地理哲学研究若干问题刍议

本文论述地理哲学研究的重要性,介绍西方地理哲学的发展概况和研究动态,分析我国地理哲学研究落后的主要原因,对如何开展我国地理哲学研究提出一些建议。     

西汉时期夷夏关系的嬗变与思考

西汉时期夷夏关系的嬗变是从汉初迫于军事劣势所形成的政治上的“夷夏并尊”到汉武帝时期凭借国力主动“纳四夷于华夏”。汉初,在“并尊”格局下,汉廷想要通过“用夏变夷”和使匈奴“渐染华风”来改变当时的政治困境,并未成功。汉武帝即位后,通过对夷夏关系的反思,采取了“纳之华夏”与“夷夏之防”两种政策。进而认为我国古代的政策一直是南北不同,但总的趋势是在夷夏一体的大格局不变之下,南边逐渐华夏化,北边保持华夷秩序。     

三年奅令戈考

2005年5月,安徽省文物考古研究所在霍邱县洪集镇唐畈村发现一座小墓[1],根据该墓的形制和出土陶器的组合特征,判断其年代为战国晚期至西汉初年。该墓出土的1件青铜戈,编号为M21∶1。狭援内刃式,援长而狭,前锋弧形,无脊;长胡,上有三穿;长方形内,上有一穿,后段略收窄,三面有刃。具有典型的战国晚期特征。     

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.     

The Duke of Portland and his Agent: The Education Act of 1870

This article explores the ways in which the Duke of Portland’s Welbeck Abbey estate in Nottinghamshire reacted to the caveats of The Education Act of 1870. The Duke had in the past taken little interest in any school within his estate until it appeared that the new legislation would significantly impact the control he exerted. The situation was somewhat complicated as the 5th Duke was reclusive by nature and consequently his land agent William Cripwell was required to act as his representative to what essentially became an estate in conflict. The resultant furore, particularly at Gringley, between school, parishioners and clergy reveal the fragility of rural relationships. The expectation that the Duke’s agent had the expertise and ability to deal with the problems, which arose because of the Act, are a sign of the increasing professionalism of the land agent and the movement to a role beyond that of a traditional agriculturalist.     

The University of South Africa (Unisa) 1918–1948: the first transition,from colonial to segregationist institution

This article traces the first of what would become several significant transitions in the evolution of the University of South Africa (Unisa); that from University of the Cape of Good Hope (UCGH), an institution with a distinct English tradition loosely based on the ‘liberal’ constitution of the Cape Colony, to a more segregationist Afrikaner-dominated university by 1946. This was largely shaped by national politics, in particular the rise of Afrikaner nationalism, in the 1920s and 30s. Not only did Unisa become captive to Afrikaner forces, it also was strongly infiltrated by the Broederbond, which had as one of its objectives the holding of key positions in higher education in South Africa. In addition, issues of race now became a growing ‘problem’ as Unisa sought to fulfil its mandate to provide higher education for ‘non-Europeans’ in an era of segregation. However, it would be a distortion to portray this transition fom a simple binary perspective. There was ambivalence about the ‘liberalism’ of the UCGH that reflected the pressures for a new racial order at the Cape. Similarly, the extent of Broederbond influence at Unisa (and over national politics) should not be over-emphasised. Somewhat paradoxically, Unisa continued to accommodate nodes of liberal thinking within the institution, and in the 1960s resisted state attempts to be drawn into a scheme to construct an Afrikaans-only university in Johannesburg. Nevertheless, the essential conservatism and political acquiescence of the university to apartheid meant that the requirement to transform Unisa in the democratic era was all the more painful and complex.     

意大利纸质文物保护工作与文保教育概述——兼论中华古籍保护人才培养

中国的古籍保护事业正极速发展中,却也面临了许多全新的问题与挑战。而意大利在文物保护工作与文物保护教育上的成熟做法,虽然不能完全符合中国国情,却有许多值得国内参考的经验;例如:文物保护各领域间的分工与合作,修复课程设计上的文、理、实践并重,文物保护社会教育的普及,合理的学时,循序渐进的课程安排,专业的师资以及人民对于文物保护工作的热情和对文物修复师的尊敬等。这些经验值得加以深入探讨与分析,以期从中汲取欧洲人的智慧,滋养中国的古籍保护大业与文物保护百年教育。     

In praise of the International Geographical Union

This viewpoint is a highly personal account of what the International Geographical Union (IGU) has meant for a 50‐year career in Canadian geography and is a consideration of the importance of the IGU to geographers world‐wide. The author's earliest experiences of the IGU, the IGU's Commissions, its disciplinary perspective, some political problems experienced by IGU scholars, and the IGU as a global geographical community are the main topics considered.     

Borrowed Robes: The Educational Value of Costumed Interpretation at Historic Sites

Pressure to develop vulnerable historic sites into competitive commercial operations has led to controversial interpretive techniques being introduced by aggressive marketing managers. Scarce resources have been invested in largely unproven technological and other innovative methods of presentation. This paper looks at the employment of costumed interpreters at historic sites, what they claim to offer visitors, and whether their services match visitors' needs. It reports the findings of an investigation into what visitors want from historic sites and the extent to which costumed interpreters contribute to their experiences. The study reported here compared the performance of 12 historic sites in four countries: two European (Sweden and the UK) and two North American (Canada and the USA); with the participation of 589 visitors. The study provides clear recommendations for site managers as to the value of costumed interpretation and offers guidelines on the levels of investment (in reproduction costume and staff training) that guarantee visitors an educational experience during their visits to historic sites.