对陆九渊“顿悟”教育理论的重新认识

南宋陆九渊是自孔子以来伟大的教育思想家之一,他的“顿悟”教育理论体系是对中国古代教育艺术思想、教学实践经验集大成的总结和继承。然而,千百年来他的“顿悟”教育备受歧视和排斥。重新认识“顿悟”教育,不仅是对宋代优秀教育思想的认可,且对当今的教育理念仍有很强的指导意义。     

任鸿隽科学教育思想及其实践初探

任鸿隽是我国近代著名的科学教育家,在近代中国的社会转型中,他以中国知识界卓越前驱的敏锐目光,对近代中国的教育发展提出了诸多独到的见解。任鸿隽在科学教育上的筚路蓝缕之功为世人所公认,他对科学教育思想的独特阐释与实践,以及在科学教育实践上提出的科学与人文并重的理念,不仅在近代中国教育界产生了深远影响,而且为当今中国科学教育改革提供了极为有益的借鉴。     

Education in Maritime Archaeology: The Egyptian Case Study

The investigation of archaeological sites of maritime nature started in Egypt more than a century ago, with the discovery of the Dahshur boats (Haldane 1998) and the ancient harbour of Pharos (Jondet 1912); however, education in maritime and underwater archaeology in Egypt is still in its infancy. This paper will look at the development of maritime archaeology in Egypt as a scientific discipline and the progress achieved to date in providing Egyptian archaeologists with education and training in aspects of maritime archaeology and underwater cultural heritage.     

Teaching Geography to Non-geographers at Glasgow Caledonian University

This paper discusses the teaching of geography to 'non-geographers' at Glasgow Caledonian University (GCU). GCU is one of the so-called 'new' universities in the UK and it shares with many of these institutions a mission to facilitate access to groups that have traditionally been under-represented in higher education. Human geography is one of the six subject area streams within the interdisciplinary social sciences degree programme, although geographical subject matter is taught in many other degree programmes, in each of GCU's three faculties. The arrangements for teaching human geography at GCU present pedagogical challenges for staff. Means to address these problems have been implemented. In this case study, it is argued that the experience of teaching human geography to 'non-geographers' at GCU may be of more general significance to the discipline, to the teaching of geography in both 'old' and 'new' universities and to those responsible for the delivery of mainstream geography degree programmes.     

Assessing a Computer-aided Instructional Strategy in a World Geography Course

An experiment was conducted to compare student achievement under two differing instructional strategies: a small-group and computer-aided strategy versus lecture instruction. Evaluation was extended in several ways beyond comparison of overall student scores. Results show significant improvements in student achievement produced by the computer-aided strategy with reference to gender, ethnicity and levels of cognitive learning. The study concludes that experimental evaluations of CAI serve best as formative tools to match instructional strategies to specific types of content material and different types of students, and that instructional media are best evaluated along with the instructional method in which they are embedded.     

Teaching Postgraduate Development Studies: Possibilities within geography

This article outlines theoretical insights generated at the crossroads of geography and development studies, and elaborates their implications for postgraduate education. Reflecting on curriculum design and teaching experiences at one university (the University of Colorado, Boulder), the analysis focuses on the strengths of geography as a disciplinary home for postgraduate training in development studies. To this end, and based on faculty and student projects, it examines the relevance of geographic debates around space, place and scale for understanding specific development questions. While most postgraduate education in development geography already takes account of these themes, this article aims to make explicit the intellectual rationale behind such a focus, and to provide specific substantive strategies relevant to putting geography at the centre of postgraduate development studies education.     

The limits of library user education: arguments for a lecturer‐led,student‐centred approach

Abstract

The author discusses some of the thinking behind programmes of library instruction in higher education. The shortcomings of such courses are examined, with particular reference to a course for first‐year students at Portsmouth Polytechnic. The author argues that library instruction can only succeed when fully integrated with the teaching of the subject. This requires greater consideration by geography teachers of the relationship between bibliographic knowledge and substantive knowledge.     

Golden age,apathy or stealth? Democratic engagement in Britain, 1945–1950

This article revisits democratic engagement in post-war Britain in a context of debates about political disaffection in the current period. The study systematically reanalysed volunteer writing in the Mass Observation Archive and represents a significant methodological advance on previous studies. Little evidence was found to support common existing interpretations: whether ‘golden age’ narratives of deference to authority, partisan alignment and high voter turnout or revisionist accounts of apathy. Instead, evidence was found of something akin to what Hibbing and Theiss-Morse call ‘stealth democracy’. Citizens thought democracy to be important and felt a duty to vote, but wished for government by experts in the national interest. This ‘stealth’ interpretation builds on existing studies of duty, populism and expertise in twentieth-century Britain. It helps to move discussion of democratic engagement after the Second World War beyond the binaries of self/collective and private/public, and to explain the paradox of high voter turnout in a context of hostility to party politics. It also promises to inform debates about declining political support in the current period.     

石门坎现象成因分析

石门坎,云贵乌蒙山区的一片蛮荒、高寒之地。石门乡至今仍是贵州屈指可数的边远贫困乡。但在20世纪上半期,石门坎竟成为＂西南苗族最高文化区＂、＂文化圣地＂,创造了数个文化奇迹。分析其成因有：特殊的社会、历史背景;基督教进入、认同、互动与大环境建设;创制苗文及乡村教育网络的形成等。     

The meals in a Tuscan building yard during the Middle Age. Characterization of organic residues in ceramic potsherds

The characterization of organic residues found in ceramics objects coming from the Carmine Convent in Siena (Central Italy), probably built in the second half of the 13th century, is described. The nine objects analyzed in this study are pots, casseroles, and lids and they were used as filling material of the vault of one room of the convent.