Rituale im Grundschulalter: Performativität,Mimesis und Interkulturalität

Rituals in Primary School Age – Performativity, mimesis and interculturality. Rituals and ritualization play a central role in the upbringing, education and socialization of children at primary school age. They structure children’s lives and support their integration into the social order in a constructive manner. Rituals shape transitions between fields of socialization and institutions, and facilitate social learning, which is important both in lessons and more generally at school. Due to their performativity, pedagogic processes act just like rituals and ritualization in all fields of social action. How children stage (or perform) their behaviour and actions, whether alone or together with adults, can be seen as the performativity of actions. Important aspects of cultural learning at primary school age occur as mimetic processes. In this, pictures, schemes, the expectations of others, of social situations, occurrences and actions are incorporated into an individual’s “world” of mental pictures. This practical knowledge enables children to learn and act together, to live and to exist. In view of Globalization and Europeanization, upbringing and education have become an intercultural task, for which rituals, ritualization, pedagogic and social gestures, the performativity of social practices and mimetic forms of learning play an important role. Ethnography and qualitative methods are appropriate for investigating rituals and ritualization, the performativity of pedagogic practices, of mimetic processes and intercultural education processes. Amongst the most important methods, which are complementary and, where possible, should be combined, are participative observation, video-supported observation, video performance and photograph analysis, interviews and group discussions. With the help of this method-mix, attempts can be made to capture complex and methodologically transparent research results.     

民本思想与以民为本

民本思想萌芽于殷商至西周时期,一直存在于中国古代与近代社会之中.以民为本思想体现在毛泽东的"全心全意为人民服务"思想中、邓小平的"三个有利于"思想中、江泽民的"三个代表"重要思想中、党的十六届三中全会确立的科学发展观中.民本思想和以民为本思想的共同点是:二者都重视民众的作用、都是对"官"提出的要求、都是为了富民;民本思想和以民为本思想的本质区别在于:两者都注重民的作用,但是民的地位不同;"官"与"民"的群体性划分的实质不同;实现利益的主体不同.     

可持续发展的哲学基础和科学依据

“可持续发展”是当代人在对以往人类社会发展模式深刻反思的基础上所作出的明智决择。其哲学理论基础和系统科学依据更充分说明了问题的广泛性和深刻性。意味着人类社会一场巨大的变革。     

三元能量对油菜增产效应的试验

以三元能量处理的油菜种籽,无论是一次处理还是二次处理都比对照(未处理)获得了显著的增产效应,提高了油菜幼苗素质,促进了油菜秋发健长,呈现出“六增一降”的新局面。     

现代汉语“呢”的若干来源及其嬗替演变的过程

本文在对现代汉语“呢”的若干来源进行描述的基础上 ,对这些来源演变嬗替形成现代汉语“呢”的整个过程进行了全面而详尽的描写和分析。现代汉语“呢”的若干可能的来源按表疑问和表肯定两大类用法可分为主线“尔——————那、呢”和副线“里———哩”两个系列。主线来源和副线来源以及主线来源内部的竞争是长期的、激烈的、复杂的 ,在整个过程中 ,共发生了 3次替代 ,主副线两次易手 ,主线内部较长时期分裂为主流和支流。现代汉语“呢”主线来源和副线来源以及主线来源内部之所以产生长期的竞争乃至替代 ,基本条件是它们之间由于在语音、所表语法范畴上的相似、相关而发生接触 ,相互影响 ,造成二者在语音和所表语法范畴上的相混、趋同。     

多通道共振能级模型特性

利用Tomonaga—luttinger玻色化,我们发现:多通道共振能级模型可以转换成铁磁—反铁磁相互作用的单通道Kondo模型,这种相互作用取决于由相变所给出的参量r.另外,研究了比热和局域杂质的动力学行为,结果表明,Y_2=1时呈现Fermi液体—非Fermi液体的转变。     

单质的性质与无素的性质

本文阐述了无素和单质是两个不同的概念,它们的性质常是不同的,从理论到实践结合一些实例予以论证,并解释了在教学中的一些疑难问题。     

高校党史学习教育高质量发展研究

党史学习教育是中国共产党思想政治工作的重要单元,具有鉴往开来的思想引领功能。高校开设党史学习教育课程是坚持政治建校的根本要求,办好高校党史学习教育课程能够引导青年学生正确认识党的历史,领悟党的伟大精神,激发爱国主义情怀和干事创业热情,砥砺意志品质,增长才干,实现全面发展。     

New School of Mustafa Satı Bey in Istanbul (1915)

This study has two purposes: the first is to present the general condition of public education in the late nineteenth and early twentieth centuries by showing the reformation process in educational institutes and teacher training, and the relationship between this process and the New Education movement in the Ottoman Empire; the second is to determine to what extent Mustafa Sat? Bey, often referred to as the Pestalozzi of the Ottoman Empire, contributed to the New Education movement through the analysis of his opinions on education, and his attempts to open a New School. As a result of Mustafa Sat? Bey’s analysis, New Education practices in the Ottoman Empire were stated to be practising a unilateral receiving-and-adapting procedure and the Ottoman Empire was positioned at the periphery in terms of the circulation of the movement. In his New School and in the Teacher Training School, Sat? Bey was concerned with the New Education movement both on an administrative and operative level. However, his practices were not sufficient to create his own theory and examine any other theory. Thus, when evaluated in terms of his contributions to the New Education movement, Sat? Bey is positioned somewhere between practical reformer and practitioner.     

幻灭与抗争——林黛玉与简·爱形象比较

林黛玉与简.爱在身世、性格、爱情追求等方面极为相似;但在恋爱方式和结局及人生观等方面又存在明显的差异。曹雪芹的幻灭感和夏洛蒂.勃朗特的抗争精神,是二者产生差异的根本原因。