"游必有方"——论孔子的旅游休闲观

孔子是中国古代伟大的思想家和社会实践家,他在许多思想领域、理论领域都有自己独到的见解,并建立起了以“仁”为核心,以“礼”为依归的政治、社会、伦理思想体系;其中他的旅游休闲与积极入世、“父母在,不远游”、“知者乐水,仁者乐山”以及“游必有方”、“游于艺”等观念,在生活实践和哲学理念两个领域形成了一个完整的关于旅游休闲观的理论谱系,成为我国古代最早、最系统、也是最成熟的旅游休闲理论。孔子的观念和思想对我们今天的旅游休闲实践和旅游休闲理论研究仍具有借鉴意义。     

人类的第一张"照片"

在那没有今天的摄影技术和制造摄影机技术、材料的约六千年前,人类以自己的聪明才智,用黏土和当时最现代的烧陶工艺,为自己留下了一张弥足珍贵的“照片”。这就是1958年宝鸡北首岭遗址中发现的陶塑人头像,仅此一件,而且是男性。北首岭遗址属距今约六千年左右的母系社会繁荣时期,     

"玉石分化"说辨正--兼论玉器的起源问题

本文首先对“玉石分化”这一论点进行了辨析,从原料、制作技术等方面揭示玉器产生的根源。认为玉器起源的时间大约在距今10000年的新石器时代之初,地点最有可能在以中国东北地区为核心的东北亚。     

试论唐朝的"中国"与"天下"

唐代"中国"一词大体用于追述前代和议论当朝.唐代"中国"有地域、文化、民族及政权的含义,可以用来指代朝廷直接统治区域、中原为核心的地区或内地,是"天下"的核心或重要组成部分.唐朝"天下"一词有广义、狭义之分.狭义的"天下"指唐朝实际统治的范围即唐朝统一多民族的国家,这是唐朝"天下"的主要含义.此"天下"与"军国"、"邦国"基本同义,但各有侧重."军国"最郑重,一般用于中央最高决策机构首脑的职掌范围;"邦国"更普通,主要用于官府和中央事务的层面;"天下"更广泛,一般用于中央和地方、官吏和百姓两方面事务的层面.广义的"天下"则指以"中国"为核心,以唐朝统一多民族国家(狭义"天下")为政治实体,包容其他国家的世界体系和政治秩序.     

"均衡"与"创新":"十一五"规划凸显科学发展观的统领作用

科学发展观的基本要求是统筹兼顾、协调发展。党的十六届五中全会通过的“十一五”规划建议最鲜明的特点,就是坚持以科学发展观统领经济社会发展全局。而均衡与创新的发展理念。即在“十一五”规划建议中凸显了科学发展观的统领作用。它反映了我们党对发展问题的新认识,生动地体现了我们党顺应时代要求、凝聚人民意志和与时俱进的先进性。     

"波罗密多"还是"波罗蜜多"?——利用音韵学校勘佛经的一个实例

梵语pāramitā义为"到彼岸",是最常见的佛教术语之一.这个词长期以来没有统一的音译法,写经者似乎总是在"波罗密多"和"波罗蜜多"之间犹豫不决,从敦煌写本到近代出版物莫不如此.以最通行的日本<大正藏>为例,尽管书中在绝大多数地方都写作"蜜",但使用"密"的情况也有所见,一个有趣的事实是,唐不空译<仁王护国般若波罗蜜多经>里用的是"蜜",而良贲著<仁王护国般若波罗蜜多经疏>里用的却是"密"[1].     

单士元的"洒脱"王利器的"乡情"

故宫,这昔日的紫禁城,不仅拥有现存规模最巨大、保存最完好的古建筑群,拥有最丰富的历史艺术杰作和宫廷珍品,而且拥有一批堪称“国宝”的大师级物专家,要不是发生“史无前例”的化大革命,谁会想到,“国宝”们的命运会和向阳湖联系在一起呢？——1970年春,当单士元先生随故宫“大部队”下放咸宁时,已经六十有三,早已过了眼下的退休年龄。     

司马迁的"藏之名山,传之其人"

司马迁的《史记》 ,“凡百三十篇 ,五十二万六千五百字 ,为《太史公书》。序略 ,以拾遗补艺 ,成一家之言 ,厥协《六经》异传 ,整齐百家杂语 ,藏之名山 ,副在京师 ,俟后世圣人君子”(《史记·太史公自序》) 。《史记》以其丰富的内涵和独立的人格精神 ,给后世文人特别是编辑人、出版人多方面的精神滋养。一　崇高的名山追求中国知识分子的传统观念 ,是以本身的思想意识和文化知识来影响社会和政治 ,“太上立德 ,然后立功 ,然后立言”。“三立”之中 ,最现实可行的是“立言” ,或传道授业 ,或著书立说 ,或从事出版活动。武帝时代 ,全国统一 ,…     

时尚13周年社庆"视觉之夜"流光溢彩

10月16日,时尚传媒集团为庆祝创建13周年,在新址的时尚大厦举办了盛大的庆典晚会,多位品牌客户与学艺界明星纷纷到场祝贺,晚会以最强大的嘉宾阵容和别出心裁的现场设计,营造出典雅、隆重的气氛,展现了其在时尚文化领域中的核心地位,以及强大的品牌影响力。     

"唯实":科学发展的法宝——学习"‘十二五'规划建议"的一点思考

最重要、最受群众拥护的事情,往往是中央反复强调,而实际上又是最难做到和广大群众最担心落实不了或落实不好的事情。这已成为普遍现象。 “科学发展”任重道远     

改革开放以来我国人文地理学译著出版的特征、问题与建议

国外人文地理学著作和教材在我国的翻译出版主要是1990年代以来的事,商务印书馆作为出版大户在改革开放之初就出版了大规模的世界区域地理译著,其后所译著作多为受到好评的欧美论著或教材,但与原版书出版的时滞较长。相关译作缺乏规划、质量参差不齐、对教科书重视不够、学科分布不均衡等成为主要问题。加强有关译作的规划、提升翻译作品在学术评价中的地位、加强翻译队伍建设、重视教材的翻译和引进、加强薄弱学科著作和教材的引进和翻译等是今后发展的主要建议。     

The Image of Arab and Islam in Introduction to Sociology College Textbooks in the United States

Sociology textbooks play a central role in educational process of teaching Sociology. This is very obvious in an introduction course. Introduction courses tend to be very large. In major universities, sociology courses attract as many as 500 to 1000 students. The enrollees tend to be drawn from various disciplines ranging from hard core sciences to social sciences. Furthermore, many of the instructors who teach introduction to sociology tend be new, of junior ranks, and lack experience. Thus, instructors who teach introduction to sociology tend to rely heavily upon the textbook to organize their lectures and presentations in order to give an organized overview of the subject matter and present a clear picture of the essentials of the field. Diversity¹ and globalization² are two important variables that have gained popularity and importance among sociologists, and many social scientists, in recent years. Sociologists use these tools to present and analyze sociological data and information. Thus, these two variables have significantly changed both the coverage and the presentation of introductory sociology textbooks in the last decade or so. Diversity and globalization have increased the coverage of foreign cultures and societies. The purpose of this paper is to study the coverage of Islam and the Arabs in introductory sociology textbooks. The study will cover 20 textbooks published in the 1995–2000 by major publishing companies in the U.S. which are used at colleges and universities throughout the country. The choice of textbooks at the college level in a given course relies, in most cases, on the instructor who teaches the course. Therefore a given textbook may be used in different parts of the country. Content analysis techniques will be used to analyze and evaluate the coverage of both Islam and the Arabs. The introductory Sociology texts will be evaluated in terms of whether they give a balanced, measured, impartial, and an objective picture of the Arabs and Muslims.     

Five Decades of Canadian and Québec Content in French Textbooks in the United States

This study investigates the evolution of Canadian and Québec content in a sample of 65 first-year university French textbooks in the United States from the 1960s through 2010. Overall indicators of Canadian and Québec contexts and cultural notes were tabulated for each decade in addition to particular content such as Canadian history, Québec identity, and Canadian French language. The chronological analysis challenges the popular notion that teachers and textbooks authors are inherently uninterested in Canada. Instead, the analysis finds Canadian and Québec content increasing over the five-decade period reaching an all-time high point in the most recent decade. Results are explained by dynamic Québec-based factors of language politics and foreign relations initiatives rather than static US-based attitudes toward Canadian French. The analysis offers optimism for the role of Canadian and Québec Studies as a source of content for the teaching of French in the United States.     

清季支那史、东洋史教科书介译初探

清季对日本之支那史、东洋史教科书的介译,是清末教育改革的产物,对清末早期新式学堂的历史教育,对国人自编本国史教科书的出现,都产生了深远影响;支那史、东洋史的介译亦是20世纪初年新史学思潮的重要组成部分,对新史学思潮的深入发展起到了推波助澜的作用;介译支那史、东洋史之主旨在于弘扬爱国主义精神,表现出较为浓厚的功利色彩。支那史、东洋史教科书在中国近代教育史、史学史上应有一定的地位。     

Critical geopolitics and school textbooks: The case of environment-conflict links in Germany

This study explores the conceptual and empirical utility of studying school textbooks from a critical geopolitics perspective. School textbooks bind together various discourses, modalities and genres and can reflect the dominant knowledge in a given society. They therefore have a high potential to reveal the citational practices resonating between the domains of formal, practical and popular geopolitics. Studying school textbooks can also enrich the literature on children's and young people's (political) geographies by analyzing how the political worldviews and agency of young people are shaped by teaching materials. Empirically, the study draws on a mix of quantitative and qualitative methods to study how environment-conflict links are textually and visually portrayed in German geography and civics textbooks. The results suggest that German school textbooks significantly reflect the depictions of environment-conflict links in political, media and (popular) science discourses and thus reveal crucial citational practices. Drawing on the environmental security literature, it is further argued that these textbooks convey problematic geographical imaginations: they overemphasize the risk of environmental conflicts, reflect ideas of spill-over effects threatening the global north, and portray people from the global south as irresponsible and threatening.     

试论高校地理专业人文地理学的教学改革

依据7所高校地理专业课程设置的分析,可以发现我国高校地理专业人文地理学课程体系基本形成,《人文地理学》、《经济地理学》、《中国地理》、《世界地理》等课程成为人文地理学的核心课程。各高校根据自身特点,通过多种方式和途径,开设了涉及目前人文地理学发展较为成熟领域的课程。《人文地理学》的课程性质决定了它在人文地理学课程群中的总括地位,该课程的教学重点应该在于阐述人文地理学的基本理论、基本方法。课程性质和教学重点对教材提出了要求,我国不同时期出版的教材各具特色,但随着高校地理专业人文地理学课程体系日趋合理,《人文地理学》教材应与《人文地理学》课程性质和功能相一致。人文地理学外业实践教学不可或缺,但目前仍较薄弱,有待加强。人文地理学外业实践教学应以人地关系地域系统理论为指导思想,选择较为典型、富有代表性的地域进行。     

Heroes and the renegotiation of national identity in American history textbooks: representations of George Washington and Abraham Lincoln, 1982–2003

ABSTRACT. American history textbooks for the USA's public schools act as quasi‐official loci for the renegotiation of national identity and are, as such, subject to much controversy. The choice of heroes and the way in which textbooks depict them display the interplay between competing visions of popular ethno‐history and scholarly historiography. This article examines contemporary renegotiation of the national narrative through an analysis of the evolving representation of the USA's two most prominent traditional national heroes – George Washington and Abraham Lincoln – in history textbooks for elementary‐school students published from the early 1980s to 2003. This period marks the development of the multiculturalist movement and its subsequent conservative backlash, with debates intensifying in the wake of the events of 11 September 2001.     

漫画：儒学在新加坡传播的另类方式

漫画与儒家思想的结合,始于20世纪80年代后期台湾出现的蔡志忠诸子百家漫画系列,这些漫画在中国及东南亚流传甚广。在新加坡,通过漫画传播儒家思想及中华文化,形成了不同的方向。受中国崛起影响,在新加坡,华文教育及传承中华文化的需要日益增加,但英文是教育主流,华文教育水平滑落。本着灵活、轻松学习华文和中华文化的宗旨,漫画这一方式在新加坡的教育体系中创造了新的空间,逐渐成为教材和教学的组成部分。本文将简述儒家思想在新加坡传播的现状,分析20世纪80年代新加坡学校推行儒家伦理课程受挫的原因,将其与新加坡华文教育的大背景结合,探讨漫画传播儒家思想和中华文化如何在新加坡重视华文教育的新形势下获得肯定,并逐渐成为其教育体系的组成部分。     

我国人文地理学研究、教学与出版关系论——以出版为中心的探讨

地理学界关于教学与研究的关系有些研究,关于研究与出版、教学与出版的关系几乎没有研究,但人文地理学界对这两种关系没有什么研究。研究表明,教学与研究相互依赖,研究是教学的基础,教学是研究成果得以普及和传承的途径之一,还可能促进研究的深入。教学和研究的质量和水平与出版有相当的关系。教材建设需要引进足够的重视并根据成果写出,研究的理念需要拓展,需要培养问题意识、学术史意识、与同行对话的意识和理论意识,还应注意著述的学术规范。学术出版要坚持高标准,以品质为导向,兼顾经济效益和社会效益。     

Representations of Islam and Arab Societies in Western Secondary Textbooks

Since the terrorist attacks on September 11, 2001, the textbooks in Arab and Islamic nation‐states have been carefully critiqued for any content that Westerners view as promoting hate or violence against non‐Muslims. Very little has been said, however, about the portrayals of Islamic and Arab society in Western textbooks. This report investigates the perspectives and ideologies concerning representations of Islam and Arab societies in textbooks worldwide, and specifically in Western countries' national education systems. Seventy‐two textbooks from 15 Western countries and Israel were examined to investigate the included and excluded content related to Islam and Arab societies. This research found that those countries with either an immediate stake in the Middle East (e.g., Israel) or an immediate past stake in the region (e.g., the United Kingdom) were the most likely to include coverage of Islam and Arab societies in secondary textbooks. The major findings of this research, however, are that content related to contemporary Islam and Arab societies in Western secondary‐level textbooks is overwhelmingly related to terrorism and terrorists, the Arab/Israeli conflict, and the wars in Afghanistan and Iraq. The majority of content related to contemporary Islam and Arab societies represents Muslims and their communities as: 1) socially, politically, and economically repressed; 2) religiously and ideologically oppressed; and 3) both typically and frequently violent.