Lucid education: resisting resistance to inquiry

Within the community of inquiry literature, the absence of the notion of genuine doubt is notable in spite of its pragmatic roots in the philosophy of Charles Saunders Peirce, for whom the notion was pivotal. We argue for the need to correct this oversight due to the educational significance of genuine doubt—a theoretical and experiential understanding of which can offer insight into the interrelated concepts of wonder, fallibilism, inquiry and prejudice. In order to detail these connections, we reinvigorate the ideas of Peirce by borrowing the language and concepts of Albert Camus, at the same time demonstrating their unlikely congruence. In particular, we argue for the necessity of genuine doubt along with the need for the presence of a diversity of prejudices as a starting point for genuine inquiry.     

Overcoming of the stereotypes and prejudices for Roma students and their integration in school

The most significant aspects within this taking place in the educational system regarding to paper are overcoming the stereotypes and prejudices that are Roma children. In addition to this, there are couples of explorations which explain the way of how the Roma children are integrated and socialized within the school borders and more concrete within a class. In that context, it gives the marks, at the same time, the visions of the Roma students in creating a comfortable atmosphere where they would find themselves to be motivated and show their best optimal school results, as well as support and encouragement for their increased activity, motivation and initiative within the school. Also, the author presented some project experiences from Sweden and Macedonia. As a pattern of an informal education from Faculty of Pedagogy in Skopje, which is very interesting, offers possibilities for development of capabilities and awareness of unity, mutual respect, tolerance ethnic harmony and building up of the consciousness of the existence of the other, especially for Roma students. The human ideas like being the first to love and taking initiative without wanting to be loved are accessible to everyone and are especially useful for youngsters.     

从人文大家看人文真理

传统的人们人文只有科学领域才会存在着真理,因为真理是确定的、客观的和绝对的,而人文领域是一个没有真理可言的世界。但实际上人文领域也有着自己的不同的真理,只不过这个真理的表现形式多种多样,如,意义、本质、价值等等,它们虽然名目不一,但都有着一些共同的特点,如,相对性、不确定性、主客体的原始统一等。本文试图从人文领域的著名学者的思想那里找到这些特点。     

偏狭与实利的乡镇社会——刘易斯小说《大街》对美国乡镇文化的深刻揭示

从消费文化的角度对"大街"群体偏狭与实利的文化特征进行了分析,揭示了久已被学界忽视的导致以上特征产生的一个重要原因:在大街人炫耀性的消费中所隐藏的一种狭隘的等级、阶级和种族偏见是滋润他们保守狭隘的乡土观念和实利主义产生的温床。     

选人用人须破“三见”忌“四眼”

千秋大业在用人。为了真正把人选准选好用好，必须做到破除“成见”、“偏见”、“短见”。禁忌“近视眼”、“远视眼”、“有色眼”和“老花眼”。     

族群偏见与消极认同——以潭溪社区为例

潭溪土家族对苗族有较多的负面的偏见,对汉族则主要是正面的刻板印象;而相较于汉族,潭溪土家族又对自身形成了一些消极认同。形成这种族群偏见的社会基础主要在于本地区历史上形成的不平等的族群结构。同时,潭溪土家族通过这种文化建构又解释和强化了现实中各族群之间的不平等关系,以及他们在地方性的资源分配与竞争体系中的差别地位,体现了族群观念的工具性特征。