论教育史研究者的五维素养

教育史研究者的素养是教育史学科建设与人才培养领域中的重要议题之一,其应兼备史学的厚实学理修为和教育学的实践性智慧。教育史研究者五维素养的内涵为:由兴趣触发之\"才\"以撰教育史之文;勤于习练之\"学\"以练教育史之事;富有创新性思维之\"识\"以见人所不见;责任担当之\"德\"以求教育史之公;理解与觉悟并存之\"道\"以适天下育人之用。五者相辅相成,有机结合,其次序为:才、学、识、德、道。探讨五维素养是为培养卓越的当代教育史研究者提供学理支持和实践进路。     

A past that never was: historical poaching in Game of Thrones fans’ Tumblr practices

This article explores the textual and historical poaching practices by Tumblr fans of the novels A Song of Ice and Fire and the television adaption Game of Thrones, a pseudo-historical fantasy series. Fans critique both the text (novels and TV show) and other fans’ interpretations of the text, as well as parallel real-world history with the world and characters of the series. Tensions arise around the “historical accuracy” of the novels and show, along with the role that dominant narratives and cultural norms play in interpreting a past that never was through the lens of a real-world past. Fantasy and history intersect in layered ways and are used by fans to support a variety of textual points of view. Issues of violence, presentism, colonialism, gender, and “historical truths” are argued in relation to the ahistoricism or historicism of the novels/show.     

Public Lending Right

No abstract available for this article.     

科学合理性的二难困境对辩证法的回应

从科学的证实主义、证伪主义以及舍弃证实与证伪方法的非理性主义、新历史主义各流派都面临着二难困境,主要是由于科学哲学家选择科学合理性解释模式的单一化造成的,若用辩证观点来理解证实和证 伪、历史和逻辑、价值和理性之间的互补互斥的多元关系具有巨大的优越性。     

重塑自我——庚款留美生之自我建构

庚款留美始于1909年,庚款留学生在国家民族重重苦难与西方坚船利炮重击下走出国门,在求学中自觉完成自我建构。他们通过关注国内外发展动态,不断提升国人形象;通过创建学术社团,参与美国社会活动,完成自我的社会角色建构。留美生将所学所获用来改造中国落后的一面,推进中国科学技术与人文艺术的发展,为推动中国教育现代化做出积极的努力。     

Community and the myth of the ideal school: Circulation and appropriation of the Hamburg Gemeinschaftsschulen in Spain (1922–1933)

The progressive education movement was known in Spain from its very inception, and in fact many of its pedagogical theories and practices reached Spain before reaching other European countries. Yet traditional historiography has always maintained that Spain was never integrated in the progressive education movement, a misconception that helps explain the lack of research in the field. Recent historiographical research, however, has shown that numerous Spanish schools served as laboratories for the implementation of progressive education methods in the 1920s and 1930s. The Spanish educational system proved itself to be especially open to international innovation in general and Spain actually enjoyed a privileged position for the study of how innovative pedagogical ideas could be incorporated and appropriated. Proof of this affirmation can be found in the introduction and dissemination throughout Spain of the experimental public school movement of Hamburg known as Gemeinschaftsschulen.

This article will focus on the way this movement was received in Spain. We will examine the phenomenon from a double perspective, corresponding to the different positions that scholars found themselves in within the educational panorama of the time. On the one hand we will examine the role of the “grass-roots” educators who wished to change schools “from below”, starting with classroom practices. On the other hand we will take a look at the representatives of “high pedagogy”, who were intent on formulating a pedagogical theory on which to base a political–ideological model that would serve to change the school “from above”. Tensions arising among the different pedagogical groups, along with the ambiguity of the translation into Spanish of the term Gemeinschaftsschulen, led to the different groups appropriating the concept in different ways. The evolution of the term Gemeinschaftsschulen, from its original identification with a localised school experiment in Hamburg to its becoming a symbol for virtually all European school vanguards, will be addressed at the conclusion of the article.     

《凯利帮真史》的新历史主义解读

《凯利帮真史》是澳大利亚当代著名作家彼得·凯里的一部历史题材小说。在新历史主义理论的观照下,彼得.凯里在《凯利帮真史》中代表边缘地位的声音发言,以想象的文本去建构与复原被正史压制、遮蔽与删除的“历史真相”,并由此引发人们对澳大利亚殖民历史的新一轮反思,旨在重塑本民族文化身份。     

史蕴诗文之心——钱钟书《左传》研究发凡

钱钟书先生在其《管锥编》中侧重挖掘《左传》的文学价值,本文旨在对其研究中关于史与诗之间辩证关系的理论内涵进行阐释,着重探讨《左传》对后世文学理论,尤其是诗歌理论的深远影响.     

以意逆志诠释史研究

从孟子提出以意逆志命题到当下的各种以意逆志命题诠释这一历史经验整体来看,以意逆志命题诠释史呈现了语义拓展、边界限定与逻辑建构的诠释历史进程与经验结构。以意逆志命题诠释史显示了汉语语境中存在着一种可以称为以意逆志诠释学的学术传统,经典建构、伦理对话是其所具有的汉语文化与思想特质。     

论维柯对人性科学的重建

在近代西方思想史上,维柯首先在古代人文主义传统的废墟上建立了历史科学。并创造地继承了古代人文主义理论要求和方法论要求。他将社会过程中的现实与观念之间的对立,统一在一奈永恒的原则之下。确切地说,堆柯的人性科学是关于人的历史科学,既是哲学的,又是历史的。这种历史哲学使得人对自身的观念存在和作为确定社会结构形成过程中的具体存在都得以可能。