菲律宾华校的嬗变及其诱因探析

本文追溯菲律宾华校百年嬗变轨迹 ,简述菲律宾华校内涵变化的特征 ;比较菲律宾华校三个发展阶段的不同特点和不同时期所凸显的问题 ,探析促使菲律宾华校内涵嬗变的主要诱因 ;介绍 2 0世纪 90年代之后菲律宾华社与菲华教育界为振兴华教所作的努力和菲律宾华教改革及其现状 ;剖析两岸政治因素对菲律宾华教工作和改革所带来的负面影响。     

明清以来虞山绘画流变考

元代画坛大家黄公望的山水画风及精神修为深受明清江南士人的推崇,明清两朝的虞山绘画也深受其影响。但自黄公望之后,明代虞山再无大家出现。而有清一朝,以王时敏、王翚为首的画坛因崇尚摹古画风而丧失了创新进取的精神;加之在社会风气影响下,文人情怀也由淡泊转向趋利,这些都导致虞山画派日趋没落。     

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.     

Stitching Professionalism: Female-Run Embroidery Agencies and the Provision of Artistic Work for Women, 1870–1900

The activities of female-run embroidery agencies have been largely ignored in scholarship dedicated to the design professions in the late nineteenth and early twentieth centuries. This study reveals that embroidery agencies and societies played a key role in organizing and systematizing the female-dominated embroidery workforce, thereby granting women needleworkers new access to the business side of art. In illuminating the material and economic conditions of these women’s working lives, the author unpacks the complicated, and sometimes contradictory, relationship between embroidery organizations and professionalism, at a time when the design industries themselves were becoming increasingly professionalized and commercialized. Two broad categories of embroidery agencies are examined: modest, economically driven work depots; and artistically and philanthropically motivated embroidery societies. In the brief period of time when the popularity of the Arts and Crafts aesthetic and demand for ecclesiastical embroidery made embroidery a viable remunerative business, dedicated agencies and societies gave women with little or no connections to the art world access to a market for their wares. It was this access that allowed female needleworkers to practice as professional art workers according to that term’s most basic definition – they supported themselves monetarily through artistic work.     

Europe—An historian's view

The late John Burrow, one of the most stimulating promoters of the distinctively interdisciplinary enterprise that is Intellectual History, was a vital member of what has become known as the ‘Sussex School’. In exploring the resonances of his singular and richly idiosyncratic contribution, this article places his unique historical sensibility within a series of interpretative contexts, demonstrating the vitality of writings that will continue to inspire and inform scholarship in the field for decades to come.     

Women in European culture and society

Summary

Historians of all kinds are beginning to return to temporally expansive studies after decades of aversion and neglect. There are even signs that intellectual historians are returning to the longue durée. What are the reasons for this revival of long-range intellectual history? And how might it be rendered methodologically robust as well as historically compelling? This article proposes a model of transtemporal history, proceeding via serial contextualism to create a history in ideas spanning centuries, even millennia: key examples come from work in progress on ideas of civil war from ancient Rome to the present. The article concludes with brief reflections on the potential impact of the digital humanities on the practice of long-range intellectual history.     

Responding not Believing: Political Theology and Post-Secular Societyzxht

Abstract

In the past decade social theorists and Continental philosophers have returned again to an engagement with Christianity and the legacy of Christian belief. This is framed in the context of a Europe seen in transition to a post-secular identity and, often implicitly, against what is seen as an encroaching Islamic presence within Europe. This move has often brought together Marxist, post-Marxist, and Catholic-legacy philosophers, together with philosophical Protestants in an attempt to recover what I term a political theology of response. Response, in opposition to belief, signals an alternative post-secular turn of attempted inclusion out of a perceived shared cultural legacy. This essay asks if, in such a cultural-philosophical turn, the alternative post-secular turn of a political theology of response signals that belief remains within the private sphere as we seek to engage in a public conversation of non-believing "response"?     

'It's only as stupid as you are': Children's and adults' negotiation of ICT competence at home and at school

Contemporary discourses about children's use of information and communication technologies (ICT)—which both celebrate children's command of a technology which is seen to be our future, and raise fears that this technology is putting children's emotional well-being at risk—are problematic, resting as they do on essentialist ideas about children, and overt technological determinism. Drawing instead on work within the new social studies of childhood, and the sociology of science and technology, we identify a need for research which examines how children and technology come together in diverse communities of practice. The communities of practice we study are the home- and school-based ICT usage of British school children in the late 1990s. Our research identifies the different ways in which children and adults negotiate children's technical and emotional competence in relation to ICT, and uncovers the varied meanings of childhood and technology which emerge for adults and children in these two socio-spatial environments. These findings not only highlight the spatiality of children's and adults' performances and understandings of ICT competence, but also how these are constituted through the socio-spatial relations which shape the off-line spaces of home and school.     

A case study on the revival of stone quarrying in the late eleventh century: St. Florent,Saumur and Notre-Dame,Noyers

One aspect of the late eleventh-century economic expansion in the west of France was that the abbeys of the region embarked upon an ambitious program of construction. Many houses decided to rebuild their abbey church, while the numerous small chapels and churches they received from the newly emerging class of castellans were rebuilt to serve as priories. All this required large amounts of building stone, which was difficult to obtain. For the abbeys of St. Florent, Saumur (Maine-et-Loire) and Notre-Dame, Noyers (Indre-et-Loire) texts survive that throw light on the intricate social and economic relationships that ultimately provided the abbeys with sources of building stone. One finds that the exploitation of quarries was intimately associated with the proliferation of towns and that the abbeys depended upon secular bequests of both towns and quarries to carry out their construction programs.     

山东滕州第九中学画像石墓年代再思考

滕州第九中学画像石墓陶俑身上刻写"元康九年作"的铭文,报告者遂将该墓定为西晋元康九年(299年)。经对该墓形制特点、画像石风格以及西晋人再利用汉代画像石或画像石墓的分析,认为该墓是东汉晚期画像石墓,被西晋人所利用。