THE UNRESOLVED PROBLEMS OF LATE CRITICAL THEORY

Martin Jay's sweeping account of reason in Western philosophy provides the context for understanding the crisis that the Frankfurt School thinkers faced when they spoke of the “eclipse of reason.” In the background of the thinking of the first generation of Frankfurt thinkers such as Max Horkheimer, Theodor Adorno, and Herbert Marcuse is a hankering for a more substantive conception of reason that bears affinities with what Hegel called Vernunft (reason), which he contrasted with Verstand (understanding). According to Jay, the first generation of Frankfurt thinkers never quite succeeded in elaborating this substantive concept of reason and grew increasingly pessimistic in the face of the self‐destruction of reason. Habermas sought to elaborate a communicative theory of rationality that did not fall into the misleading promises of Hegelian Vernunft but could nevertheless provide a normative basis for the critique of instrumental, strategic, and systems rationality—a normative basis for critical theory. Jay presents an extremely lucid account of Jürgen Habermas's theory of communicative rationality. He concludes by reviewing some of the outstanding problems and questions that have been raised about the adequacy and success of Habermas's project. I seek to do justice to the strengths and weaknesses of Jay's narrative, and I focus on a number of deep, unresolved issues that confront the future of critical theory in its attempt to develop an adequate conception of rationality. I also raise concerns about what precisely is distinctive about critical theory today.     

A method,a model and Machiavelli: history colloquium at Princeton, 19 November 1968

John Pocock gave “A method, a model and Machiavelli” as a talk at Princeton University in 1968. What happened to the text afterwards is uncertain, but it remained in the papers of Professor Donald Weinstein until his death in 2015, when it was identified by his widow Beverly Parker as being of importance. The text is especially revealing about Pocock’s attitudes to the history of ideas/intellectual history in the late 1960s and more especially the state of the grand project that became The Machiavellian Moment some years later.     

生无尽爱无涯--记恩师吕凤子二三事

画家、艺术教育家吕凤子先生自1911年创办正则学校始,直至他去世,整整从教50年。他无论作为画家、绘画理论家,还是作为学者、教育家都作出了卓越的贡献。尤其他对教育事业的那份坚定执着、那种毫无保留的奉献精神将永远激励后人前行。     

试论南京国民政府初期的村治派

村治派是南京国民政府初期以<村治月刊>为阵地的研究和宣传乡村自治的知识分子群体.他们从文化保守主义与政治民主主义的视角阐扬乡村自治思想,促进了乡村自治思潮的发展,在中国社会政治思想史上留下了浓墨重彩的一笔.     

论清代乡村塾师馆居生活的孤寂及其调适

在清代的乡村社会,大量塾师外出坐馆,处于背井离乡和与亲人长期分离的封闭状态。此种境遇之中催生了塾师的思乡与思亲之情,造成其馆居生活的孤寂实态。教学之外,塾师的业余生活往往局限于备课批文、钻研举业、读书、抄书、著书、练习琴棋书画和饮酒赋诗等。馆居生活的孤寂与业余活动的封闭性、娱乐性和精神性成为解读塾师民间形象形成的重要视角。     

Asbj⊘rn F⊘lling and the Discovery of Phenylketonuria

In 1934, the Norwegian biochemist and physician Asbj?rn F?lling described an inherited metabolic disorder characterized by severe intellectual impairment, motor problems, and skin abnormalities. He found that affected individuals could be identified by the abnormal excretion of phenylpyruvic acid in their urine. The disorder, which F?lling initially termed imbecillitas phenylpyrouvica, would later come to be known as phenylketonuria or PKU. The present paper focuses on the story of F?lling's discovery and his subsequent contributions to the area of study. In the years that have followed, research on PKU has continued to play a major role in the neurosciences, shaping our understanding of genetic disorders, human metabolism, and brain development.     

姚濬昌与曾国藩幕府

姚濬昌是同光年间桐城诗派的重要诗人。青年时期,他在曾国藩幕府曾客居过近五年时间。这期间,他在曾国藩的引荐下,曾师从西南巨儒莫友芝,在学术理念、文学思想等方面获益良多。此外,他还与曾国藩幕府中的诸多宾僚有所交游。总而言之,这段曾国藩幕府生涯对姚濬昌的人生发展、学术思想、文学主张及创作等都有着极为重要的影响。     

The Hudson River School of Incarceration: Sing Sing Prison in Antebellum New York

New York's Sing Sing Prison's first two decades coincided with the emergence of the Hudson River School of Painting. The differences between the two were dramatic: the Hudson River School emphasized an idealized “natural magnificence” whereas the prison extracted silent, profitable labor through routine beatings. Tourists and other visitors to the prison struggled to reconcile their expectations of the Hudson River with what they witnessed in the prison on its banks. Prison practices and the Hudson River School unexpectedly converged between 1844 and 1848, when phrenology simultaneously influenced the Hudson River School and prison reformers. Although its influence on the administration of the prison was short lived, the Hudson River School of Incarceration would have a lasting impact in the shift from religion to science in the administration of prisons.     

创新学校管理制度 提升教师生命质量

教育要真正达到“为了学生的发展”的目的就必须创新学校管理制度,提升教师生命质量。学校管理者应自觉的实践教师管理从“工作体”向“生命体”的本源回归,真切关注生命,着力营造和谐的教师管理文化。只有这样,以人为本的教师管理模式才会有厚实的．生存发展土壤。     

浅谈加强学校管理的几点体会

以新形势下学校教育管理的意义为基础,提出了加强教育管理的方法和途径。教育从本质上来说是一种培养人的活动,教育管理是教育的重要组成部分,一定程度上又为教育目标的实现提供保证。