Gowin's Knowledge Vee and the Integration of Philosophy and Methodology: A Case Study

This paper reflects upon the five case studies that comprise the collection on the theme of 'teaching geography to non-geographers'. Key themes are discussed and an agenda for pedagogic research is outlined.     

Benchmarking in Geography: Some implications for assessing dissertations in the undergraduate curriculum

Internationally there is concern about assessment standards and the qualities of graduating students. In the UK this is resulting in the introduction of benchmarking by disciplinary communities, including that of geography. In that context the authors report on a project across social science disciplines, including geography, in one UK university, to examine and improve the assessment of undergraduate dissertations. The project examined what assessment criteria are currently published to students and identified some sources of inconsistency in applying them. It identified some potential core criteria and recommended ways of increasing transparency in applying them, so as to reduce inconsistencies and potential unfairness in marking. Implications for geography departments and the international disciplinary community are suggested and for the benchmarking exercise in British geography.     

Internationalising Learning and Teaching: A European experience

This paper focuses on experiences with international learning and teaching in a European (ERASMUS) programme on geography and gender during the period 1990-1998. This programme forms an example of collaborative work in which the author and colleagues experimented with an array of models to bring geography students and teachers of diverse cultural and linguistic backgrounds together. International learning and teaching is a confrontation with diversity. Diversity in language, in the mastery of English and the resulting hierarchies, in learning and teaching cultures and in defining geography form both challenges and opportunities to profit. In this paper the author will expound on the different strategies to deal with linguistic and cultural differences and to break down hierarchies. Furthermore the opportunities to "use" the differences as learning and teaching contexts will be discussed. Geography is a discipline concerning diversity. Direct contact between persons with different cultural backgrounds can form an efficient, effective and stimulating method to learn about differences in geographies and in teaching methods.     

Internationalising Geography in Higher Education: Towards a conceptual framework

Key issues relating to the internationalisation of geography in higher education are explored. Drawing on past experience, critical questions are posed regarding the goals, ownership, management and operation of a proposed international network for teaching and learning in geography in higher education. It is argued that those developing the network must learn from the lessons of the past, both to avoid repeating avoidable mistakes and to ensure that the network successfully achieves its intended aims.     

曾参对孔子教育思想的传承及其历史地位

曾参作为孔子之后的儒学代表人物,全面继承了孔子"学为君子"、"为人孝弟"、"反省内求"等教育思想,阐释了君子人格、孝道、"慎独"等观念,明确了"孝"在儒学理论体系中的实践标准,从道德伦理方面进一步丰富了儒家教育思想的内容,是孔子教育思想的主要传承者。     

从创造到普及:吴晗先生的学术贡献

在新史学思想主导下,吴晗致力于一种社会的、民众的新明史研究,重新选择传统政治史的问题和研究路径,开创了以明史为中心、元明清一线贯通的研究模式。吴晗最具创造性的研究主要体现在明代政治、军事、社会史方面。他不仅在这些方面开拓出对于明史研究的展开有着重要意义的新课题,而且对这些新课题进行了具有深度的研究,得到了后来学者的广泛认同。20世纪50年代,吴晗由学者变为社会教育家,全身心投入到历史普及,形成了一套关于历史通俗化和历史普及的理论和方法,成为普及历史知识的积极倡导者,为史学和社会结合树立了良好的典范。     

“读经”讨论的思想史研究——以1935年《教育杂志》关于“读经”问题的讨论为例

“读经”问题的讨论往往不仅限于“读经”本身,它所涉及的问题其实更在于思想史。1935年《教育杂志》关于“读经”问题的讨论也不例外。讨论尽管观点不一,但绝大多数都能以“科学”的态度,对传统采取两分法,且反感“尊孔”以及附加于“读经”之上的诸种外在因素,这一点显然是五四新化运动影响的结果。而讨论最终得出的结论,更影响到了今日的教育。     

The concept of disasters in Geography Education

In the context of current discussions on natural hazards, natural risks and (human) disasters around the world, the aspect of disaster risk reduction (DRR) is gaining more and more importance. The present contribution elucidates the didactical consequences this development has on competence-oriented Geography teacher training at universities/colleges as well as in Geography Education research.     

Inclusive tourism development

ABSTRACT

In the light of growing inequality globally, it is important to consider how to make tourism, one of the world's largest industries, more inclusive. This concern is set in the context of, first, the growing use of tourism as a tool for social integration in Europe, not least in relation to making refugees welcome, and second, new expectations in the sustainable development goals (SDGs) that development should be inclusive and that the Global North and the private sector will take more responsibility for this. We provide a definition and suggest elements of an analytical framework for inclusive tourism, and note where inclusive tourism sits in relation to other terms that engage with the social and economic development potentials of tourism. Elements of inclusive tourism are illustrated with reference to a range of examples from around the world. This illustrates how marginalized people might be ethically and beneficially included in the production and consumption of tourism. However, it also demonstrates how formidable the challenges are to achieve substantial social change through inclusive tourism given constraints both within the sector and in the wider political economy.     

Philanthropy and revolution in Shanghai during the May 30th Movement

ABSTRACT

During the May 30th Movement of 1925, the Shanghai Provisional Society of Aid and Pacification epitomized contemporary philanthropy in Shanghai with its transitional character that combined the old with the new. On the one hand, the society inherited the organizational tradition of modern charitable groups, but on the other hand, it also came to terms with the revolutionary upsurges then occurring in China and in the international Communist movement. Inside the Provisional Society of Aid and Pacification, the Shanghai Chamber of Commerce and the Federation of Industry, Commerce, and Education led by the Chinese Communist Party maintained cautiously collaborative relations. After the disbanding of the society, the Patriotic Fundraising Meeting, a successor organization founded by the Shanghai Chamber of Commerce, soon failed, and the Chinese Communist Party launched the China Hardship Relief Society in an effort to radicalize philanthropy. Revolutionized philanthropy grew out of the development of the modern Chinese philanthropic tradition yet transcended it. Finally, proponents of these two approaches to philanthropy split after a symbiotic collaboration.