用抽取法则求临界指数

在坐标空间重正化群中,以二维三角形晶格Ising模型为例,用抽取法则而不是多数法则求临界指数。     

芝诺悖论新视角

哲学史上“芝诺疑难”中的“飞矢不动”,一直困扰着人们,无数哲人对其进行了解读,但始终没有戳穿悖论的根本问题,二十世纪西方兴起的批判性思维,采用新视角、新观点对飞矢不动悖论的论证、推理过程进行最大化的剖析,发现了支持其悖论的论据中存在的着虚假前提、推不出等逻辑漏洞,并给予了有力的驳斥。     

美术形态的变迁与当代批评话语

在消费时代,美术作为一种文化的形态,它的传统文化价值正在被由消费主导的大众文化所解构,呈现出精英文化的失语和批评话语的危机。从文化的视野来研究美术形态的变迁和不断建构与解构的现代文艺批评理论,去揭示一条重构当代美术学语境的途径。     

The dynamic relationship between response processes and self-regulation in critical thinking assessments

Our aim was to explore higher education students’ response and self-regulatory processes plus the relationship between these, as evidenced in two types of performance-based critical thinking tasks included in the Collegiate Learning Assessment (CLA+) International instrument. The data collection consisted of 20 cognitive laboratories. The data were analyzed using a qualitative approach. The tasks were found to trigger different response and self-regulatory processes. Overall, the performance task evoked more holistic processes than the selected-response questions, in which students’ processes were more question-oriented. The results also indicated the entanglement of students’ response and self-regulation processes. Three self-regulation groups were identified. Students with versatile self-regulation skills were able to complete the task thoroughly, whereas students with moderate self-regulation skills faced challenges in monitoring and evaluating their performance. Students who were lacking in self-regulation struggled both with the task as a whole and their own progress. Implications for higher education are discussed.     

国外外语学习的年龄差异研究与我国外语教学

作者基于国外学者的研究，探讨了语言习得的临界期假说、敏感期假说及大脑优势侧化等理论观点，对国内外就外语学习的最佳年龄问题所开展的实验和研究作了介绍，比较了儿童、少年、成人各年龄段的外语学习者各自的优势和不足，提出了针对我国外语教学实际的外语教育策略。     

The Civil Rights Commission Must Persist

Columnist George Will and others have questioned the continuing need for a federal civil rights commission, because civil rights protections have been on the books since 1964. The chairman of the Commission, Gerald Reynolds, here responds that practitioners of critical legal theory, advocates of the Akaka-Secession bill, some proponents of diversity, and others like them may make the continued existence of his commission a necessity.     

Critical Ethnography/Poststructuralist Concerns: Foucault and the Play of Memory

Critical ethnography regards research as action taken in the interests of those who are rendered marginal by the dominant culture and often relies upon narrative knowledge as a way to speak to issues of power and equity. Following Foucault and the suspicion he brings to any knowledge, narrative or otherwise, being a means of extending not mitigating existing relations of power, how can/might critical ethnography respond to or thwart this concern? Drawing and reflecting upon two memoirs discovered by Foucault as exemplars of a kind of "weak knowledge" and in a more general sense, examining the transformative and disruptive role memory can play, illuminates one way of approaching such work.     

‘It doesn’t speak to me’: understanding student of color resistance to critical race pedagogy

Scholars maintain that when race and racism are addressed as factors that continue to shape inequality in the classroom, white students often deny the validity of these claims, while Students of Color tend to feel empowered by them. However, drawing on open-ended interviews, focus group discussions, and survey data, we argue that some Students of Color resist critical race pedagogy and curriculum. Specifically, we identify and analyze how this push back is articulated through three triggers: (1) an entrenchment in majoritarian ideologies; (2) a disavowal of racialized oppression; and (3) a disinclination to scrutinize personal experiences marred by race. These dynamics illustrate what we call ‘resisting decolonization’ – a reluctance to grapple with pedagogies that destabilize dominant ideologies about race and racism in schools and disrupt mainstream ideas regarding ethnic or racial identity. We introduce this concept in an attempt to hone critical race pedagogy to better address the needs of Students of Color who sometimes unknowingly participate in the marginalization of Populations of Color through deficit thinking or through the denial of the continuing significance of race.     

International minority ethnic academics at predominantly white institutions

Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly White universities continue to re-affirm White privilege in ways that reflect the struggles in higher education to diversify faculty at PWIs. As scholars call for more diversity across higher education campuses, we suggest that it is important to understand the interconnections between policy and practice surrounding attempts to recruit and retain IME academics.