Romanticism,representations of religion and critical religious education

Geoff Teece has recently (in BJRE, 27, 2005, pp. 29–40) come to the defence of modern religious education and contended that many of the criticisms brought against it are based on mistaken interpretations. More particularly, Teece accuses Andrew Wright of misinterpreting the position of Professor John Hick and of failing to appreciate the intellectual resources that Hick provides for the construction of a critical form of religious education. He attempts to correct Wright’s interpretation of Hick, and by extension to undermine Wright’s indictment of the influence of modernity on religious education; and he attempts to illustrate how Hick’s religious pluralism can make a contribution to discussions about critical religious education. The aim of this paper is to advance the case for critical religious education and to outline something of the form and nature it should take. It begins with a short discussion of the nature and commitments of modern religious education, indicating the sense in which they are deficient. It then moves on to consider Teece’s appeal to the thought of John Hick, which is judged to be misinterpreted and inappropriate. The paper concludes with the articulation of a set of four heuristic principles that give substance to the vision of critical religious education.     

Inoculation against Wonder: Finding an antidote in Camus,pragmatism and the community of inquiry

In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry that begins with genuinely felt doubt, pointing to a problematic to which the inquirer seeks a solution or resolution. We argue that the central purpose of education is to develop lucid individuals. To this end, we concentrate on Dewey and the pragmatist tradition, starting from Peirce, leading to Lipman’s development of Dewey’s educational guidelines into classroom practice. We show where Camus and the pragmatists are congruent in their thinking, insofar as they can inform the educative process of the community of inquiry. What we conclude is that the role of the teacher is to develop lucid individuals facilitated in a classroom that is transformed into a community of inquiry embedded in contemporary historical moments.     

杜威眼中的基础教育之“知识学习”

新课改强调知识的不确定性和儿童对知识的自主理解,质疑甚至批判知识教学的可能性与必要性。对此,很多人有意无意地将它看做是杜威思想的体现,认为杜威思想是新课改的重要理论基础之一,是新课改合理性与合法性的依据所在。事实上,对于知识的价值及在教学中进行知识传授的重要性,杜威从未轻易否定。他只是在寻找一种更为有效的知识传授方式与教学模式,以期更好地平衡教育中知识与经验的关系,实现高水准的教学。在这个意义上,杜威眼中基础教育所应采取的知识学习方式,与新课改所倡导的教学理念有着本质区别。     

杜威道德教育思想评析

杜威实用主义的道德教育思想的产生适应了美国资产阶级的利益和需要.杜威认为道德没有绝对的价值标准,道德教育的目的是形成人格,道德教育的内容寓于各科教学之中,包括对学生进行宗教教育,否认开设专门道德教育课程.在教育方法上,他主张用讨论的方法,让学生直接参加社会生活.杜威道德教育思想有合理之处,也有严重的缺陷,应批判地吸取.     

《烦恼的冬天》的伦理学意义

《烦恼的冬天》是美国作家斯坦贝克的一篇颇受争议的长篇小说。主人公伊桑.霍利对于个体与社群道德关系的思考,充分体现了作家关注美国社会生活的一贯立场。主人公对人性中善与恶的思考,更是这部小说最值得探索的主题。     

斯坦贝克《战地随笔》分析

《战地随笔》是斯坦贝克的一本军事散文集,内收作者1943年任战地记者时写的52篇通讯,这些通讯不是“纯新闻”,而是出色的文学作品。作者的视角始终对准了士兵,用恬淡的笔调抒写在艰苦的环境中士兵们真实而丰富的内心世界:紧张情绪和求生欲望,乡思,对异域的敏感,同战区妇女儿童之间的友情,以及生活情趣,幽默滑稽……他让读者看到即使在残酷的二次大战期间人性也不曾泯灭。本文重点分析了该书这一主题特色以及斯坦贝克式语言。     

杜威体育教育价值思想、时代局限及现实镜鉴

摘要：作为20世纪美国乃至全世界最伟大的教育家之一,杜威实用主义教育理论对后世产生了重大影响。文章依据权威文献,在建设杜威体育思想数据库的基础上,运用文献资料、专家访谈、逻辑分析等方法对杜威的体育思想进行研究,结果显示：1）杜威认为,游戏是儿童时期“几乎唯一的”教育方式,能够增进身心健康,促进能力培养,且利于有效学习,促进社会认知;自由的游戏态度促进儿童自由的成长。2）在学校体育教育方面,杜威指出,学校体育是智育的基础,利于大学生集体精神的培养;在目标上学校应追求为社会事业的发展培养健壮人才;在方法上要强化学生的体育意识,做到“时时体育”。3）在教育领域之外,杜威将体育教育的价值拓展至社会层面,他认为公共体育（场所）利于培养合作精神;利于养成“好汉”态度,培育“尚武”精神;能够促进德育,维系智育;能够促进健康人格,改善社会风气。4）在改善社会风气的基础上,杜威将体育教育的价值升华至国家层面,他指出人民体质事关国家兴旺,公共体育利于改善国家前途,人们只有健身健心才能建业建国。研究最后分析了杜威思想中过于重视直接经验的作用,教育中忽视教师的主导作用,部分教育理论有失偏颇等时代局限性;同时也从重视游戏教育价值,强化学校体育价值,注重体育德育价值等三个方面提出了现实镜鉴。     

基于“行动研究”的教师教育——埃利奥特教师教育思想探略

英国当代著名教育家埃利奥特将“行动研究”作为教师教育的核心原则,他通过对三种不同哲学取向的教师教育思想的分析比较,强调了教师教育的行动研究特征和实践认识论基础,并对将行动与理论联系起来的“第二级行动研究”作了分析界定。     

Genealogy of self-expression: a reappraisal of the history of art education in England and Japan

Abstract

In both England and Japan, art education was viewed as having nothing to do with self-expression, but was considered to be an efficient means for industrial development. In England, it was designed to train the eyes and hands of artisans. The art critic Ruskin has often been referred to in the context of the transition to self-expression in the history of art education. This article shows, however, that Ruskin was not an advocate of self-expression. In Japan, drawing was introduced into the general education curriculum at the beginning of the Meiji era, and the aim of that instruction was to train the students' eyes and hands. In response to this trend, the Free Drawing Movement was introduced by Kanae Yamamoto. He attempted to introduce the methods of creation used by professional artists into general education. But this aspect was neglected by both his supporters and opponents, and Yamamoto has been presented instead as an advocate of self-expression. Drawing on the genealogical approach, as developed by Foucault, this paper re-examines this well-known history of art education. By replacing Ruskin and Yamamoto in the historical context of the transition of art education in two respective countries, the genealogy of self-expression will be revealed.