论教育者的资格

教育者的资格是一个基本的教育理论问题。在教育认识中,教育者的资格发挥着重要的前提作用,但我们对这一问题很少触及。教育者的资格包括爱智干预的能力、爱智干预的权利和爱智干预的义务三种本质属性。     

走近“世说新语时代”

“世说新语时代”是一个独特的时代。与当时的社会状况相联系,那时的士人在日常生活和文学艺术中体现出独特的追求和个性,即：精神世界中的喜好自然、尚情任性、崇尚清谈。需要指出的是,在他们光彩夺目的外表下,隐藏着的是痛苦的灵魂,这才是当时士人风度的底蕴。     

Beyond Knowledge to Wisdom in International Business Strategy

Abstract

A wisdom approach is advanced as a means of breaking the mimesis of institutional isomorphism that is observed both in the practice and scholarship of orthodox business management. Nine principles of wisdom derived from the Aristotelian tradition and contemporary psychological research are provided. These are then tested in an international business case study. This analysis supports the case that, while rational judgment is necessary, wise management also requires a capacity for counter‐intuition, vision, and humanity. It also shows that wisdom in management must ultimately be practical. When practised by wise managers, such wisdom can opportunistically circumvent the discursive limitations imposed by current orthodoxy in the turbulent, ephemeral conditions of international business and its management.     

元杂剧“暗合婚姻”设计的文化内涵与相关问题

元杂剧中“暗合婚姻”的情节模式前人鲜有论及，这种模式看似没有什么特别所在，但事实上蕴涵着特殊的文化意味且影响深远；它同时也潜藏着古代剧作家创作时既灵活巧妙又受文化制约的构思方式与智慧特征，还反映了当时“指腹为婚”的民间习俗。     

运动员智慧及其生成要素解析

运用文献资料调研、观察法、问卷调查法,对运动员智慧给予了厘定,即运动员智慧是运动员个体在运动实践中,依据自身对运动项目的感悟,深刻洞察,敏锐机智并高效便捷地应对激烈的比赛场景而生成的一种达到自由、完美发挥技战术水平的综合能力。运动员智慧的生成要素主要包括:态度、比赛经验、思维力、执行力和感悟力。结论:运动员智慧的本质是一种高水平的与运动相关的能力,可以通过后天努力而获得。运动员智慧的提升,需从道德素质、文化素质、经验累积、自我内省四方面得以加强。     

论教师实践智慧的现实性形成路径

教师的实践智慧是一种综合素质和系统能力,实践智慧能否在实践中形成,取决于能否在实践中产生有价值的问题,能否积极通过多种途径解决问题,能否在整个过程中自觉使用反思的思维方式进行＂元思考＂。对教师实践智慧的应用研究,将会为我国教师教育的改革和发展开辟新的视角。     

Elaboration on the Culturally Informed Iranian Hierarchical Wisdom Model: Comparison With Sternberg’s ACCEL Model

Using a grounded theory approach to the study of historical texts and an expert interview, we developed the Iranian hierarchical wisdom model (IHWM; Karami & Ghahremani, 2016). According to IHWM, there are three levels to wisdom: practical intelligence, wise, and sage. In this article, we discuss the model and elaborate on it. Next, we examine how the IHWM is connected to Sternberg’s Active Concerned Citizenship and Ethical Leadership Model (ACCEL; Sternberg, 2017). We discuss the importance of advanced thinking skills in both models. The other similarity between the two models is the importance of making positive, meaningful, and enduring differences to the world. However, the IHWM’s priority is self-actualization and personal integrity. Further, IHWM as a culturally informed wisdom model perceives teaching as the best means to achieve this goal, rather than leadership positions.     

战时须作平时看——国家动荡中的教育智慧

抗战爆发后,国民政府教育部制定了战时须作平时看的战时教育总方针。在此方针指导下,抗战时期实行了内迁高校、设立国立中学以及贷金制度等措施。这些措施不仅保存了中国教育的命脉未因战事的发生而中断,还在一定程度上推动了抗战的顺利进行,并对中国社会的长远发展有着积极意义。     

《庄子·齐物论》中的生态智慧

庄子·齐物论》篇主要表现了＂吾丧我＂和＂万物齐一＂的主题,其中蕴含着丰富的生态智慧。＂吾丧我＂是＂齐物论＂的前提,其本质是＂万物齐一＂,至高的追求是＂逍遥游＂的无待境界,它启示人们摒弃人类自我中心主义,自觉遵循自然规律。     

论教师教学中的意志行动:艰难与智慧

意志是主观心理状态,意志行动则是主观见诸于实际的行动,教师教学中的意志行动是由意志支配的指向当下教学活动的行动。由于教师在教学实践中意志与意志行动处于矛盾的状态,教师的意志行动十分艰难。化解艰难的策略为超越、当下、身体以及和谐,它体现了教师意志行动的智慧。