Beginning early childhood education teachers’ struggle with inclusion in Turkey

The purpose of this study was to investigate Turkish early childhood education teachers’ perception of inclusion before they started their teaching profession and to explore their experiences with the children with disabilities in their first year of teaching. Sixteen Turkish pre-service teachers were first interviewed when they completed the teacher education programme about their expectations of inclusion practices in their future career. Four participants among the 16 teachers started to teach children with disabilities in their first year of teaching. Then, they were interviewed about their experiences at the end of the first and second semesters of teaching. Findings revealed that Turkish pre-service teachers displayed positive attitudes towards inclusion before they started teaching. However, they had negative experiences with children with disabilities in their first year due to the misimplementation of the inclusion policy and being inexperienced about the inclusion process, and began to question the effectiveness of inclusion. Implications for the inclusion policy and teacher education programmes are discussed.     

The applicability of democratic principles and the mission of the university

The university's mission of serving as a fortress for freedom of speech, inquiry, and criticism of established truths is inextricably connected with democracy. Such a mission can be pursued only in a climate of genuine political and academic freedom. Three other aspects of democracy in the university are discussed: equality of access, university governance, and the public utility of the university. It is argued that equal representation or one man one vote cannot be applied in university governance because it comes into conflict with the notion of competence—a conflict that cannot be resolved by taking votes. Interest groups inside and outside of the university cannot be allowed to interfere with the free pursuit of knowledge. The internal audit, that is, peer review (by, ultimately, the international community of scholars) has to take precedence over vertical review by government bureaucracy.     

土耳其教师教育课程改革述评

进入21世纪,土耳其的教师教育面临着很多的问题与挑战:一是师资的严重短缺;二是地区之间存在着严重差异,特别是农村地区缺乏优质的教师资源;三是师范生的录取缺乏有效的评价标准。为应对上述问题与挑战,土耳其近年展开了系统的教师教育课程改革。首先,加强教师教育的课程质量建设;其次,对传统单一的教师教育课程进行了大力改革,特别是提出了"互为贯通"的课程培训理念;第三,对教师教育课程中的基础课程变革十分重视,提出了重新设计基础课程的改革方案;第四,增强高校在师范生实习环节的指导力度,并在教师教育课程中去"西方"化,更突出土耳其的文化精髓,使教师教育课程内容更加本土化。     

西山南浦:意象之外的意象——兼论宋代文人情感构造的视点

唐宋诗词里的意象词汇基本涵盖了社会生活诸层面,其被艺术化过程当与唐宋社会生活变迁息息相关.比如唐诗宋词的“南浦”,一如北方的“长亭”,常常被用来代指南方送行的场所.但宋代诗词中的“南浦”,尤其对举名词“西山”、“南浦”,在其成为意象名词之初并非泛指送行场所,至少在宋代文人赋予其意象功能之前还仅仅是某个景观方位名词.然而,由唐到宋,随着市俗文化的发展,这些原本朴素的地理方位或景观名词被文人们在诗词之中大量使用,从而赋予其多重的文化意蕴,进而借助其市俗社会生活的真实情态,勾勒出浓重的艺术情感.     

“寻求发展的灵感”——论元代文人的“渊明情结”

论述元代文人"渊明情结"的特色、形成和表现,指出这种一代文人不约而同的在千年之前的"文明"中,选择同一个对象,并从中"寻求"自身生存和发展的"灵感",乃是特定时代的独特的文化现象。     

论文人参与对庐剧艺术审美的影响

庐剧从乡间田野走进城市,逐渐成为人们喜闻乐见的戏曲艺术,其表演形式的不断完善,文化品味的不断提高,审美情趣的不断提升,仅凭文化层次不高的草根艺术家是较难达到的,正是有了文化艺人的参与才促使了庐剧艺术的快速发展。     

清中后期京师学人的交游

鸦片战争前后和戊戌变法前后,京师学人的交游演为热潮。与清初学人文酒之会的潇酒闲适不同,此期的学人交游分别表达了以学问经世和以上书、组织学会来改良社会的时代诉求。鸦片战争前后,京师学人的交游既是学术交流一种方式,也是表达时势见解的一种手段。交游活动,或于名寺,或在学人私宅中。这一时期,学人交游之广泛,探讨学术、社会之活跃,对边疆史地研究的兴起起了推动作用。戊戌变法前后,京师学人主要以会馆为聚居地和活动中心,积极展开维新变法活动,组织公车上书,创办各种学会。康有为、梁启超成为京师维新学人的重要组织者,交游活动的政治色彩明显增强。     

国内学者关于慈善教育研究综述

在我国,慈善教育是一个具有广泛研究空间的领域,理论上,慈善教育作为提升公民素质的重要组成部分,对其理论体系的探讨研究,有助于我国公民理论体系教育的完善;实践上,我国的慈善事业还处在发展阶段,公民的慈善意识和社会的慈善文化氛围还比较薄弱,慈善活动的成效与国外相比显著低下。因此,适应时代的要求,在加快慈善教育理论的研究基础上,全面和快速推进青少年慈善教育的进程。     

明清两代定西市各区县书院建置与进士人数考释

定西市明清两代考中进士的人数位居全省前列,这与当地书院建设的数量和规模有很大关系。如以进士作为衡量人才的一般标准,进士的数量可以普遍地说明一个地方的社会经济、文化水平和人才情况。作为官办教育的补充,明清两代现定西市辖区的书院建设有相当的规模,这在一定程度上反映了当地文化教育兴盛的状况,书院屡毁屡建,规模和数量有增无减,生生不息的文脉,一直使这一地域的文化教育特别昌盛。     

《史记》彭寅翁本所见删易三家注重复文字例谈——以《仲尼弟子列传》为中心

以《史记·仲尼弟子列传》为中心,考察元人彭寅翁刻本《史记》“删易”三家注的诸种具体表现,肯定其删易工作及其实际效果,进而探讨其编纂思想的积极意义,指出应将这方面之长与其版刻之短区别对待。