马丁·施雷廷格的图书馆学思想与贡献   总被引：1，自引：1，他引：0  

徐跃权  徐兆英  刘春丽 《中国图书馆学报》2016,42(4):37-50

马丁·施雷廷格在世界图书馆学史上占据重要地位,他的理论与实践研究成果集中反映在1808—1829年出版的《图书馆学教程》和1834年出版的《图书馆学概览》中。他首创"图书馆学"一词并定义了其概念;构建起以图书馆、图书馆学、图书馆设施的目的、图书馆学的最高原则、图书馆应该满足的文献需求的种类、保障满意程度的一般措施六个基本概念为核心的理论纲领,统领图书馆学的理论建设;他摒弃了当时图书馆图书排架及分类目录必须反映自然秩序的主流做法,提出图书馆的目的就是迅速地满足人们所有的文献需求,并为此创制了世界上最早的主题目录;他还正式倡导建立图书馆学专业教育和专门学校。施雷廷格是现代图书馆学的开创者,其人文主义特征的学术思想对图书馆学的发展具有深远的影响。  相似文献   

The intercultural reentry: Conceptualization and directions for future research     

Judith N. Martin 《Int J Intercult Relat》1984,8(2):115-134

While there has been extensive research on the cultural adjustment of sojourners to a foreign culture, there has been a dearth of literature examining the adjustment of returning sojourners to their home culture (reentry). In order to further understanding of this phenomenon, this article discusses the reentry process as one type of cultural adjustment. First, reentry is defined and described. Secondly, research investigating the two processes of adjustment to a foreign culture and readjustment to the home culture is reviewed, and the two processes are compared and contrasted. Finally, suggestions are made concerning future research.  相似文献   

Education,knowledge, and symbolic form     

Oli Belas 《牛津教育评论》2018,44(3):291-306

This article aims to introduce Ernst Cassirer, and his philosophy of symbolic form, to education studies, and, in doing so, to challenge the widespread but deeply flawed views of knowledge and so-called knowledge-based education that have shaped recent education policy in England. After sketching the current educational landscape, and then some of the main lines of flight in Cassirer’s work, time is given to a comparison with Heidegger—a more familiar figure by far in Anglophone philosophy than Cassirer, and who contributed to the displacement of Cassirer—in order to illustrate more clearly Cassirer’s original contribution, in particular to the relationship between knowledge and time. Cassirer’s view of knowledge stands in marked and critical contrast to that which has shaped recent educational reform in England, as he sees knowledge as a productive and expressive matter, and repudiates what I call the ‘building-blocks’ picture of knowledge and the hierarchisation of subject areas.  相似文献   

解构与重构：对马丁·特罗大众化理论的再认识          下载免费PDF全文

邬大光  胡艳婷 《复旦教育论坛》2023,21(3):5-14；30

马丁·特罗的大众化理论在解释高等教育量变与质变的关系上做出了重要贡献，在众多国家高等教育发展进程中发挥着不同作用。然而，当我们立足中国高等教育发展实际检视大众化理论的预测功能时，发现诸多“水土不服”的问题。这其中有大众化理论自身的局限性问题，也有我们对大众化理论误读的原因，还有中国高等教育发展的“特殊性”问题。因此，在中国高等教育发展规模不断扩大的今天，十分有必要重新解构大众化理论，回到大众化理论的原点，梳理其发展与修正历程，解析大众化理论的内涵与本质，剖析理论自身的局限与不足，分析传播和使用过程中的误解与误用，在中国高等教育的实践观照中重构大众化理论的“中国图式”。  相似文献