Conceptual ecologies for educational research through Deleuze,Guattari and Whitehead

This article will explore the increasing interest in the application of the philosophy of Gilles Deleuze, Félix Guattari and Alfred North Whitehead to educational research, for example, as a conceptual underpinning for inquiry in the new materialisms, and/or educational posthumanism. The exploration of this paper is complicated by the fact that Deleuze and Guattari changed their philosophical position in their dual publications, with, for example, their last book: What is Philosophy? representing a substantial departure from their rhizomatic work in, A Thousand Plateaus: Capitalism and Schizophrenia. This article will explain the changes in position with reference to the mapping of conceptual ecologies that Deleuze and Guattari are describing through their philosophy, and not dualism. Concept creation appears in the analysis of Western philosophy in: What is Philosophy? and as the job of philosophy. In contrast, A Thousand Plateaus presents a whole raft of interrelated concepts that help explain the connections between capitalism and schizophrenia, but do not present ‘concept creation’ as a positive task as such, even though one could impute that they are successfully doing it. This article will explain these changes in positioning of Deleuze and Guattari as a mode of sophisticated conceptual ecology, which takes into account the work that they want their concepts to perform. Transcribed to educational research, ‘concept creation’ is an importantly non-methodological task, which is augmented and expanded with reference to the metaphysics of Whitehead’s process philosophy (a non-method), and how it has been taken up, for example, by Isabelle Stengers in terms of research positioning and science.     

学习型组织理论与高校内部管理体制创新

学习型组织理论的出现为高校管理工作提供了新的理论基础,全文在阐释学习型组织理论相关知识的基础上,论述了学习型组织理论对高校内部管理体制改革的启示.     

实施创新教育的基本途径

创新是一个民族不断进步的灵魂，创新教育是世界各务教育改革和发展的共同趋势。本文运用“引导－－发现式”教学模式和教学方法进行教学，采用多种措施，发展学生的创造思维和创造个性，以培养具有创新能力的新型人才。     

Digital archives in the cloud: Collective memory,institutional histories and the politics of information

The archive is a cultural institution that creates a framework for the social and collective memory and as such is one of the collection of knowledge institutions that not only preserves and classifies “texts” but uses them to re-create collective memory and sometimes to invent cultural histories. Like all knowledge institutions, the archive is also a construction deeply implicated in knowledge politics or what Foucault calls power/knowledge. In the past the archive has functioned as a central metaphor for the construction of human knowledge in all it is different institutional forms and like the encyclopedia and the camera, the archive produces highly coded representations that make implicit validity claims to the truth and justice of the past. Politically speaking, those who control the archive control the past. In the digital world, the archive is used to describe a machine-readable location as a store for “data” and “information.” Digital technologies radically alter our existing institutions, making access to their embedded knowledge widely available and enable learning and research anytime, anywhere. Data analytics algorithmically can manipulate electorates and entire democracies in new ways, while destabilising the free press. This article asks what digitizing an archive means for collective memory, for the history of institutions and for politics in the Cloud.     

论中国元典文化的再生性与持续性

中国元典文化作为人类优秀的文化硕果曾创造了东方文化奇观 ,元典并孕育了汉民族的精神文明 ,元典文化作为历史文化已在中华历史进程中发挥过神奇的作用。这种文化元典极具历史超越性与时代再生性和“守本开新”、超越跨越的精神气质 ,是中国传统文化承传转换、不断发展、弘扬光大的内在基因。     

融合传统的另类风景--论艾米莉·狄金森诗艺的创新

美国女诗人艾米莉·狄金森生前默默无闻,死后却被奉为现代主义先驱.本文从其诗歌形式、语言运用以及诗歌技巧等几个方面,阐述她融合传统进行创新,从而走向现代主义的创作手法.     

论科学精神及其培植

科学精神是科学在发展过程中形成的思维方式、价值取向和行为规范的总和。其基本内涵是实事求是，本质是创新。科学精神的基本特征是自由探索、怀疑批判、大胆创新和严谨求实。科学精神的培植是实现人的全面发展、全面建设小康社会的需要。我们要坚持不懈地在全体人民中普及科学知识，树立科学观念，提倡科学方法，弘扬科学精神，努力在全社会形成学习科学、相信科学、依靠科学的良好氛围。     

中国画临摹与创作

本文主要阐述临摹是学习中国画技能的一条有效的道路,是创作的必经之路。中国画许多大师都是从临摹起步的,像张大千、黄秋园等,也是从临摹筑基的,而后创作出自己绘画风格的。临摹中正确的学习方法体现出了悟性的高低,因此掌握正确的方法是进步的关键。艺术的最终目的是创作,临摹学习都是在为创作打基础的。而创作也需要有成熟的笔墨技法,技法的训练就是通过临摹来成熟的。所以临摹与创作是相辅相成的。     

创造、创新和逻辑

创造和创新必须遵守逻辑规律。通常,人们思考问题都是从真前提进而得到真结论,在创造和创新活动中,一般都要经过由假前提寻求真结论的思维过程。     

物理教学与创造能力的培养

教育是培养创造能力的重要途径。根据物理学科的特点，从物理课堂教学、实验教学、课外活动等方面分析培养学生创造能力的方法和途径。