希腊神话代达罗斯和伊卡罗斯的另类解读

后现代主义者对希腊神话代达罗斯和伊卡罗斯的解读是,人类应该抑制自己的求知欲,不可过分地追求科学知识。但是,这种解读是成问题的。作者赞同威尔逊的另类解读,并主张“科学无禁区,技术应节制”。     

盘瓠神话的历史价值思考

盘瓠神话在我国古代神话中具有独特的价值。研究盘瓠神话,对于认识我国古代民族的社会生活、社会历史的变迁过程等,都有极为重要的作用。通过对古代汉文献中记载的盘瓠神话以及湘西地区民间盘瓠神话的研究分析,以探讨神话中所蕴涵的历史文化价值。     

中国神话历史化的背景动因分析

中国早发而深刻的神话历史化是有别于他族的一个文化景观。学界对这个现象已有众多的阐述,但对其历史背景的动因则缺乏应有的多维考察与挖掘。在“社会—思维”互动的视野中,有三个重要因素得以凸现,它们是商周之变、“帝”“天”之易以及祖先崇拜。商周之变实现了思想、思维的质变式飞跃,“天”“帝”之易使初民从“皈神”过渡到“依人”,祖先崇拜有力地消解了神明崇拜,三者共同构成了中国神话历史化的有效合力。     

《宠儿》中神话原型的意义指向分析

《宠儿》的创作灵感来源于丰富的《圣经》文化和黑人文化。在托尼·莫里森的作品中,神话原型的应用随处可见,这些原型都是黑人文化的内在组成部分。分别从《圣经》原型和神话原型角度对托尼·莫里森的《宠儿》进行深层剖析,深刻揭示奴隶制度的残忍,有助于对黑人文化产生更深刻的认识和理解,并挖掘出隐藏在文学文本最后的神话原型的意义指向。     

神话与鲁迅的精神向导

西方现代思潮和神话研究,启迪了鲁迅对中国神话的新认识,同时也导致了鲁迅对中国传统文化的复杂看法,而鲁迅对神话的重视又始终从国民性重建和社会问题的思考出发,因而具有强烈的现实针对性。这导致鲁迅的精神世界实际存在三个维度,即传统、西方、现实。     

从中国远古神话传说探源“中国式”管理思想

神话传说可以说是一个民族和国家的宝贵精神财富,在中国五千年漫长的历史发展进程中扮演着重要的思想启蒙作用,通过研究中国远古时期神话传说所隐含的管理学寓意,可以探寻＂中国式＂管理思想的由来。     

Special education's zombies and their consequences

Zombies are defined as ideas or persistent myths that should have died out but have not. Special education's biggest zombie is that only full inclusion brings about true social justice and the most effective education for students with disabilities. Three examples of specific zombies about full inclusion are presented. First, that full inclusion has been internationally accepted policy since the Salamanca Statement in 1994. Second, that the feasibility of full inclusion has been demonstrated in some countries. Third, that there is extensive evidence that inclusion is more effective that special education. Six strategies that have been used to promote these inclusion zombies to the general public and legislators in various countries around the world are discussed. These are: reframing the problem; denying its reality; portraying special education as something of which most people disapprove; presenting full inclusion as something most people want; making the distinction between the two maximally stark; casting all challenges to the zombie as addressing the wrong question or relying on flawed research and demanding unthinking belief in full inclusion. It is concluded that special education's zombies related to full inclusion must be exposed, challenged and finally eradicated so that future education provision for children with disabilities can focus on achievable goals and evidence of effectiveness rather than placement.

Key points

• Special education's biggest zombie is that only full inclusion will bring true social justice to schooling because special education is essentially an inappropriate way of dealing with diversity; is a relic of the last century, unfairly discriminatory and exclusionary.
• Three inclusion zombies are: that full inclusion was recommended by the Salamanca Framework; that full inclusion has been shown to be a feasible approach to meeting all special needs; and that there is convincing research evidence that inclusion is more effective than special education. All three zombies are false but widely disseminated.
• Six strategies are used to promote full inclusion zombies: reframe the nature of the problem; deny the reality of the situation; portray special education as something generally disapproved of; present inclusion as something most people want; make a stark distinction between the two; cast all challenges to the zombie as flawed.
• Full inclusion zombies must be exposed, challenged, and eradicated, so that continued development of theory, research and practice in the education of young people with special needs can once again be the main focus of educators in this field.