公共生活：个人幸福实现的场域——重申亚里士多德的教育幸福观

亚里士多德一方面认为幸福是一种合乎德性的生活实践,一方面认为真正的幸福在于沉思。而事实上,在亚里士多德的思想中思辨并不是与伦理德性生活所不相同的另一种生活。人的幸福的实现离不开展现优秀与高贵德性的公共生活。教育在关怀个人美善的幸福生活实现的同时,应当更加关心实现个人幸福生活的公共生活场域。     

论大学体育社团在高校体育中的地位和作用

大学校园体育社团是新时期学校体育发展的产物,是高校体育教育发展的重要组成部分;是校园文化生活的重要内容,具有新时代高校体育教育的特色。近年来,随着高校教育教学改革发展和素质教育的不断推进,高校体育社团的开展已呈多样化发展的阶段,大学生体育社团在高校体育活动中的地位和作用已被越来越多的高校所重视。通过运用文献资料、实地走访法和逻辑推理法,深入分析和充分肯定了大学体育社团在高校体育中的地位和作用。     

金坚玉洁 煦若春曦——清代著名学者、教育家莫与俦先生事略

清代贵州籍著名学者、教育家莫与俦,从政之时政绩卓异,其后在独山、遵义等地执教数十年,为贵州文化教育事业的发展作出了杰出贡献,其学识、人品为后人所钦敬。     

德性何为——试论康德的人学思想

康德的道德哲学蕴含着丰富的人学思想。在笔者看来,德性至上是康德人学思想的核心。从源于实践理性的自律出发,康德将德性、实践理性与意志自由有机统一,并为每一个有理性者提出了"以人性为目的"这一道德实践意义上的绝对律令。因此,强调德性至上的康德人学,其基础是实践理性,其目的则是人类自由,有限的理性存在者(人)由此成为道德王国的自我决断者。在这一意义上,康德人学正是西方启蒙思想的精华。     

尊重不同的生活方式:《庄子》中的道家美德伦理

《庄子》通过讲述各种不同的故事提出了一种首尾一贯的规范伦理,而这种规范伦理是一种美德伦理。在这样一种道家的美德伦理中,最重要的美德或性格特征是尊重不同的生活方式。西方各种通行的美德伦理理论从未论及这种性格特征,但它在当代全球化的多元社会生活中却极具价值。     

探析“君子比德以玉”观的文化内涵

“君子比德于玉”,“玉”与“德”的关系密不可分。中国是爱玉之国、崇玉之邦,人们人为地赋予了玉石丰富多样的文化含义,其中就包括人们把玉的品质和人的一种崇高的精神境界相结合,使玉有了德的内涵,而君子是中国传统文化中表征理想人格的一个十分重要的概念,“君子比德以玉”说是一种非常有特色的阐述君子人格的方式。     

理想国与“地下文学”——广文学的可能性空间

柏拉图要将诗人赶出“理想国”,源于他的如下观念：诗人的创作意味着摹仿、虚构和撒谎,从而违背真理。但通过对柏拉图本人作品的细读,我们发现,诗的这些“罪状”同样存在于哲学话语中,它们是内在于语言的修辞行为。柏拉图认为诗因其提供快感而败坏道德,是个更值得重视的批评,与娱乐至上的大众文化不同,“地下文学”以其不可化约的自由精神和抵抗精神找到了安身立命的道德根基。     

Building an online academic learning community among undergraduate students

Online learning communities are frequently created for higher education students; however, these are most often designed to cater to a particular unit or subject. In an effort to strengthen the Bachelor of Arts course at the University of New England, the author sought to create an online space that would promote an interdisciplinary and collegial dialogue among their broad on- and off-campus student cohort. This paper examines the building of an academic community among a large and diverse group of undergraduate students on a Moodle platform. The paper tracks the development of the multi-layered portal from the initial stages of planning to the indicators of strong engagement taken up by students, and eventually leading to the creation of similar portals across the university. In examining this process this paper highlights the shared desire by distance education students and academics for authentic and personal higher education participation regardless of the students’ location.     

Educational policy or practice? Traversing the conceptual divide between subject knowledge,pedagogy and teacher identity in England

This research paper is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England and discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The data reported upon were garnered in two ways; through an evaluation survey that received quantitative and qualitative responses from 159 teacher trainees and through focus groups conducted with 40 trainees. In the paper, the authors take the concept of ‘participation in communities of practice’ as a departure point to explore how trainees demonstrate their development of professional identities as chemistry, maths or physics teachers. In the conclusion, the authors consider the implications of the findings for pre-service teachers and teacher trainers given the current education climate of financial austerity being experienced across Europe.     

Contrived collegiality versus genuine collegiality: demystifying professional learning communities in Chinese schools

Drawing on data from a larger study on Professional Learning Communities (PLCs) and School Leadership in China, this article investigates the practices of teacher collaboration and PLCs in two urban, high-performing secondary schools in Northeast China. Qualitative data were collected from observations, documents and in-depth semi-structured interviews with 20 participants. The findings reveal that intentionally arranged organisational structures support teacher professional learning and collective inquiry. Collaborative teams in two schools are characterised by genuine collegiality, promoting disciplined collaboration and shared responsibility, which is different from contrived collegiality imposed on teachers. Professional learning is ongoing, supported and fully integrated into the culture and operation of the school system. Emotional bonds, trust and an inclusive school culture contribute to genuine collegiality. These learning communities establish a system of focused collaboration, peer mentoring and collective responsibility, which leads to improved teaching and student learning.