Medicine and surgery in the Livre des Assises de la Cour des Bourgeois de Jérusalem

The Livre des Assises, written in the thirteenth century in Acre, not only provides insights into the practice of medicine and surgery in the Crusader Kingdom of Jerusalem, but also suggests that the licensing and regulation of doctors reflected contemporary Islamic practice.     

优美的转身——试用图像叙事解读《弗兰德公路》

法国作家克劳德·西蒙在其作品《弗兰德公路》中成功地将绘画、摄影的技巧运用到文学创作中,突破了传统小说叙事时间化的限制,为读者创造出一幅幅生动的空间画面。此外,作者通过高超的、娴熟的技巧运用实现了画面之间的转接,从而实现了文本叙事上的同一。本文试从图像叙事的角度解读小说,并对图像叙事在小说中的表层和深层表现进行分析,进而阐述《弗》的艺术魅力。     

禅宗丛林管理模式与高校管理的比较与启示

本文在比较分析我国高校现行管理模式的基础上，借鉴禅宗丛林制度管理模式的某些管理理念与方法，有针对性地提出改善高校管理体制与模式的建议，认为高校应改革高层领导与学校利益脱钩的制度，改变管理观念，培育有利于个体创造性发挥的人文组织环境，建立科学民主的干部选拔机制，确立学术为中心的管理体制。     

Praxisleitfaden zur Betreuung von Diplomarbeiten

Die vorliegende Arbeit beschreibt erfolgskritische Faktoren des bei der Erstellung von Diplomarbeiten zwischen Studenten und Gutachter bestehenden Betreuungsverh?ltnisses und soll praktische Hinweise zu dessen Optimierung liefern.     

阅读——图书馆生生不息的有机体 ——兼评让·马里·古勒莫的《图书馆之恋》

《图书馆之恋》记录作者从识字阅读开始与图书馆结下的深厚情缘,让图书馆人深刻体会读者对图书馆的那份深情。“阅读”作为图书馆存在并得以生生不息发展的原动力,现在乃至将来仍然是图书馆赖以传承和变革的出发点和落脚点。《图书馆之恋》可以让我们从读者的角度更客观、理性地认识和理解图书馆,从而更好地面对读者,思考阅读在图书馆发展的未来。     

从精致表现自我到抒发客观实感--解放区散文家何其芳的艺术命运

本借用社会心理学的角色概念与理论，分析、阐释解放区散家何其芳散创作的艺术命运，发现他的角色意识是从美的创造、抒写自我，经过展示苦难与评判现实，最后转变成讴歌光明、赞颂将领、嘲讽敌人、自我贬损的艺工作，角色意识的转变造成他以创作杂、报告学为主，自我抒情散逐渐萎缩，注重抒发对客观事物的实感，放弃了先前的审美精致与意境营造。     

La spécialisation des professeurs en question: l’organisation pédagogique au prisme des contraintes matérielles (France, 1865–1941)

ABSTRACT

Worldwide, subject-matter teachers are commonplace in post-elementary schools. Teachers’ specialisation appears as a key characteristic of secondary schools as opposed to the polyvalence of primary school teachers. Historians have already studied the long process of teachers’ specialisation, which started, in France as in Prussia (for example), at the beginning of the nineteenth century and developed alongside secondary school modernisation. Those works have usually focused on professional aspects: the structuration of professional groups thanks to the unification of training and recruiting processes, the organisation of teachers within subject-matter associations etc. However, they have not paid much attention to the resistance opposed by other forms of pedagogical organisation, as if polyvalence were were just a backward anomaly, a backward anomaly, doomed to disappear.

This paper seeks to shed new light on this question using a comparison between the different forms of post-elementary schooling that existed at the same time in France between the last third of the nineteenth century and the middle of the twentieth, when the slow growth of post-elementary schooling was mainly due to the success of subaltern institutions. In those institutions, dedicated to technical education, girls’ secondary education, or upper-lower classes’ education (“primaire supérieur”, “secondaire special”), different kinds of polyvalence or bivalence were experienced in the classrooms. At the same time, specialisation was triumphing in classical secondary education. Why, how and to what extent did specialisation eventually impose itself in these different institutions? To address this question, two types of material are used. On the one hand, the question is studied on a national level, analysing both the legislation and the controversies it arouses in pedagogical and professional reviews. On the other hand, these views and theories are confronted with a prosopography of post-elementary school teachers in one department, Eure-et-Loir, which offers several forms of post-elementary institutions. This question is addressed focusing on literary disciplines (philosophy, French, Latin, Greek, modern languages and history and geography). By narrowing the scope, the intellectual and cultural stakes of the various pedagogical organisations that were implemented or advocated may more easily be grasped.

The first part of the article examines the most common (though relatively untested) hypothesis: there was just one strategy for those who advocated the promotion of subaltern types of post-elementary schooling as part of a democratisation process, and this strategy was reproducing the model of the elite institution, secondary classical education, including its pedagogical organisation, starting with subject-matter teachers. The chronology of the changes, the content of the debates, as well as a comparative inquiry into teachers’ remuneration induces us to discard this hypothesis as insufficient if not irrelevant. For girls’ secondary education, a trade-off may be observed between equalisation (of salaries, rights etc.) and pedagogical alignment. For the other institutions, there was no lack of advocates for the specificity of the pedagogy or of the institution; however, specialisation was usually considered a process that could ameliorate the quality of teaching in these institutions without renouncing its specificity.

In fact, in the period under study, the louder advocates for less specialised teachers came from secondary classical education itself: the specialisation process as well as the fragmentation of the class schedule had pedagogic inconveniences, abundantly noticed and commented on by subject-matter teachers themselves. In the second part, these critics and the two main alternatives suggested by the teachers are examined. The first is linked with the Progressive Education movement (“Education nouvelle” in French). The École des Roches, a private institution, tested an original organisation that combined the tradition of the humanities with the modern characteristic of “Éducation nouvelle”: there was only one teacher for history, geography, French, Latin and Greek. The teacher was thus enabled to practise a pedagogy of interest, as advocated by Ovide Decroly. The second alternative was advocated by some modern language teachers: if modern language teachers could teach French as well as a modern language, this pedagogic organisation could give strong unity to the until then defective “modern” curriculum (without Latin).

The third part turns towards the effective organisation of post-elementary schools in Eure-et-Loir. To what extent were these alternative conceptions of pedagogical organisation implemented? The analysis of individual records of teachers suggests several results. First of all, in small institutions – be they classical secondary institutions like “collèges” or modern ones like “écoles primaires supérieures” – specialisation of services was a luxury that most teachers could not afford. Most of the time, they had to teach several subjects, even if they had been trained for just one. However, polyvalence was not used as an opportunity to make connections between the subjects. Class schedules rarely enabled teachers to use polyvalence as a way to teach several subjects to the same pupils. More often, polyvalence was used by the administration as an expedient that some teachers explicitly tried to escape, for example by asking for a move to a bigger institution.

This mundane reality of small institutions invites us to pay renewed attention to teacher training and its regulation during the same period. At the end of the nineteenth century, teachers’ specialisation had been inextricably linked with the modernisation of universities through the specialisation of the “licence de lettres” in 1880. When this model proved to be partially irrelevant for a significant proportion of post-elementary schools, how did universities react? Were universities fit for something other than training specialised teachers? The answer is yes. The curriculum organisation of the licence opened up several possibilities for training polyvalent teachers. This perspective was still looming at the end of the 1930s.

The curricula of the different post-elementary settings analysed in this article shared the same characteristics: they worked as “serial codes” not as “integrated codes”, to quote Basil Bernstein. Therefore the specialisation, bivalence or polyvalence of the teachers did not have much influence, in itself, on the degree of integration of the curriculum. From this perspective, specialisation could probably guarantee better teaching of the subject matters. However, polyvalent teachers were better suited to small schools than specialist ones. Considering demographic and geographic constraints, there was a clear trade-off between specialisation of teachers and separation of publics. In small cities, it was necessary either to mix the pupils to specialise the teachers, or to accept some kind of polyvalence to keep different types of students separated; the debate was still open during the 1930s. School massification, coeducation and the baby-boom era rapidly settled the matter for small cities after the Second World War, giving way to an effective specialisation of teachers. But the question remained open, until the end of the 1970s, for rural settings.     

从布鲁盖尔画中的典故再析奥登的《美术馆》

奥登的诗歌《美术馆》是因布鲁盖尔的名画《伊卡洛斯的坠落》以及伊卡洛斯的传说而创作的,诗中还间接提到了布鲁盖尔的另两幅画——《伯利恒的户口调查》和《屠杀无辜者》。典故知识是理解这首诗的第一要素,该诗典故包括圣经故事和希腊神话,在此基础上再析《美术馆》,诗歌的意义将更为明了。     

Giving Structure to Legacy Finding Aids Before Conversion to EAD: The Case of the Archives Départementales des Pyrénées-Atlantiques,France

SUMMARY

At the Archives Départementales des Pyrénées-Atlantiques, the encoding of more than forty legacy finding aids written between 1863 and 2000 is part of a program of digitization of the collections. Because of the size of the project, an external consultant, ArchProteus, has been brought in and specific management procedures have been put in place within the institution. The conversion has allowed the testing and verification of the flexibility of the EAD DTD, despite the various hurdles negotiated throughout the project, such as the necessity of reengineering finding aids, and standardizing index terms, etc. It becomes clear that a conversion project–in this case, a retrospective conversion–will lead the archivist to rethink the production of finding aids and the relationship with users and patrons.