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安全科学:一个新兴的交叉学科门类 总被引：12，自引：0，他引：12
安全科学是介于数学、自然科学、系统科学与哲学、社会科学、思维科学各科学部类之间的新兴交叉学科门类。其分支学科依据研究内容及其理论性、实践性特征的差异 ,相对地区分为五个群组。为使安全科学平稳地走过艰难的始创阶段 ,今后一个时期应实施积极而有效的发展对策。 相似文献
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刘文军 《广东广播电视大学学报》2006,15(3):81-84
传统翻译研究囿于二元对立思维模式,总是围绕翻译四元素即作者、译者、原本、译本打转,鲜有创新性、突破性成果。解构主义的兴起使翻译研究突破二元对立的潘篱,翻译研究步入当代发展阶段,走向跨学科综合发展,各派新兴理论迭出,创新性成果日益增多,丰富和完善了译学的学科体系。纵观译论发展史,可知译学研究要发展,译学学科要建立和完善,必然走向跨学科综合发展。 相似文献
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John Monberg 《The Information Society》2005,21(4):281-284
The field of science and technology studies provides three landmarks useful for orienting the loose constellation of intellectual projects pursued under the rubric of Internet research. Interdisciplinarity, networks, and politics offer a foundation from which social change and progress can be assessed. These landmarks can help to examine the rapid change, the micro and macro connections, the constraints and possibilities for self-organization that stand to reconfigure the substance of power, class, and culture associated with the adoption of new communication technologies. 相似文献
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The research presented here explored the experiences of participants in an international collaborative writing group (ICWG) initiative that ran in conjunction with the 2012 International Society for the Scholarship of Teaching and Learning (ISSoTL) conference. The ICWG sought to cultivate collaborative pedagogical scholarship by bringing together a range of international academics to co-author articles on teaching and learning topics of shared interest. Data were collected via online surveys at the beginning and end of the initiative and interim focus groups/interviews. In addition to suggesting that the ICWG is an effective means of fostering collaborative writing, the results point to a number of factors that might also influence collaboration in other contexts: modes of collaboration, opportunities for social dialogue, developing a shared vision and voice, and leadership. Implications and applications of the findings, as well as areas of further research, are discussed. 相似文献
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颜宝琴 《湖北广播电视大学学报》2011,31(6):95-96
文化注释是双语词典提供文化信息的重要途径。双语词典编纂不是孤立的学科,它涉及了许多跨学科的知识,文化注释也是如此。本文主要探讨文化注释与社会语言学、跨文化交际学和语用学的关系。同时提出文化注释的创新必须跟随多学科发展的步伐。 相似文献
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Kacey Beddoes 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):266-277
This article presents a case study of the peer review process for a feminist article submitted to an engineering education journal. It demonstrates how an examination of peer review can be a useful approach to further understanding the development of feminist thought in education fields. Rather than opposition to feminist thought per se, my experience reveals that opposing beliefs about what a feminist contribution to engineering education entails pose a challenge to those aiming to engage with feminist thought. 相似文献
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Microteaching, a standard method for developing teaching skills, places high importance on peer feedback, which is guided by post-session feedback forms. This paper focuses on how feedback forms can shape what becomes understood as important to teaching. A sample of 10 microteaching evaluation forms drawn from North American postsecondary education institutions were examined using both qualitative and quantitative methods. Through a mixed-methods, interdisciplinary approach combining quantitative form classification based on distinct teaching elements with qualitative analysis drawing on Foucauldian and post-structural feminisms, key challenges are identified in the way that peer feedback forms may shape perceptions of what constitutes “good teaching”. We interpret that the close attention paid to the management of the body and the disproportionate focus on presentation and style may foreclose other modes of teaching beyond a conventional lecture-based class. This leads to a discussion on the ways in which the evaluation forms can be enhanced to provide a more effective educational tool. 相似文献
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《Journal of Cultural Economy》2013,6(1):103-119
In this paper we examine the emergent field of art-science, part of a heterogeneous space of overlapping interdisciplinary practices at the intersection of the arts, sciences and technologies. Art-science is often thought to exemplify Nowotny et al.'s (2001) ‘mode-2’ knowledge production; indeed the institutions supporting art-science invariably claim that art-science contributes to the ‘contextualization of science’ by rendering scientific and technical knowledge more accessible and accountable to its publics. Our argument, however, is that this approach fails to capture the ways in which art-science exhibits its own complex trajectories, which cannot be grasped in terms of an epochal transition in the mode of knowledge production. Drawing on ethnographic research on art-science practitioners and institutions in the USA, UK and Australia, our first aim is to indicate the heterogeneity of art-science by contrasting distinctive forms and genealogies of art-science. A second aim follows. Rather than simply multiplying the connections between science and its publics, we suggest that art-science is instructive in highlighting radically divergent conceptions and practices of publicness, and point to two such forms. We examine, first, the relations between science, art and the public in the UK from C. P. Snow's ‘two cultures’ essay to the activities of the Wellcome Trust and Arts Council England. In these developments, art that is in dialogue with science is conceived primarily as a means by which the (absent) public for science can be interpellated: science is understood as complete, and as needing only to be communicated or applied, while art provides the means through which the public can be assembled and mobilized on behalf of science. We contrast this with a novel institutional programme in art-science pedagogy at the University of California, Irvine: the Masters programme in Arts, Computation and Engineering (ACE). Through the contents of the ACE teaching programme and the case of an art-science project concerned with the measurement of air pollution by ACE faculty member Beatriz da Costa, and with reference to the work of Hannah Arendt and Barbara Cassin, we suggest that art-science can act not so much as a way of assembling a public for science, but as a public experiment. 相似文献
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Science history shows us that interdisciplinarity is a spontaneous process that is intrinsic to, and engendered by, research activity. It is an activity that is done rather than an object to be designed and constructed. We examine three vignettes from the history of science that display the interdisciplinary process at work and consider the implications for education. We consider recent examples of interdisciplinary science education, including where interdisciplinarity involves students in authentic scientific research. We conclude that the reconciliation of research and education is a meaningful role for interdisciplinary practice in science education. 相似文献