The truth,but not yet: avoiding naïve skepticism via explicit communication of metadisciplinary aims

ABSTRACT

Introductory students regularly endorse naïve skepticism – unsupported or uncritical doubt about the existence and universality of truth – for a variety of reasons. Though some of the reasons for students’ skepticism can be traced back to the student – for example, a desire to avoid engaging with controversial material or a desire to avoid offense – naïve skepticism is also the result of how introductory courses are taught, deemphasizing truth to promote students’ abilities to develop basic disciplinary skills. While this strategy has a number of pedagogical benefits, it prevents students in early stages of intellectual development from understanding truth as a threshold concept. I argue that we can make progress against naïve skepticism by clearly discussing how metadisciplinary aims differ at the disciplinary and course levels in a way that is meaningful, reinforced, and accessible.     

Maarif: transformation of a concept in the Ottoman Empire at the beginning of the nineteenth century

During the Ottoman period, ‘science (ilim, pl. ulûm)’, ‘knowledge (marifet, pl. maarif)’ and ‘technique (fen, pl. fünûn)’ emerged as three important concepts of knowledge. Maarif, which came into prominence with Selim III, began to undergo a semantic transformation together with the concepts of ulûm and fünûn and by the time of Mahmud II it had become an overarching concept representing the knowledge dimension of the new era. This article discusses the semantic transformation of maarif, focusing on the period between 1789 and 1839. This study applies the history of concepts approach developed by Reinhart Koselleck, whereby a synchronic analysis of the concept of maarif is undertaken alongside an examination of its diachronic dimension. This reveals an ambiguous and multi-dimensional structure and helps us to account for its evolution as an umbrella term.     

无穷的魅力和些微的瑕斑——关于毛泽东诗词的再认识

到目前为止 ,对毛泽东诗词的研究存在着一个偏向和两个不足 ,一个偏向是尽为褒词 ,个个都“欲与天公试比高”。两个不足是对文本的具体而深入的分析十分不够 ,如《菩萨蛮·大柏地》在色彩之调动和构图之布局上的成就 ,数部主要析释著作 ,均未作艺术探赏 ;而作品的不足之处上述专著也只字未提。毛泽东诗词研究应在这些方面进行必要的补课。     

中小学生不良数学信念的表现及成因

中小学学生的不良数学信念，主要表现在如何对待数学、如何对待数学学习两个方面。学生所以产生不良数学信念，既与教师、教材、教法及教师的数学现有关，也与学生的自我意识有关。分析学生不良数学信念的表现及产生原因，有助于教师帮助学生树立正确数学信念以提高数学教学质量。     

无疾病潜伏期的传染病动力学模型的阈值和再生数分析

给出了无疾病潜伏期的传染病动力学模型的基本形式，通过对SIR有垂直传染且康复者的新生儿不具免疫力模型和SIR无垂直传染而引入疫苗接种模型的阈值和再生数分析，说明了阈值和再生数R0=1的差异。     

走出地方大学发展的误区

地方大学是我国高等教育的重要组成部分,改革开放后20多年来取得了长足的进步,但在发展中也遇到诸如模仿老校、盲目攀比、目标错位、模式单一等问题。本指出了地方大学存在误区的表现,分析了陷入误区的原因,并从宏观上阐述了地方大学走出误区的若干出路。     

从自由看"京派"--论"京派"文学观念的本质特征

西方文化中的自由主义思想影响着“京派”知识分子,于是“京派”文学也呈现出自由主义文艺思潮：从文艺的本体观到创作观再到批评观可以看到“京派”文艺观念和风貌。可以说,自由主义从根本上塑造了“京派”,是“京派”成“京派”的根本所在。     

Located in the thin of it: Young children’s use of thin moral concepts

One important socio-cultural medium through which young children’s moral understanding is cultivated is parent/child discourse. Of particular interest to us was young children’s use of basic (‘thin’) evaluative concepts (good, bad, right and wrong), which are ubiquitous in everyday discourse and serve as a potential bridge from the non-moral to the moral domain. We investigated 14 2–5-year-old children’s (and their parents’) use of thin evaluative concepts and found that while they frequently used good and bad to morally evaluate other people’s and their own psychological/dispositional states and behaviors—as well as, less frequently, to highlight relevant standards, expectations and rules—they did not use right and wrong. In contrast, a sample of US written and spoken public conversation revealed that adults did. Reasons for this are discussed, along with the frequency of different types of moral evaluations, differences between children and their parents, and age-related trends.     

普通高校人才战略观探析

普通高校在人才大战中人才外流现象严重,引进高层次人才困难,要改变这一被动局面,必须树立切合实际的人才战略观:1.以用为主,防止人才“异化”;2.重视大科学时代的人才成长群体效应;3.依靠校内师资,发挥自身优势;4.重视人才管理,充分发挥引进人才的作用。     

The effect of text genre on parent use of joint book reading strategies to promote phonological awareness

This study compared the rates of different types of joint book reading behaviors of parents of preschool children with and without language impairments using two different text genres. Participants included 72 preschool children between the ages of 51 and 70 months. Fifty-five children were typically developing and 17 were diagnosed with language impairments. Parent–child dyads were videotaped during periods of joint book reading using two different types of text (one alphabet-rhyming and one narrative). Results indicated parents rarely used reading behaviors known to enhance their preschoolers’ phonological awareness. However, when used, there was a significant difference between the two types of texts. The alphabet book elicited a higher rate of phonological awareness and print concept behaviors, while the narrative book resulted in parents using more content behaviors. In addition, the parents of typically developing children used more phonological awareness behaviors than the parents of children with language impairments.