What kind of space is 'Ground Zero' ?——On Harvey's Dialectic Analysis of Time and Space

时间与空间是英美马克思主义关注的一个核心问题.大卫·哈维在继承牛顿、爱因斯坦和莱布尼茨等的时空理论的基础上,运用马克思主义辩证法,从两个维度建构起自己的时空理论:一是从空间与时间、物质、运动之间的关系来确定空间的属性,将时间与空间划分为绝对空间、相对时一空和关联时空;二是根据人们的实践活动将空间划分为物质空间、空间的表征、表征的空间.两个时空维度的辩证张力所形成的“时空矩阵”体现了哈维的时空终极辩证法,也丰富了马克思主义的空间时间辩证法思想宝库.     

Education for Critical Thinking: Can it be non‐indoctrinative?

An ideal of education is to ensure that our children develop into autonomous critical thinkers. The ‘indoctrination objection’, however, calls into question whether education, aimed at cultivating autonomous critical thinkers, is possible. The core of the concern is that since the young child lacks even modest capacities for assessing reasons, the constituent components of critical thinking have to be indoctrinated if there is to be any hope of the child's attaining the ideal. Our primary objective is to defuse this objection. We argue, first, that even if the indoctrination objection can be dealt with at the level of beliefs by an account that distinguishes between beliefs instilled in the child at the non‐rational stage that are indoctrinative and those that are non‐indoctrinative, there can be non‐autonomous ‘proto critical thinkers’ who lack autonomy with respect to the requisite motivational components. We then ask what must be added to the account to ensure that proto critical thinkers develop into autonomous ones. We suggest that motivational elements, even if instilled at a stage at which the child has insufficiently developed cognitive capacities, can be ‘truly the child's own’ only relationally: the autonomous motivational elements are ones with respect to which the future child is self‐governing.     

The literacy myth continues: adapting Graff’s thesis to contemporary policy discourses on adult ‘foundation skills’ in Australia

Harvey Graff in his 1979 study of literacy taught in common schools in mid-nineteenth century Canada, demonstrated that beliefs in the acquisition of literacy for upward mobility and economic success were a myth. Moreover, literacy instruction was promoted by educational reformers and manufacturers as a means of controlling the working class masses and instilling in them the traits, including thrift, order, and punctuality required for employment in factories. In this paper, we consider how this thesis can be adapted to describe contemporary national adult literacy policy discourse in Australia. The main drivers of Australia’s national policy are peak industry associations and skills agencies, and the human capital rationale for their promotion of literacy is derived largely from the powerful influence of the Organisation for Economic Cooperation and Development (OECD). We critique this discourse on literacy through reference to studies which conceptualise literacy as social practices, including one recent Australian study of three manufacturing companies. We reinforce the claim that the literacy myth in relation to economic development continues in contemporary adult literacy policy, and we explain how the social control function of adult literacy education continues in the interests of industry elites and the capitalist relations of production.     

Identifying and Addressing Student Difficulties with the Millikan Oil Drop Experiment

The Millikan oil drop experiment has been characterized as one of the ‘most beautiful’ physics experiments of all time and, certainly, as one of the most frustrating of all the exercises in the undergraduate physics laboratory. A literature review reveals that work done on addressing student difficulties in performing the oil drop experiment has, to date, not achieved a significant measure of success. The historical background of the oil drop experiment is well established in the literature from the perspective of historians of science, but not so from the perspective of teachers and students of science. A summary of historical details surrounding the original experiment suitable for use in revising the instructional approach is presented. Both Millikan and his graduate student, Fletcher, are featured with the view to emphasizing details that humanize the protagonists and that are likely to raise student interest. The issue of the necessary reliance on presuppositions in doing speculative research is raised, both from the historical account and from the insights of university physics students who heard the historical account and performed the experiment. Difficulties current students have in performing the experiment are discussed from the perspective of Hodson (Stud Sci Educ 22:85–142, 1993) framework and the students’ own observations. Last, further historical materials are outlined that may be used to encourage student insight into the fundamental nature of electricity. It is proposed that these aspects are essential as a basis for identifying and addressing student difficulties with the Millikan oil drop experiment.

An explicit and reflective approach to the use of history to promote understanding of the nature of science

Monk and Osborne (Sci Educ 81:405–424, 1997) provide a rigorous justification for why history and philosophy of science should be incorporated as an integral component of instruction and a model for how history of science should be used to promote learning of and about science. In the following essay we critique how history of science is used on this model, and in particular, their advocacy of a direct comparison of students’ conceptions of scientific phenomena with those of past scientists. We propose instead an alternative approach that promotes a more active engagement by inviting students to engage in the sort of reasoning that led past scientists to reach insights about scientific phenomena. As an example we describe in detail two lesson plans taken from an eight-class unit developed with reference to the history of research on sickle-cell anemia. These lessons demonstrate how an open-ended, problem-solving approach can be used to help students deepen their understanding of science. Throughout the unit students are invited to explicitly and reflectively consider the implications of their reasoning about the disease for their understanding of nature of science issues. The essay draws attention to how this alternative approach actually more closely aligns with the constructivist rationale Monk and Osborne have articulated. It concludes with a brief summary of empirical research demonstrating the efficacy of this approach.

城市空间的伦理学批判及其意义——以大卫·哈维为例

大卫.哈维从城市的居住分异、空间剥夺和空间异化三个方面展开了对西方社会城市空间的伦理学批判,揭示了资本主义城市空间不平等、不正义与土地资本及金融资本的内在关联性。大卫.哈维的城市空间伦理学批判理论给我们的启发是:在我国城市化进程中,应该用源自集体理性的公共选择规范资本运营,用健全的保障制度抑制空间分配不公,用价值理性引导城市空间消费。     

哈维后现代主义批判理论探析

从福特主义到灵活积累是后现代主义产生的政治—经济背景,新一轮"时空压缩"是后现代条件下人们对时间和空间的体验。后现代主义本质上是新一轮的资本主义"时空压缩"的历史地理状况在社会文化上的反映。后现代主义并不是一种与现代主义完全决裂的崭新的文化样式,人们依然生活在一个把获利生产作为经济生活基本组织原则的社会之中。     

心血运动与脏腑机械——论哈维的科学哲学思想

在科学现代性的历史建构中,哈维无疑是一位不可小视的人物。可是在以往的科学史著作中,史学家们浓墨重彩的往往都是其科学贡献与劳作过程,很少有人去挖掘渗隐其中的形上理念和方法论导向等科学范式问题。事实上,正是这些范式的出现,才真正是科学告别古代和中世纪的思维定势而大踏步地朝向现代迈进的标志。本文通过对《心血运动论》的详尽解读,提撕出哈维有关“科学真理与来源”、“活体解剖背后的哲学构架”以及“生命神秘性求解”等“问题式”,以图彰明其科学哲学思想之全貌,进而表达出哈维的科学作业作为“过程与环节”对于科学现代性的历史建构“在途中”的真实意义。