司徒雷登创建燕京大学之肇始

司徒雷登是一位出生在中国的美国人，在华生活了50年，其间就任燕京大学校长近30年。他接受了中西文化的熏陶，筚路蓝缕，创建了美仑美奂的燕园，为建设中国一流的燕京大学，奠定了基础，得到了国内外特别是教育界的一致好评。     

最熟悉的陌生人——从跨文化角度看赛珍珠的《结发妻》

从跨文化的角度分析赛珍珠的短篇小说《结发妻》可见，中西两种迥然不同的文化碰撞后产生的巨大的冲击力以及西方文化压倒性的胜利，是该小说悲剧发生的根本原因。     

葛赉恩与东吴大学校园文化建设(1911-1922)

葛赉恩是东吴大学的第二任校长,在他的任期中东吴大学的校园文化建设得到蓬勃发展,学生课外活动丰富多彩,社团组织活跃,营造了一个学术氛围浓厚、注重理论与实际相结合、人文精神和科学精神并重、学生创新自主能力得到锻炼的校园文化,这最终归结到学校的办学宗旨与校训,即培养一个全面发展的具有基督人格的人才、“为社会造就完美人格“.     

从杜威德育观看当代中国学校德育--读杜威《民主主义与教育》

杜威德育观贯穿对二元论尖锐而深刻的批评：他反对义务与兴趣的完全对立；批评将知识、经验和品德割裂；主张过程与目的的统一；他认为民主社会人们经验的广泛交流是有效教育的前提。这些理论对我们思索如何改变学校德育内容空洞、德育环境孤立、德育途径单一、德育目标急功近利等当代中国学校德育实践的一些问题有重要启示。     

The effects of economic development and modernization in resolving traditional-modern attitudinal conflict

Experts point out that development changes societies in ways so profound that they cannot be anticipated by the participants in the experience. This article analyses the effects of rapid economic development on traditional life styles and the resolution of ensuing attitudinal conflict. Previous studies of traditional-modern (T-M) problems encountered in the process of modernization are reviewed and modernization theories and methodological problems are discussed. Evidence is presented for a T-M model based on studies in West Africa, Australian aborigines, Hong Kong Chinese, Japanese, and Alaskan Eskimo, identifying certain independent variables which are held to influence modernization: the nature of traditional ecologies, e.g., agricultural, pastoral, or hunting/fishing societies, the severity of socialization and the nature of traditional authority systems. The analysis confirmed that development does change societies in profound ways, uprooting cultures, altering environments and modifying individuals physically and psychologically. However, it was also postulated, based on T-M research, that hunting, fishing and the main pastoral societies are generally more highly resistant to change, do not want change and may be better off without it. In contrast, most agricultural and mixed agricultural-pastoral societies are not only more susceptible to modern change, they can usually derive the most benefit from it and also in most cases want change.     

赛珍珠研究中的辩证观

文章从赛珍珠的真理观入手,阐明了辩证观的在场对赛珍珠研究的重要性,指出了辩证观对于研究方法的综合的要求,并通过对赛氏具体作品批评的探讨,论述了如何以批评的多元和对话来实现赛珍珠研究的综合辩证。     

A critique of John Hattie’s theory of Visible Learning

In this paper, I work out a five-stringed criticism of John Hattie’s theory of Visible Learning. First, I argue that the theory is a theory of evaluation that denies education as such. Second, I show that there are problems with the dependent variable, learning, i.e. the effect of a given intervention. Thirdly, I show that Hattie's theory belongs to the radical constructivist paradigm. Thus, the problems of constructivism, i.e. problems of normativity and the outside world, walks directly into Hattie’s concept of teaching, resulting in a double breakdown of the essence of teaching. Fourth, I argue that Hattie’s concept of feedback has a centralizing trend which ultimately has the potential to transform the country’s educational activities into a big hierarchical and data-driven organism. Finally, I show that Hattie’s reference to Karl Popper’s theory of “three worlds” is based on a highly problematic reading, where Popper’s objective world is reduced to a subset of a radical subjectivity.     

被弃之菊花 被摧之女性——重新解读约翰·斯坦贝克《菊花》中的生态女权意识

生态女权主义强调女性与自然的认同性和紧密联系,认为男性对女性的压迫等同于人类对自然的压迫。美国著名作家约翰·斯坦贝克通过《菊花》一文,以敏锐的洞察力,通过女主人公伊莉莎的菊花情结展示了自然和女性的认同性;同时,通过男主人公亨利和赶车补锅人对菊花和伊莉莎的态度,揭示了在男性统治的世界里,自然和女性所遭受的歧视和压迫,以此来呼吁人们对自然和女性的双重关注。     

江西省立实验幼稚师范学校对欧美新教育理论的借鉴

江西省立实验幼稚师范学校是中国第一所公立单设的幼稚师范学校,此校的创办人为陈鹤琴先生。江西幼师在创办上深受欧关新教育理论的影响,在培养目标上是对杜威“教育即生长”、“教育即生活”及教育应兼顾儿童和社会需求理论的借鉴;课程则吸取了德可乐利学校“从生活,为了生活”及杜威“学校即社会”理论;在教学方法、教学步骤上分别体现了对杜威“做中学”理论和德可乐利学校的教学过程三步骤的借鉴。     

杜威的职业教育观及其现实启示

约翰·杜威是对美国现代教育产生巨大影响的人物之一。在杜威的教育理论体系中,职业教育思想占有相当重要的地位。杜威曾指出,职业教育是能实现他的教学理论的最理想的教育形式之一。本文在回顾和分析杜威职业教育思想的基础上,提出一些对我国职业教育改革的建议,希望对我国职业教育的良性发展有所启示。