精神世界的游牧民族——读王安忆中篇小说《我爱比尔》

王安忆中篇小说《我爱比尔》呈现给人们这样一种现象:当西方文化大量涌入,洞开国门时,以上海文化所孕育出的女性阿三为代表的政治艺术家们,由于不可能完全抛弃传统文化,在他们灵魂深处有着无法摆脱的传统情绪。虽然他们竭力希望与西方文化相认同,但在两种文化的冲撞中,其悲剧性结果是:他们将不可避免地只能成为浮华生活的主角、精神世界的游牧者。     

Seize the opportunity to think differently! A Deleuzian approach to unleashing becomings in education

If the purpose of philosophy is creating concepts that make it possible to think differently, education surely needs philosophical assistance. Sketching a Deleuzian approach to education, this article explores a practice of thinking about and performing ‘school,’ ‘teacher,’ and ‘learning’ differently. A complex social situation such as a school needs routines and clear role expectations, to ensure efficient action. How do we resist, nonetheless, that concepts aimed at thinking education just redouble an already existing practice by submitting to explain everyday and policy-induced practice. Suggesting an understanding of theory and the construction of concepts as a much wider endeavor, the article introduces concepts such as strata, Bodies without Organs, order machines, and desire. With reference to education, it hints at a creative endeavor to explore potential lines of flight, and exploit cracks and inconsistencies in current school regimes, when they no longer appear appropriate. In this spirit, the ‘competence nomad’ is proposed as a conceptual persona that may help thought to connect and plug into new becomings, by means of alternative tactics in current learning environments that are already heavily traversed by existing schooling order machines.     

北方游牧民族的刺绣造型艺术与多样文化

考古学资料中表明,在山戎创造的夏家店上层文化遗址中就发现有丝织品,但刺绣作品却是在匈奴文化遗迹中最早出现,一开始就显示出较高的制作工艺,在本民族造型艺术风格的基础上融有外来文化的因素,这种现象一直延续到近现代。从北方游牧民族造型艺术的发展历史看,大致经历了初始、发展、兴盛三个阶段,每一个阶段都有各自的制作工艺、纹样图案、艺术特点,并通过刺绣艺术表象反映出民族文化艺术的多样化内涵。     

浅析少数民族与中原王朝的经济交往——以北方游牧民族为例

中国的统一与辽阔的疆域,由各民族共同缔造开发;中国的文化与历史,由各民族共同创造.以北方游牧民族为例,分析其与中原地区的经济交往.互相依存的经济交流是维系各边疆民族与中原关系的基础,也是少数民族向中原发展的动力.     

Does mobility have to mean being hard to reach? Mobile pastoralists and education’s ‘terms of inclusion’

Nomadic groups are highly discriminated against in access to education services, and the 2010 Education For All Global Monitoring Report demanded urgent action to address their education deprivation. Mobile pastoralists, particularly, appear to be falling beyond the remit of migration studies in education, although they are among the most mobile people in the world. Pastoralists’ education inclusion has been promoted by models of provision across the ‘mainstream’, ‘alternative’ and Open Learning traditions, but examples from around the world show that each broad approach comes with identifiable ‘terms of inclusion’ that, in different ways, reproduce and/or challenge pastoralists’ marginalisation. Achieving political commitment to addressing the scale and extent of pastoralists’ education deprivation is not unimaginable, but contingent on significant reappraisal of mobility as a livelihood strategy and of the legitimacy of pastoralism as a sustainable contemporary livelihood.     

中国传统武术教育的区域性特点

中国复杂的地理环境造就传统武术文化区域的多样性。依据物质生产及其技术体系是地理环境影响文化创造的主要中介,将传统武术教育区域分为以农耕经济文化背景为主的传统武术教育区,及以游牧经济文化背景为主的传统武术教育区。农耕区域的传统武术教育以师徒传承为主要方式,以武德教育为核心;游牧区域的传统武术教育自少儿开始,与生产教育合二为一,不受礼仪的束缚,以部族方式进行传承。     

历史上西北地区农牧交互关系探析

西北地区是中国古代农牧业发展及其关系演进的重要舞台，在漫长的历史进程之中，西北农牧之间的关系亦经历了一个变化，发展的过程，西北农牧关系的发展具有不同的层次与结构：表层是一个以农牧分界线变迁为表征的历史过程，其深层次则表现为一个农牧明交互影响，交互渗透的动态过程；具体而言，就是农耕明在思想，操作和现实三个层次上不同形式与特点的主导性推进，以及游牧章在显性层次上的被动退守和潜性层次上的回应与逆向渗透。     

Formal education and pastoralism in western India: inclusion,or adverse incorporation?

The education exclusion of pastoralists is increasingly recognised as a critical area for attention in progress towards Education For All. This article sets out two interlinked propositions as to what underlies barriers to education inclusion for pastoralists in India: a conflation of ‘education’ with schooling; and ambiguity over whether pastoralism is a relevant contemporary livelihood. Taking an adverse incorporation and social exclusion perspective on marginality, policy narratives of education inclusion are explored using its construct of ‘terms of inclusion’. Empirical evidence showing how pastoralism and formal education intersect demonstrates multi-faceted exclusions which simultaneously drive demand for schooling and impose highly adverse terms of incorporation for pastoralism in the globalising economy. Policy strategies currently undervalue ‘education’ as situated learning with a crucial role in pastoralist livelihood sustainability, recognition of which is essential to considering how such ‘education’ can interface with institutional arrangements and tackling the delegitimisation of pastoralism by hegemonic, place-based schooling.     

高师体育教育专业武术术科教学改革方法探究

以文献资料法、专家访谈法、问卷调查法等多种研究方法，根据高师体育教育专业的培养目标、武术的特点、作用和自己的教学实践经验，从如何提高高师体育教育专业武术教学效果出发，探究高师体育教育专业武术术科教学内容与方法的改革。     

中国古代北方游牧民族的起源及相关问题

游牧民族的自然形成，一般都要先后经过“畜牧部落”、“游牧部落”、“游牧民族”三个阶段。在我国北方地区所发生的由以农业为主的部落向畜牧部落的转变，气候的变化和人类活动的影响起了最直接的作用，不过从畜牧部落向游牧部落和游牧民族的转化，则是多种因素综合作用的结果。在北方游牧民族起源的时间及其他相关问题上，虽有考古发现和一定的研究成果，但目前还无法得出确切的结论。