Indigenizing Education and the Phenomenology of Place

In this essay Justin Pack responds to Vine Deloria, Jr., and Daniel Wildcat's call to “indigenize education” by exploring what that entails both in his own life and for his teaching. Recognizing the power of place in Native American metaphysics, epistemology, and ethics is essential to the project of indigenizing education, according to Pack. He recounts how reading Deloria and Wildcat's Power and Place: Indian Education in America as a graduate student radically changed his perception of and relation to place, instilling in him the insight that knowing the history of a place is key to gaining a sense of one's connection to place. This realization, in turn, influenced Pack's approach to teaching. He came to understand that passing his changed perception and experience of place along to his students helped their development of critical thinking skills by exposing them to a metaphysics radically different from Western epistemology and ethics and by opening a path for them to recover a deeper sense of what it means to be in a place. Ultimately, Pack's aim in the essay is to demonstrate the potential for teaching Native American philosophy to function as a disruptive force in the classroom.     

Population differences in constructive memory

An experiment was conducted to evaluate constructive memory in fourth-grade low-SES black and middle-SES white children. The children were read nine short passages; each passage was composed of two premise statements and a filler sentence. The children were tested by a recognition procedure. Thirty-six test sentences were presented randomly. Four sentences were associated with each passage (true premise, false premise, true inference, and false inference). Subjects were asked to make yes/no recognition decisions based on whether the test sentence was identical to a sentence presented at study. Middle-SES white children made few errors, except to true inference test sentences. This pattern of performance is consistent with the constructive view of memory. Low-SES black children also had a high error rate to true inference items. However, this outcome may not reflect constructive memory because they also had a high error rate to some of the other types of test sentences.     

Irish education and the legacy of O’Connell

In 1831, the British Government decided to become directly involved in the provision of elementary education in Ireland, a country over which it then had jurisdiction. By European standards of the time this was a highly unusual step. A number of scholars have interrogated the factors that led to this outcome as well as the role played by various individuals. Daniel O’Connell’s activities, at this time, have been described as relatively limited, which appears incongruous given that he is considered the most powerful Irish politician of this era and was then at the height of his powers. It is the central contention of this article that O’Connell was, in fact, intimately involved in bringing about a national system of elementary education. Of more lasting significance is the manner in which he defined the role of the politician vis-à-vis the Church authorities in educational policy-making. In this regard he established a pattern that remained unchanged for over a century and indeed, it could be argued, largely persists to this day.     

解读《丹尼尔·德隆达》的实验性

乔治·艾略特的最后一部小说《丹尼尔·德隆达》是处于创作巅峰时的一次大胆创新。艾略特第一次将对犹太民族的同情心和更为宏大的历史、政治与社会问题结合起来,提升了小说的道德主题。小说中精湛的心理分析、象征主义的运用、反传统的叙述方式和开放式的结局等实验性表现手法的运用进一步增强了小说的现代性。《丹尼尔·德隆达》的成功预示着艾略特的小说创作达到了新的高度。     

Locus of control: A review of cross-cultural research

This paper reviews some 70 reports of cross-cultural research in locus of control done prior to 1981. Findings of cross-cultural and cross-ethnic similarities and differences are generally inconsistent and inconclusive. Neither do studies of antecedents, correlates, and consequents of the construct enhance our faith in its universal generality. Issues such as cross-cultural conceptual and functional equivalence, dimensionality, appropriateness of measuring instruments, modes of cross-cultural comparison, and theoretical contribution are raised. Potential fruitfulness of research on the control dimension is asserted, given that we attain some modifications in our methodology.     

A Useful System in Learning and Teaching English Pronunciation——IPA Cardinal Vowels System

The paper introduces the cardinal vowels system invented by the famous English phonetician Daniel Jones.This system enables a teacher to describe to his students a foreign vowel by comparing it with the nearest vowel in his mother tongue,which makes the learning of a foreign sound much easier to his students.Two cases of teaching Chinese students English vowels are taken as an example to illustrate the point.IPA cardinal vowel system is of use in terms of teaching and learning English.Two suggestions are put forward in the end.     

漂流的魅力——笛福及其作品在中国的译介与研究

笛福是较早被译介到中国的英国作家之一,我国对其作品的翻译研究历程形成了三个阶段。新中国成立前主要是对《鲁滨逊飘流记》的翻译研究,对笛福的认识比较守旧肤浅;1949年至1989年间,笛福的小说代表作都有了中译本。这一时期,阶级分析方法占据主导地位,笛福被认为是“资产阶级的代言人”。90年代以后,我国形成了对笛福小说复译的热潮,各种版本层出不穷。同时,评论界也对笛福作品开始了后现代话语下的解读,女性主义、后殖民主义批评颠覆了传统的观点,使人耳目一新,而艺术层面的分析使经典作品散发出更持久的魅力。     

是巴坦，还是巴丹－－对《二十世纪大博览》中一处译文的质疑

<二十世纪大博览>6条有关巴丹和巴坦的记录均应为巴丹,错误原因在于译者太多、翻译不一所致所致.     

《（不）礼貌言辞研究》述评

Daniel Z.Kadar的《（不）礼貌言辞研究》一书全面研究了传统中国（不）礼貌称谓语,着重研究传统中国（不）礼貌称谓语的交际特征。本文对其各部分的具体内容进行了概述并加以评价。     

A Lineage of Leakers?

This study draws on the theoretical framework of collective memory to ascertain the ways in which a story from journalism’s past—Daniel Ellsberg and the Pentagon Papers—was brought to bear in coverage and commentary of a broadly analogous story in journalism’s present—WikiLeaks, Chelsea (formerly Bradley) Manning, and Edward Snowden. The discourse was far from uniform, which we see as indicative of the contingencies of collective memory. We find four themes: (1) lack of consensus on whether Ellsberg, Manning, and Snowden constituted a lineage of leakers, as some journalists contended, or if there are distinctions to be drawn; (2) discussion about the contingencies of historical representation and awareness of the role of “victors” in shaping history; (3) celebrations of journalism and its storied history amid a backdrop of flux; and (4) discussion of changes in technology and how they impacted the methods of the leakers. Theoretical and methodological implications for the study of journalism and collective memory are discussed.