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1.
魏莉 《内蒙古大学学报(人文社会科学版)》2014,(6):82-88
《饶舌者》是加拿大社会现实主义和左翼激进思想相结合的开山之作,在新马克思主义文学评论视域中具有典型性和整体性特征。小说描绘了加拿大社会从传统田园模式迈向现代城市工业化的全景及其复杂性,呈现出巴赫金对话理论模式下的不同政治意识形态、阶级价值观、阶级话语之间的对比和对抗,并为加拿大社会发展憧憬了一幅社会主义蓝图。小说在寻求解决诸多对立矛盾的途径中,从文学手法和政治意义上发生了从草原现实主义到城市社会现实主义、从自由资本主义到马克思主义社会主义的巨大转变,并对加拿大左翼作家和左翼文学发展产生了深远影响。 相似文献
2.
KEVIN HARRIS 《Journal of Philosophy of Education》1993,27(2):245-259
ABSTRACT F. R. Leavis argued that literary studies could provide an incomparable initiation into tradition and cultural continuity and a true liberal education by educating people intellectually, emotionally and morally. This paper examines Leavis's arguments regarding literary criticism's propensity to provide a test for life and values. It also examines the value system within which Leavis operates; and the relations postulated between literary studies, moral understanding and aesthetic experience. It is concluded that while Leavis's conception of literary studies is distinctive and valuable his argument is lacking philosophically and empirically, failing to provide adequate justification either for the supposed benefits of literary studies, or for charging the literary-educated with the duty of maintaining standards for society. 相似文献
3.
通识教育是发源于欧洲的一种高等教育思想。英国高校的通识教育在其发展历程中逐步完善,最终形成了以崇尚人文主义传统的教育理念、专业教育通识化的课程设置、师生交互式的个性化教学实践形式为一体的通识教育样式。聚焦于当前我国高等教育的发展现状,通识教育已成为全面提升大学生综合素养不可或缺的一个重要选择。英国高校通识教育对我国的启示是,构建符合我国优秀文化传统的通识教育理念;建立专业教育与通识教育相融合的课程体系;提升高校教师通识教育能力;实行智力训练和能力培养的教育方法。 相似文献
4.
刘健 《廊坊师范学院学报》2014,(1):91-94
《费边论丛》是费边社早期发表的一部纲领性著作.它从多个方面阐述了费边主义者对于社会主义的看法,其中关于社会民主主义的思想孕育着后来民主社会主义的一些基本概念.费边社会主义思想的产生与英国的独特历史传统以及英国资本主义的领先发展有着密不可分的关系. 相似文献
5.
New perspectives on an old problem: the position of women academics in British higher education 总被引：1，自引：0，他引：1
Sandra Acker 《Higher Education》1992,24(1):57-75
Women academics in Britain are an elite group among women. Nevertheless, there is abundant evidence that they are disproportionately in lower grades and less secure posts than their male counterparts. These are longstanding inequities which appear to have been met with complacency rather than commitments to bring about change. This paper draws upon feminist theory to outline a range of perspectives which can be used to analyze this situation. Different approaches define the problem differently: it can be located in sex-typed socialization; family-career role conflicts; under-investment in women's education; sex discrimination; or the working of capitalism and patriarchy. The strategies which follow from each approach are discussed and evaluated. Certain features of the British university system may operate to the detriment of women, and there is no network of powerful liberal feminist organizations that can act as a watchdog to safeguard their interests. The unsettled situation of higher education in Britain would seem to make this an inauspicious time to initiate reform, but there are contradictions which might be a basis for feminist action. Socialist and radical feminist frameworks go further than liberal ones in making sense of the entrenched inequalities and resistance to change. Yet there is a case for pursuing liberal feminist strategies, at least in the short run. 相似文献
6.
7.
This paper examines the discourses and modes of representation embodied in educational historiography from the 1970s to the present and their implications for intellectual identity construction in SA. The paper shows how the theoretical foundations of the liberal and Afrikaner nationalist discourses, which vacillated between race and ethnicity, shifted to social class and gender in radical and neo‐Marxist discursive formations of the 1980s. It highlights how the decline of radical scholarship has resulted in a synthesis of constructivist and postmodernist discourses that privilege nation‐building, identity and cultural diversity after apartheid within a predominantly neo‐liberal paradigm. It argues that the transition to post‐apartheid education came to be thought about within a horizon of possibilities different from the rigid paradigmatic tradition of the short‐lived neo‐Marxist school of the 1970s and 1980s. 相似文献
8.
Amelia Hempel‐Jorgensen 《British Journal of Sociology of Education》2009,30(4):435-448
This paper examines the effect of school social class composition on pupil learner identities in British primary schools. In the current British education system, high‐stakes testing has a pervasive effect on the pedagogical relationship between teachers and pupils. The data in this paper, from ethnographic research in a working‐class school and a middle‐class school, indicate that the effect of the ‘testing culture’ is much greater in the working‐class school. Using Bernsteinian theory and the concept of the ‘ideal pupil’, it is shown that these pupils’ learner identities are more passive and dominated by issues of discipline and behaviour rather than academic performance, in contrast to those in the middle‐class school. While this study includes only two schools, it indicates a potentially significant issue for neo‐liberal education policy where education is marketised and characterised by high‐stakes testing, and schools are polarised in terms of social class. 相似文献
9.
Carmel Borg 《Globalisation, Societies & Education》2005,3(2):203-225
This paper provides a critical analysis of the EU’s Memorandum on lifelong learning in light of the evolution of the concepts of lifelong education and lifelong learning from the late sixties onward. It also analyses this document in light of the forces of globalisation that impinge on educational policy‐making in Europe as well as the all‐pervasive neo‐liberal ideology. The paper moves from theory to practice to provide critical considerations concerning certain ‘on the ground’ projects being presented as ‘best practice’ in EU documents. It brings out the neo‐liberal tenets that underlie much of the thinking and rationale for these projects, and indicates, in the process, how much of the old UNESCO discourse of lifelong education has been distorted to accommodate capitalism’s contemporary needs. An alternative conception of lifelong learning is called for. 相似文献
10.
马春花 《海南师范大学学报(社会科学版)》2009,22(1):41-48
左翼文学有两个传统：上海传统和延安传统。新中国成立后,延安传统最终确立了自己的文化霸权,并形成了以阶级斗争为想象基础的无产阶级美学范式。“后文革时代”,中国重返世界资本主义体系,左翼文学陷于沉寂。不过,中国的市场意识形态在催生了一个世俗化社会之后,也带来了反向的文化实践,新左翼文学的兴起就是这种反向文化运动的重要组成。新左翼文学继承的是上海传统,延安传统被搁置于文化视野之外。左翼文学的再次“兴起”折射出当下中国激烈的阶级矛盾和文化斗争,同时也是前期社会主义的政治想象在后革命中国的历史性复兴,呈现了一个被“大国崛起”时代有意忽视的“另类”现代性叙事。 相似文献
11.
西方自由教育的传统与赓续过程实为西方世界探寻人类教育真义的过程。发韧期的西方自由教育观由古希腊的亚里士多德提出;从中世纪到文艺复兴,自由教育经历了由失落到回归的变化;之后,西方自由教育的赓续在多元理解中获得发展;步人现代以后,现代性成为西方自由教育发展的一大诉求。 相似文献
12.
论英国职业教育和普通教育的关系 总被引：10，自引：0，他引：10
职业教育和普通教育的关系是人们一直争论不休的问题.英国政府也认识到了职业教育和普通教育分轨的弊端.英国采取了不少措施,仍未能消除职业教育和普通教育之间的对立状态.其根本原因在于这两种教育价值取向的对立.改变这种状况的关键是对职业教育和普通教育重新定位. 相似文献
13.
Nelly P. Stromquist 《British Journal of Sociology of Education》1990,11(2):137-153
This article is an attempt to apply a systematic use of theory to gender inequalities in education. It expands on the tenets of liberal, radical, and socialist feminist perspectives to account for differential gender outcomes in terms of educational access, attainment, and field of study choices. The State emerges as a key actor regulating and promoting educational processes and outcomes, and the perspective that most accurately captures the State's practices is socialist feminism. There has been a recent convergence in feminist thought toward the meshing of ideological and material elements in the explanation of women's subordination, bringing closer than ever the radical and socialist feminist perspectives. These perspectives detect severe limits in the State's ability to improve women's conditions while groups outside the State, particularly women‐run organizations, are identified as the most likely sources of significant educational change and thus social change, in the interests of women. 相似文献
14.
John C. Scott 《History of education》2013,42(1):41-59
Chautauqua (1874‐present) was founded in western New York state, USA. It developed into a centre for education, religion, arts and recreation. Examined here is the philosophy of its programmes: liberal education for adults, regardless of background. The backdrop for Chautauqua was the US tradition of popular self‐improvement; local clienteles were already eager to improve themselves. Cofounders John H. Vincent and Lewis Miller upheld the liberal education philosophy of the day, but with an evangelical Protestant Christian purpose behind it. During the Chautauqua movement of the later nineteenth and early twentieth centuries, its radical innovations spread internationally. Vincent’s Chautauqua Literary and Scientific Circle (CLSC) was the first major correspondence school in the USA. William Rainey Harper, founding president of the University of Chicago, incorporated the key Chautauquan ideas of summer sessions, correspondence study, extension courses and university press in his master plan (1892). George E. Vincent led Chautauqua Institution (1907‐1915), yet his vision of liberal education emphasized current events and social issues—setting the tone through the rest of the twentieth century up to today. Ironically, the movement was both international and local; democratic, but white and middle‐class; feminine, though liberal education was a male pursuit; and celebrated scholars lectured, yet the academic programmes were considered superficial. 相似文献
15.
Will Grant 《The International Journal of Art & Design Education》2020,39(1):56-68
Modern liberal rationales continue to inform a majority of teaching and learning in English art classrooms. In a postmodern Western society increasingly informed by neoliberal globalisation this approach begins to look either like an anachronism or an act of outmoded pedagogic resistance. What is certain is that the modern liberal tradition is increasingly irrelevant to a young generation of learners, but while alternative paradigms have subsequently been suggested none have come to replace the stubbornly established rationales of modernism and liberalism. This article suggests novel futures for the justification and relevance of art education that move beyond those currently prevalent. Preferable futures are suggested that synthesise postmodern practice with liberal ideals in a paradox requiring creative consideration. While the difficulties of drawing upon such contradictory rationales are noted, a case is made that if such a purpose might be accepted and imbedded in art educational futures, then there may result a more relevant and sustainable future for art education in England. 相似文献
16.
Matthew Kavanagh 《History of education》2013,42(2):208-231
The Popular Front line made the Communist Party of Great Britain (CPGB) a more hospitable place for ‘brain workers’. The emphasis the line placed on mass ideological and cultural struggle against fascism meant that they became important allies to be won for the working class. As the principal transmitters of ideology and culture to the masses, schoolteachers could be perceived as being at the forefront of the anti-fascist effort, just as important as the academics, artists, writers and musicians more traditionally associated with the pull of British communism in this period. But communist schoolteachers on the whole avoided the exploration of socialist ideas in their professional practice. Rather, their primary focus was on achieving the greatest possible unity against fascism in their profession. This stance largely excluded critical discussion of the theory or practice of the education of children under capitalism, such as combating imperialist bias in textbooks; ending corporal punishment; advocating secular education; promoting workers’ control of schools and ameliorating the capitalistic nature of competitive examinations, all of which had been debated by communist teachers at various points during the 1920s. But as well as the tactical considerations of the Popular Front line, this avoidance of a qualitative critique of British schooling was encouraged by Soviet educational conservatism, and often overlooked continuities between the Popular Front line and its predecessor, ‘Class Against Class’. Drawing on the personal papers of British communist schoolteachers, contemporary newspapers and periodicals, and policy statements of the CPGB in the period, this article seeks to shed light upon the communist contribution to the teacher politics of the labour movement in England and Wales during the late 1930s, an input hitherto unexplored in detail. 相似文献
17.
论宋代文学思想的社会文化背景 总被引：2，自引：0，他引：2
刘畅 《淮阴师范学院学报(哲学社会科学版)》2001,23(3):374-381
品性涵养是宋代士关注的精神境界。品性函养，要有一定的规范准则去遵循，而这种规范又具有历史延续性，于是产生“尊统”的意识。尊统有两层内涵：一为维护正统、二为崇尚权威。由前产生贯穿两宋始终的统、道统观念，由后生成穴代坛上体派纷纭的现象。可见，品性函养、尊统意识、体派现象之间，明显有一种内在逻辑。 相似文献
18.
冯德军 《赣南师范学院学报》2011,(5):47-50
效率与公平的有机统一是社会主义的本质要求和优越性的体现,是社会主义替代和超越资本主义的内在依据,也是在实践中不断实现的重大课题。中国特色社会主义是社会主义在当代中国特定的实践形式,通过实行改革开放和社会主义市场经济体制提高效率;通过构建社会主义和谐社会,以改善民生为重点的社会建设,协调好社会成员的利益关系,推进公平正义的实现。 相似文献
19.
Liberal education: An overlapping pragmatic consensus 总被引：1，自引：1，他引：0
Defining Liberal Education 《课程研究杂志》2013,45(2):143-158
In reviewing the course of liberal education in the US during the 20th century, Bruce Kimball in 1995 proposed that a pragmatic consensus was emerging about the understanding of liberal education. The two-fold tradition of liberal education, with its shifting emphases and accommodations between 'orators' and 'philosophers,' was being transformed into a 'new American tradition of liberal education deeply rooted in the resurgent intellectual tradition of pragmatism'. A number of different, even contradictory, criticisms of Kimball's thesis have been offered concerning the existence and nature of such a consensus and its relationship(s) to pragmatism. We suggest that the consensus thesis and the criticisms it has encountered might be best understood by comparing it to Rawls's idea of an 'overlapping consensus'. Comparing and contrasting Kimball's project and Rawls's approach suggests that the emerging consensus concerning liberal education at the beginning of the 21st century is an overlapping consensus, that is, a consensus whose nature is pragmatic, as well as a consensus whose substantive tenets are rationalized by pragmatism. Understanding the consensus in this way accounts for the varied criticism that Kimball's thesis has received and makes a significant difference in understanding the theory and practice of liberal education in the 21st century. 相似文献
20.
Wilna A.J. Meijer 《Interchange》2001,32(4):331-348
The question as to whether books and reading still have a future, is discussed in both the general press and by (literary) authors themselves. The impact of the modern mass media, especially television, is thought to be considerable in this context. Television and books appear as opposites, symbolizing irreconcilable cultural epochs. That opposition is shown here to be prejudiced, which clears the way for an understanding of the continuity within the literary arts and humanities of the West from ancient Greece to the present. Various forms, such as, the tragedy, the novel, the cinema, and television, play a part in that tradition, and as such they have a contribution to make to education. The educational significance of this tradition lies in its essential contribution to the development of the faculty of practical judgment: phronesis or prudence. 相似文献