The literature of educational psychology and the literature used by writers in educational psychology

Using Psychological Abstracts as the source of the original sample (“first-level”), various characteristics of the literature of educational psychology are compared with the characteristics of a “second-level” literature (defined as the literature that the first level cites). In particular, the scatter (dispersion) of periodical articles over periodical titles is looked at for both levels. The journals most cited within the literature of educational psychology are identified.     

Selected sources on modern international communication∗

FRONTIERS OF COMMUNICATION: THE AMERICAS IN SEARCH OF POLITICAL CULTURE. By Karin Dovring. Boston: Christopher Publishing House, 1975; pp. 172. $6.95.

ZEN AND THE ART OF MOTORCYCLE MAINTENANCE: AN INQUIRY INTO VALUES. By Robert M. Pirsig. New York: Bantam Books, 1975; pp. vi+406. Paper $2.25. (Also New York: William Morrow &; Co., 1974; $7.95.)

THE MESSAGE IN THE BOTTLE. By Walker Percy. New York: Farrar, Straus &; Giroux, 1975: pp. 335. $8.95.

A PRIMER OF MULTIVARIATE STATISTICS By Richard J. Harris. New York: Academic Press, 1975; pp. 332. $13.95.     

基洛夫遇刺事件探究

苏联1934年发生的基洛夫遇刺事件的直接凶手是尼古拉耶夫,幕后凶手是亚戈达,斯大林的反对派和德国间谍参与了此案。     

A posthuman pedagogy with Rancière and Bateson

In recent years, conversations about posthumanism have been gradually moving into the field of education. This article contributes to the growing efforts to develop a posthumanist theory of education. The theoretical inspiration for the article comes from the writings of Jacques Rancière and Gregory Bateson. In both thinkers, the figure of the liberal humanist subject gives way to a deeper and more provocative sense of inter-subjectivity, indeed, intra-subjectivity. Taken together, Rancière’s and Bateson’s ideas hit a blind spot in contemporary educational discourse, particularly in relation to the rise of personalisation as a popular concept in practice and policy. This article juxtaposes the personalised learning movement with the increasingly common image of the vulnerable self/student to highlight the complexity of defining and locating the source of subjectivity, or one’s ‘will to learn’. Rancière’s and Bateson’s ideas are put into conversation to generate alternative approaches to the current conceptions of student-centred pedagogy.     

Constructivist Pedagogy and Symbolism: Vico,Cassirer, Piaget,Bateson

Constructivism is at the heart of a pedagogical philosophy going back to Vico, whose view of the interrelationship of the arts and sciences sought to reconstitute the classical paideia. The Vichian idea that human beings can only know the truth of what they themselves have made has theoretical and practical consequences for Vico's pedagogy and view of the university. Vico's ideas on education are extended in the modern period by such thinkers as Cassirer, Piaget and Bateson. At the basis of Cassirer's pedagogical philosophy is his theory of the symbol, the symbol being a universal and transcendent modality in culture. The result of this unifying theory is that symbolism, which is pervasive across the disciplines, provides a moral and ethical means for integrating communication about teaching. Cassirer's thought is compatible with Piaget's, which emphasizes the pluralism of experience and the role of dynamic learning in the construction of meaningful order. Piaget's constructivism assumes that an operational bridge exists to link together the hard sciences, the human sciences, and the historical disciplines. This systems view of epistemological matters is similar in many respects to the one advanced by Gregory Bateson, which is explored in the paper's final section.     

Logo and Geometric Thinking

Abstract

Some educators take the view that instructional technology may be an end in itself rather than a means to a greater conception of education. However, like any other educational practice, the use of instructional technology will be most effective when it is placed within a theoretical context. This article examines the use of instructional technology within the framework of anthropologist Gregory Bateson's theory of learning, which views learning as a function of expectation and engagement of the student within the context of the learning experience.     

The escalation and maintenance of child abuse: A cybernetic model

A cybernetic model of child abuse is presented as a contribution to the theoretical literature on child abuse. The child's role in his or her own abuse is stressed; interaction between caretaker and child is emphasized. While the origins of abuse are discussed, the focus of the paper is on the maintenance and escalation of the pattern of abusive interaction. The author proposes to explain this pattern-maintenance through the application of Gregory Bateson's concept of schismogenesis, or regenerative feedback, a concept derived from cybernetics and family systems theory. Suggestions for intervention in this process are discussed in the conclusion.     

历代对《尚书》中“汤征葛”的看法之我见

历代对《尚书》中＂汤征葛＂有不同的论述。笔者对这些论述研究后,发现＂汤征葛＂不是所谓的耍计谋、用间谍之说,而是承王命而兴仁义之师,替民除暴虐之君,从而表明作者的历史观。     

A Middle Englander Goes East

ABSTRACT

Memoirs are presented from a career spent largely in Slavic librarianship. After serving as Slavic specialist at Lancaster University (U.K.), Walker was from 1971 in charge of Slavic collections at the Bodleian Library, University of Oxford, and latterly also Head of Collection Development until his retirement in 2002. He was responsible for building the Bodleian's Slavic holdings, making extensive use of exchanges with Soviet and East European libraries. He researched and wrote on the Soviet publishing industry, relaunched the journal Solanus, and produced several bibliographies. He led the COCOREES national collaborative collection management project (1999–2002), and currently manages its successor, CURL-CoFoR. References to his principal publications are given.     

葛利高里人格魅力探析

葛利高里是满腔热情的真理探索者,在残酷的环境中,他自始至终没有丧失良知、同情心和人的尊严感,他执着地追求自由,表现出顽强的自由意志,这正是他的人格魅力之所在。但葛利高里在那个时代的命运注定是悲剧性的。我们从中可以体味出作者对社会、人生的深沉思考。