责任伦理与社会主义核心价值体系的契合

核心价值体系作为社会基本价值关系的观念自觉,是人作为社会存在的本质的价值观念重构,也是当前社会主义市场经济对人的全面发展的新要求;而责任伦理作为实践主体的伦理自觉,符合核心价值体系建设的要求,与核心价值体系在价值合理性基础上相契合。     

侠与法的契合与分歧：基于自由维度的审视

侠与法都是人类追求自身自在自为的生活进行的设计,他们的存在,从本质上言,都是人类不断探索和争取自由的历史产物,从自由的维度透视二者,它们存在着很强的契合性。但在各自的发展中却渐行渐远,究其因亦是二者对自由问题上的差异所致之必然归宿。当今,侠作为历史存在物虽已消亡,但对法治的自由追求之路仍有借鉴意义。     

Science and Literature: Towards a Conceptual Framework

Teachers of science and the history of science may wish to enliven and contextualise their subject matter by citing literary references to scientific ideas; similarly, teachers of literature may wish to examine the impact of science on their own field. Both groups of scholars may wish to examine how science and literature inform each other in their common social and cultural context. The question that arises is whether or not the relationship between science and literature has stable features that can give structure to such studies? There are various possibilities: the study of ‘science and literature’ could chart the impact of science on literature, or the impact of literature on science, or both; or look at how both science and literature have historically responded in similar or different ways to a common historical context. Amid this melee of options, the primary purpose of this paper is to sketch a conceptual framework to assist the science educator to explore the literary response to scientific ideas. For the sake of brevity, science will be taken to include the natural sciences (including the pseudo sciences of alchemy and astrology since they were once regarded as authentic) but not technology or medicine. Literature will be taken to mean fictive writing – poems, plays, novels – but will not include here science fiction. These exclusions are partly for reasons of space, but also because science fiction has its own literature of critical analysis within literary scholarship.     

社会生物学--思想综合运动的前驱理论

美国生物学家、博物学家爱德华·O威尔逊,当其试图通过社会生物学的研究建构联结自然科学与人文社会科学两大文化的桥梁而享誉全球的同时,却引起了20世纪的一场学术大论战.这场波及全球、各个领域学者、历时二十多年的学术论战主要围绕着人性与生物性、科学与人文、整体论与还原论、伦理与利益等重大论题;它甚至延伸到世纪之交、后现代哲学与科学主义的"科学战"之中.这场争论给予人们的不是某种倾向性的论断或批判;而是如威尔逊所说,是人文社会科学与自然科学、各领域的知识、思想的大综合,即契合.     

文化记忆资源的知识融通:从异构资源元数据应用纲要到一体化本体设计

[目的/意义]探索美术馆、图书馆、档案馆、博物馆等机构(GLAM)中多源异构文化记忆资源跨领域跨机构的知识融通解决方法和路径。[研究设计/方法]在“元数据应用纲要”的基础上,提出了“本体应用纲要”的概念,以上海图书馆手稿档案元数据应用纲要扩展为本体应用纲要为例,阐述了本体应用纲要设计的原则、方法和流程;以历史人文“数据基础设施”进一步构建了一体化本体及其知识融通模型,并验证基于本体应用纲要在一体化本体框架下的扩展以实现跨领域知识融通的方法。[结论/发现]元数据应用纲要为文化记忆资源的知识融通提供了结构化数据储备,本体应用纲要兼顾了特定资源类型的个性化需求,一体化本体的知识融通模型则用于保证知识建模的统一性和知识表示的一致性。[创新/价值]基于多种本体应用纲要的一体化本体设计方法和关联数据与知识图谱技术结合后,作为一种新的知识组织方法,为跨机构跨领域的知识融通提供了方法和路径。     

A response to Scott's concerns about the relevance of environmental education research: applying social–ecological systems thinking and consilience to defining research goals

In William Scott's plenary address at the World Environmental Education Conference, he expressed concerns about the relevance of environmental education research in a world facing global environmental and demographic change. In responding to Scott's concerns, I argue that addressing challenges related to development and the environment requires examining EE goals at multiple levels as well as bridging diverse disciplines. I further suggest that integrating social‐ecological systems and other approaches in environmental education research may provide a means for consilience among potentially divisive environmental education practice and research traditions. In so doing, I hope to spark debate about possibilities for an environmental education research agenda and learning organisation that spurs action relevant to concerns about the environment, individuals, and their communities.     

探讨高职体育教学在培养学生职业能力中的契合及其评价

探讨高职体育教学在培养学生职业能力中的契合点及如何评价体育教学,通过查阅文献,运用SPSS14.0对有关数据进行回归分析,剖析高职体育教学的目标和学生职业能力培养定位、运动项目与职业能力的相关系数,得出目前高职院校主要体育项目教学与学生职业能力9个方面的存在契合,建议采用柯式(Donald.KirkPar-trick)四级培训评估模式对高职体育教学在培养学生职业能力方面进行评价。     

In search of ‘time-tested truths’: historical perspectives on educational administration

This article has a dual purpose. The first is to pay tribute to the work of Richard Selleck and Geoffrey Sherington; the second to argue that historians of education can make substantial contributions to current and future educational policy and practice by identifying what Ravitch has called ‘time-tested truths’. The nature and purpose of historical study are examined with particular reference to education and to making maps of the past. Examples are provided of the application of historical perspectives to contemporary education issues in 1985 and 1996. The final section draws upon an analysis by leading historians in the USA of the failures of school reform, and a research project into the establishment, nature and likely fate of the Department for Education and Employment in the UK. The basic conclusion is that the development of the field of educational administration requires both specialist historical studies and those informed by a broader understanding of educational and human perspectives.