Pilgrim's Progress, Progress of Salvation

Through a comparative analysis of The Pilgrim’s Progress and The Journey to the West, the paper aims to reveal what common ground is shared by the two novels and what light is thrown on the theme of spiritual salvation. The fruit of the study leads to a conclusion that both novels have employed religious doctrines and social criticisms to make the theme of spiritual salvation more palatable for their readers.     

宋代诗学批评视野中的李白论

宋代诗学批评对李白进行了较全面的论评，论题主要集中以下几个方面：一、承唐人批评取向，从整体上集中辨析李杜优劣；二、一些诗论家受理学思想影响，对李诗创作旨向予以指责；三、对李白作为诗人的创作才性、艺术渊源、诗作艺术表现和审美风格特征展开详细论析。这基本建构出了古典诗学批评李白论的视野，为后世诗学批评李白之论奠定了基础。     

从《过秦论》、《六国论》看古代史论的特点

《过秦论》、《六国论》堪称古代史论中的“双璧”、饰史事以立论,展文采以进讽是两文的特点,也是中国古代 史论的特点。     

Is ADHD a ‘real’ disorder?

In many western countries, attention deficit hyperactivity disorder (ADHD) has achieved celebrity status, such that it probably no longer requires introduction. The disorder is a global phenomenon, spreading rapidly as result of the increasing dominance internationally of US psychiatric models, the need for new markets for major pharmaceutical companies, increasing use of the internet by parents and professionals and changing approaches to schooling. There is a broad consensus among international experts and organisations that ADHD is a genuine neurodevelopmental disorder based on empirical research. However, many critics have questioned the legitimacy of ADHD. This paper reviews the arguments for and against the ADHD construct. First, the review examines the literature and research endorsing ADHD as a ‘real’ disorder. Second, the criticisms levelled against the ADHD construct are examined.     

知性化大学教育的伦理反思

知性化大学教育本质上是一种强化大学生工具理性的知识本位教育,其存在会危及大学生的优雅生存与和谐发展.知性化大学教育的成因在于大学对科技主义、理性主义和功利主义的痴迷、青睐与追随,对此必须进行必要的伦理批判.自觉遵守教育理念张扬中的以人为本原则、教育方略实施中的和谐统一原则,以及教育管理组织中的制度支持原则是大学教育超越知性化发展状态的伦理保障.     

论文艺批评中似是实非的推理

当下某些文艺批评,颇有所据失当、立论偏颇之嫌,它所呈现的是一种似是而实非的推理。有效的文艺批评,必须做到两点,即理由真实,理由与推断之间有必然的逻辑联系。唯有科学的文艺批评方能彰显其应有的功能。     

20世纪上半叶红学批评专论述评

20世纪上半叶红学批评的历史,是引进西方哲学、美学与比较文学的理论和方法,来阐释《红楼梦》文本的主旨、形象、艺术成就的动态进程.考察该进程的理论构架和价值形态,有助于评判本世纪红学研究的得失与规律,藉此可探讨新理论新思维在21世纪红学领域的开拓与建构.     

《春秋》“十二公”考释

《春秋》是圣人孔子依据东周春秋时期鲁国的史料编篡的一部编年史,上始于鲁隐公元年即公元前722年,下止于鲁哀公十四年即公元前481年,共计242年的历史。这242年的历史,既是东周春秋时期鲁国的国史,也是姬姓鲁国国君———以“十二公”为主轴的姬姓家谱史。站在家谱文化学的角度,可以说《春秋》是孔子为老姬家所修订的242年的家族史。“十二公”,即隐公、桓公、庄公、闵公、僖公、文公、宣公、成公、襄公、昭公、定公、哀公。     

古合韵浅说

合韵是指诵读先秦韵文时遇到押韵不谐之处,可以临时改变某字的读音以求谐和的方法。这是古人没有意识到语音的历史变化而以今律古导致的错误。通过对＂合韵说＂的来龙去脉、历代学者对它的批判及其产生的原因的分析,可以对我们今天研究语音有一定的借鉴作用。     

Analyses Of “Teaching”

Abstract

This article aims to critically examine how misrecognition is conceived as a challenge for pedagogic action.Krassimir Stojanov’s notion of the pathological behaviour patterns of teachers and Charles Bingham’s ‘pitfalls of recognition’ introduce how misrecognition may appear in schools, and offer advice to teachers and students on responding to the challenges of misrecognition.Their ideas elicit the problems embedded in the theory of recognition and the problems resulting from understanding misrecognition as a challenge for pedagogic action.This article concludes that recognition theory offers pedagogic action a problematic challenge: it is as problematic to follow Honneth’s original ideas as it is to invent new directions in understanding misrecognition as a pedagogical challenge.