

朱敬则是盛唐时期著名的史论家。他以历史上的朝代兴亡、重大事件与重要人物为对象,发表评论,对历史发展中的英雄与时势关系、"祸积"与朝代兴亡关系、"小人"与国之存亡关系、郡县制取代封建制等问题提出了深刻的历史见解。重视与总结这份史学遗产对于提高当代历史评论的水平,有着重要的借鉴意义     

A critique of Koh’s (2014) ‘Doing class analysis in Singapore’s elite education’

Aaron Koh contributed to a collection of multi-site global ethnographic articles published here (2014, Vol. 12, No. 2) that present class reproduction as operationalised in elite education. While the collection adds to the current international critique of meritocracy, a close look at Koh's contribution reveals that critical ethnography can lose its representational and persuasive power if muddled by theoretical and methodological haziness and if it fails to forefront participants' voices. This response is meant to encourage Koh to re-present his data and position so as to sure up his comment on this important issue.     

马克思的人类学批判及其终极关怀

晚年马克思不仅对自己所创立的哲学进行了经济学验证,而且还根据当时涌现的新经验和新材料,对人类学进行了批判性研究,并以当时俄国社会为考察对象,极为谨慎地提出了跨越“卡夫丁峡谷”的设想,从而体现了它对人类解放的终极关怀。