明儒李呈祥的知行分合论

王阳明提出知行合一说后,同时代不少学者都有批评.南直隶池州府贵池县的理学家李呈祥是湛若水的门人,且与王阳明有过接触,对阳明知行合一说既有阐发,也有批评,认为知行既合一又对立有所分别,提出知行分合论.李呈祥的知行分合论,既受阳明知行合一说的影响,却又坚持从对待义来看知行,坚持朱熹的知先行后论,在朱熹与王阳明的知行观间采取了折衷的态度.通过以分合论知行,李呈祥强调知行之间既对立又统一的关系,以此解决知行合一论强调本体合一与论证时需要分疏的矛盾.     

Leroi-Gourhan, a Philosopher of Technique and Evolution

With the publication of two volumes on technology—L'Homme et la matière and Milieu et technique in 1943–45, and Le geste et la parole (translated into English in 1993 as Gesture and Speech)—-Leroi-Gourhan asserted himself as a major social anthropologist, prehistorian, and the founder of the French schools of the ethnology of technique and of prehistoric ethnology. This paper analyzes the innovative concepts and the content of these original works, which draw their inspiration and data from biology, physiology, psychology, anthropology, and prehistory to study evolution, and technique as its medium, to create a global science of humanity.     

Communities of Knowledge: Teaching and Learning in Maritime Archaeology

This paper explores the points of contact and divergence between education, training and experience in maritime archaeology. In particular, it is proposed that whilst it is worth developing McGrail’s (Studies in maritime archaeology. British Archaeological Reports, Oxford, 1997) discussion of what should be included when we teach Maritime archaeology, more might be gained from moving beyond individual opinions of instructors. As such, this paper includes an exploration of both my own answers to the questions offered in the call for papers and those of past and present Southampton students. What emerges from this comparison is that by focusing too closely on the specifics of what is (or should be) taught, we miss out on what students actually gain from courses and more broadly what we gain as a community.     

Education as a cultural process

John Collier, Jr. Alaskan Eskimo Education: A Film Analysis of Cultural Confrontation in the Schools. New York: Holt, Rinehart and Winston, 1973. v + 130 pp. Illustrations, index and bibliography. $2.75 (paper).

Nancy Modiano. Indian Education in the Chiapas Highlands. New York: Holt, Rinehart and Winston, 1973. 128 pp. Illustrations and index. $2.75 (paper).

Harry F. Wolcott. The Man in the Principal's Office: An Ethnography. New York: Holt, Rinehart and Winston, 1973. vii + 334 pp. Tables, charts and references. $4.95 (paper).     

英语语言学习与西方文化影响

语言与文化是相互依存的关系,文化对语言学习的影响重大,在英语学习过程中应注意对文化渊源的了解。语言和文化有着不可分割的关系,对语言学习而言,文化意识至关重要。古希腊神话和基督教思想是西方文明的源头,深刻影响着西方文明的发展。作为语言艺术的西方文学反映和代表着西方文化。所以,了解西方文化,广泛涉猎英美文学作品,对英语学习者是十分必要的。     

Learning to Think as a Region: Connecting Suburban Sprawl and City Poverty

Throughout the US there is an increasing debate about the nature of urban development, including such aspects as suburban sprawl and continuing central city poverty. This debate is driven by a range of motivations, including concerns about the effect of growth on the environment, quality of life, government efficiency, economic competitiveness, and equity. Several metropolitan areas have developed new governmental and fiscal structures or land use policies to address problems caused by growth, or by inequalities within regions. A detailed case study of Chicago shows how different groups deal with these issues politically. The article concludes with an overview of the policies most likely to be successful.     

EUROPEAN BRIEFING: The Transition to Environmental Agriculture in Europe: Learning Processes and Knowledge Networks

Environmental policies in agriculture have now been fully incorporated into policy throughout Europe both within and outside of the European Union. One of the cornerstones to the successful implementation of these policies is both the willingness and ability of farmers to implement them. Many actors influence both the formulation and implementation of such policies, from governments, through pressure groups and the agricultural knowledge networks (AKNs) in various countries, to farmers themselves. In assessing the principal objectives of all of these actors, it can be seen that none has environmental goals as their principal objective, and the development of policies is thus both difficult and a residual priority. This situation is likely to be ameliorated not through a focus on more effective policy instruments for agri-environmental polices, but through adjustments of administrative structures for both their development and in carrying them out.     

Planning Small Regions in a Larger Europe: Spatial Planning as a Learning Process for Sustainable Local Development

An enlarged Europe is addressing the challenge of territorial cohesion on the basis of a disciplinary and operative framework formed by a number of evolving documents and provisions to be applied and developed at different administrative and planning levels. Rapid and profound changes have occurred in previous decades as far as institutional framework, the role of actors and issues to be tackled are concerned, within a re-scaling process of territorial governance. In this context, small territories can take advantage of European funds, but experience a hard confrontation with the market economy and supra-local visions, use of resources and infrastructure projects. A decisive role, in many countries, has been gained by regional authorities, which must mediate among various territorial levels, institutions and actors involved in a multilevel governance process. The paper focuses on spatial and regional/territorial planning processes among the European dimension, Member States and regions, on the basis of a case study conducted in Northern Italy. The aim is to determine the role of European spatial planning as a “learning machine” [Faludi, A. (2008) European Territorial Cooperation and Learning, disP 172, (1/2008), pp. 3–10.] able to support processes of mutual learning and cooperation, overcoming the attitude of compliance to upper level schemes and financial programmes rather than innovating usual procedures and territorial planning.     

Topographies/topologies of the camp: Auschwitz as a spatial threshold

This paper, largely inspired by Giorgio Agamben’s conceptualization of the camp, reflects on the relationship between the ‘topographical’ and the ‘topological’ in reference to Auschwitz-Birkenau and its spatialities. After having discussed the concept of soglia (threshold), we briefly introduce the ways in which the historiographical literature on the Holocaust treats the relationship between modernity, rationality, and Nazism. The second part of the paper is dedicated to an attempt to read ‘geographically’ the entanglements between the camp, Nazi spatial planning, bureaucratic rationalities, and the Holocaust. The notion of the camp-as-a-spazio-soglia is central to this interpretation. Auschwitz, conceived as a metaphorical and real space of exception, is contextualized within the broader regional geography planned by the Nazis for that part of Poland; while ‘Mexico’, a specific compound within the camp, is described as a key threshold in the reproduction of those very geographies. The aim is to show how the topological spatialities of the camp were a constitutive element of the overall biopolitical Nazi project of ‘protective custody’ and extermination and that, for this reason, they deserve further investigation and need to be discussed in the relation to the crude calculative and topographical aspirations of that same project.     

Reflective Journals as a Tool for Auto-Ethnographic Learning: A Case Study of Student Experiences With Individualized Sustainability

This paper critically evaluates the use of journals as a pedagogic tool to encourage reflection, critique and self-analysis by students. Based within a postgraduate teaching module that has operated annually since 2008 and was awarded the Royal Town Planning Institute's Award for Teaching Excellence in 2009, reflexive journals were employed as a method of assessment which, supplemented by conventional lectures and student focus groups, sought to explore the relations, opportunities and obstacles for sustainable development at the individual level.     

加涅信息加工学习理论在对外汉语课堂教学中的应用

对外汉语教学较之传统学科发展相对较晚,有待进一步建设。在这一完善过程中,教育学、心理学的学科理论对其发展有着很好的推动作用。笔者取其一点,着力讨论加涅信息加工学习理论在汉语课堂教学中的应用。     

High Medieval Monasteries as Communities of Practice: Approaching Monastic Learning Through Letters

The theme of learning in high medieval monasteries can be approached by analysing such contexts as “communities of practice” on the basis of preserved monastic letters and letter‐collections. The letters' propagandistic function makes it extremely interesting to analyse the ways in which they represent learning in order to serve different purposes: to attract people to a monastery, to offer advice to members of monastic communities, and even to intervene in the debate that opposed monastic to secular and scholastic modes of study. Moreover, epistolary sources offer insights into the complex dynamics of social interactions within the monastery, in particular the plurality of learning agents and the reciprocal nature of learning exchanges. Therefore, this approach can offer a valuable contribution to the study of learning as a shared and dialectical process, which takes place through social interaction within a heterogeneous community. In addition, it helps to understand the way in which learning is linked to the shaping of identities, both individual and communal, because it affects and transforms the reciprocal social roles of the members of a monastic community.     

论“中国近代史”学科的形成

中国的中国近代史学科形成于 2 0世纪 3 0年代。从学术史的角度看 ,中国近代史学科的形成主要是由于 :(一 )新材料的发现 ,包括清内阁大库明清档案的发现及海外中国近代史资料的搜求 ,特别是清内阁大库明清档案的发现 ,直接改变了学者关于近代史的观念 ,导致了中国近代史研究的兴起 ;(二 )史学新思想、新方法的输入 ,可以说 ,中国近代史学科的形成 ,就是新史料运用新史学的实践的结果 ,具体表现在三个方面 :一是进步史观的输入导致了中国近代史“近代化叙事模式”的确立 ;二是重视史法的倾向导致了中国近代史编撰模式的转变 ;三是普遍史的倾向导致了中国近代史内容的更新