荀子社会学的基本概念探析     

阎乃胜 《大连大学学报》2007,28(1):63-67

作为先秦时期的社会学大师,荀子视“性”和“伪”、“群”和“分”、“礼”和“法”这三对基本概念为社会学的理论支柱。他以“性”和“伪”奠定人的“社会化”论;以“群”和“分”确立社会组织论;以“礼”和“法”建构社会控制论。它们筑起了荀子的社会学大厦,儒家的社会学思想也由此得到了进一步丰富和发展。  相似文献   

美学研究的期待     

刘淮南 《忻州师范学院学报》2003,19(4):1-7

文章对当代美学研究主要维度的历史和现状进行了梳理，并对已有研究中的得失进行了检讨。进而说明。今后美学研究中的各个雏度虽然会取长补短。但必要的偏重却依然是不可避免的。  相似文献   

The Regulation of Pedagogic Discourse: Relationships between the State and Intellectuals after the Cultural Revolution in China     

Kwok Wah Cheung 《Asia Pacific Journal of Education》1996,16(1):41-55

Based on the theoretical model of pedagogic discourse proposed by Basil Bernstein, this paper proposes two notions, elaborated ideological orientation and restrictive ideological orientation, to understand the new relationship between the State and intellectuals in China, which is crucial to understanding intellectual practices after the Cultural Revolution in China. The reform has made it possible for the production of discourse in education which is not directly derived from Marxism and Maoism. Such diversification of legitimate positions does not amount to an autonomous discourse in education. This paper chooses the case of an influential journal, Jiaoyu Yanjiu (Educational Research) to illustrate the ways in which the editors of the journal have taken up the role of mediator between the State and authors.  相似文献   

语言、实在与科学知识的社会性——论科学知识社会学的哲学旨趣   总被引：1，自引：0，他引：1  

袁海军 《内蒙古大学学报(人文社会科学版)》2003,35(2):116-120

科学知识社会学要求对科学知识进行社会学的考察，并对科学知识的本性做出社会学的说明。社会学的经验性质使得它对科学知识的考察只能表现为对科学实践的考察，但得到的结论却是关于科学知识的。在理性主义观点看来这是无法接受的。布鲁尔通过对维特根斯坦晚期哲学的发挥，揭示了科学知识社会学的语言之维，展示了研究科学实践与对科学知识进行说明的本质关联。  相似文献   

Governing teachers’ work and learning through data: Australian insights     

Ian Hardy 《Cambridge Journal of Education》2019,49(4):501-517

This article reveals the multiple ways in which data are constituted as a vehicle for governing teachers’ work and learning. Drawing on the concept of governance, including in relation to the sociology of numbers, and data from one school in Queensland, Australia, the research reveals how teachers’ work and learning were constituted through practices of: establishing specific ‘targets’, including various ‘audacious goals’ for school and national testing; focusing upon ‘aligning’ all forms of school, regional and national data collected within the school; and participating in various ‘data conversations’ about specific students with senior members of staff. While the research reveals how teachers found such practices beneficial for improving their practice with students, it also shows how this learning was always and everywhere framed within a broader discourse of data, and how this data-centric focus came to constitute what was valued about their work and learning, and that of their students.  相似文献   

A Critical Eye on a Prize: Unpacking the Meaning of “Applied Jewish Wisdom”     

Bethamie Horowitz 《Journal of Jewish Education》2019,85(4):362-387

ABSTRACT

The analysis examines the genesis of the Lippman-Kanfer Foundation for Living Torah’s Prize in Applied Jewish Wisdom (AJW) that was first awarded in 2016. The foundation invented both the phrase AJW and the prize to highlight the qualities of Jewish content being employed by promising educators and activists in the “Jewish innovation ecosystem.” This paper traces the emergence of the term in the writing of the foundation, and then delves in the sorting process undertaken by the foundation to determine the prize winners. AJW functions as a “boundary object.” The Prize is a means of constituting AJW. The development of AJW positions the foundation to be able to claim “philanthropic authority” regarding a domain it wants to cultivate and champion. It is a way for LKFLT to assert its voice in the Jewish innovation sector and articulate a new rationale beyond simply funding innovation for its own sake.  相似文献   

竞技体育发展历程的社会学分析     

陈军  俞剑贤 《鸡西大学学报》2006,6(1):27-28,37

竞技体育与社会保持着最密切的关系。许多社会现象都可以对竞技体育产生影响,竞技体育是社会的一种缩影。同时竞技体育反作用于社会,成为社会不可缺少的一部分。因此体育社会学必须将竞技体育作为一个重点研究对象。本文按竞技体育的发展历程,对其发展的不同阶段进行了社会学分析,并在此基础上对其发展的规律和动力保障进行了简单论述。  相似文献   

彼得·潘写作：作为教育思想的少儿文学     

贺晓星  李黎 《教育学报》2006,2(2):43-54

少儿文学对少年儿童的成长产生着诸多的影响,在这个意义上说它涉及到教育,但问题不在于作者是如何看待少儿文学发挥怎样的教育作用的,而是以如此这般形式呈现的少儿文学文本,为我们理解教育提供了怎样的视角。在此,教育不是一个“应该这样必须那样”的问题,而是一个“还可以这样或那样”的问题。本文具体通过对梅子涵少儿文学在写作风格上的特色以及写作风格与写作内容间的背离现象的解读,对成长、成熟、社会化、教育等既有观念提出社会学的反思。  相似文献   

Age is more than just a number! The role of age and maturity in the processes leading to early school leaving in Flanders (Belgium)          下载免费PDF全文

Lore Van Praag  Rut Van Caudenberg  Mariana Orozco 《British Educational Research Journal》2018,44(4):557-572

In many educational systems, age is used as a criterion to organise education. Children's age is used to group students together and indicate entry into particular programmes. The use of age for organisational purposes in education stems from the idea that age provides an indication of the development of children, which is associated with teaching and learning. However, more far‐reaching consequences of age‐related educational practices are insufficiently recognised in policy and academic research. Qualitative methods are used to study students and school personnel in diverse types of educational institutions in Flanders (Belgium) to assess how age and age‐related issues matter for the students’ educational trajectories and educational decision‐making processes leading to early school leaving. Data analyses reveal that school staff members consider age and perceived maturity during evaluation procedures. Students also consider age during educational decision‐making processes: when getting older or being too old for the grade, students increasingly weigh the costs and benefits associated with getting an educational qualification and being enrolled in school and alternative opportunities. Students’ expectations related to age shape their school experiences and feelings of belonging. The findings of this study demonstrate how these educational practices add to the reproduction of inequalities through education. These results could inform debates concerning the evaluation procedures in secondary education, compulsory education and the reduction of early school leaving in Europe.  相似文献   

论教学论知识的“合法化”问题     

王兆Jing 《西北师大学报》2000,37(3):17-20

由于过分的思辩机制叙事的损害,也由于研究中“实用主义”式的误构,致使教学论研究的知识形态-教学论知识呈现出“非合法化”的状态。而要使之恢复常态,步入“合法化”的轨道,重构就成为自然之事。以“非合法化”叙事为参照,可解构出“立足现实,回顾过去,面向未来”的教学论知识“合法化”的范型。  相似文献