日军在华军事谍报活动与七七事变的爆发

1936年前后,日军开始加强对华军事谍报力量,全力收集旨在发动军事进攻必须的谍报,并且在七七事变前夕,基本上完成了对中国陆军部署状况和作战能力等的调查,掌握了中国空军各种绝密信息,摸清了中国北方国防工事的构筑状况。因此,即使仅仅从情报收集的角度来看,七七事变也是日军精心策划的必然产物。     

现代学术批判对马克思主义中国化的双重影响——以20世纪50年代胡适思想批判为个案

建国初期党对胡适思想的批判涉及改造旧社会的意识形态、奠基新中国的意识形态这样一个思想文化领域的重大原则问题。对胡适思想的批判有其深刻的历史必然性,以胡适为代表的资产阶级学术思想体系在整体上与20世纪50年代初中国的社会转型和主流思潮是格格不入的。这场批判运动从总体上是比较健康的,比较全面系统地清理了资产阶级唯心主义在学术研究领域中的影响,从而确立了马克思主义在意识形态领域中的指导地位。但不容否认的是,理论界也存在着一些教条化的倾向,从而在一定程度上限制了批判所能达到的学术深度和科学性。     

五代王仁裕杂史小说著述考

创作宏富,以诗名世的五代王仁裕,秦州人。历一朝五国,生平经历颇为复杂。却因流传诗作较少,在文学史上很少被提及。本文依据史料书薄,对王仁裕杂史小说首次系统考述,以引起学者们对王仁裕杂史小说的注意与研究。     

A Constructivist Approach to Climate Change Teaching and Learning

It is now broadly acknowledged that climate change due to an enhanced Greenhouse Effect is underway and such change will have major implications for our societies and environments. This paper outlines a pedagogical approach devised to encourage learning and critical thinking about climate change. A constructivist approach to teaching and learning is applied to stimulate analysis of potential impacts of climate change on systems familiar to secondary school students in South Australia. The problem‐based method guides students through a conceptualisation of the implications of environmental change. Students at Woodcroft College, when given the opportunity to examine the potential climate change impacts on a local coastal ecosystem, found the method to be both challenging and engaging. The exercise concluded with students discussing possible personal behavioural and broader societal responses to reduce the impacts of future climate change. The paper contends that such teaching to support students to become resilient young adults will be vital in a future world of environmental risk.     

Dreaming as a critical discourse of national belonging: China Dream,American Dream and world dream

This article explores the normative politics of national belonging through an analysis of the ‘China Dream’ and the ‘American Dream’. It traces how politicians and public intellectuals employ such slogans to highlight how national dreams emerge in times of crisis and involve a combination of aspirations and anxieties. It compares parallel rhetorical strategies – ‘patriotic worrying’ in China and the American Jeremiad in the US – to examine how belonging to these two nations involves a nostalgic longing for the past as a model for the future. Debates about the meaning of these national dreams highlight the tension between freedom and equality in the US, between the individual and the collective in China, and between longing for the true nation, and belonging in the actual nation for both countries. It concludes that while this quest for redemption through past models limits opportunities for critical discourse in China, the American Dream still contains much ‘promise’. The China Dream and the American Dream thus are, at the same time, 1) familiar expressions of nationalism and national belonging, and 2) ongoing self/Other coherence‐producing performances that help us to question received notions of nationalism and national belonging.     

Empathy at Knifepoint: The Dangers of Research and Lite Pedagogies for Social Justice Movements

In this paper, I discuss the ways I have fallen short as a participatory geographer and activist both in my teaching and research practices. I use three critical moments in the development of our PAR collective in Colombia to push debates in geography on participatory research and pedagogy further through reflection on my struggles in the streets and in the university. Additionally, I connect these experiences and previous discussions in participatory geographies with Orlando Fals Borda's discussion of sentipensar (a concept that engages feeling and thinking simultaneously). I draw attention to the Latin American origins of PAR philosophy by placing Fals Borda into dialogue with the protagonists of our social movement in Colombia including human rights activists, homeless drug users and sex workers. In a general sense, this paper is an examination of the challenges I have faced in the contact zones of PAR inside and outside the classroom.     

A hard binary to shake: The limitations and possibilities of teaching GIS critically

This paper builds upon studies employing a syllabi-based methodology that suggest a tendency for critical geographic information science (GIS) courses to emphasize reading/discussion about GIS without actually doing GIS, and for traditional GIS instruction courses to emphasize the technical capacities of GIS software without incorporating critical theory in substantive ways. However, through ethnographic evidence we reveal that there is likely more innovative theory-practice transcending pedagogies being utilized than would necessarily show up in such a syllabi-based methodology. There are also very real and differentially manifest pragmatic, departmental, and institutional barriers in place to effectively incorporating critical social theory into courses that actually do GIS. We first catalogue these barriers as a means of ascertaining what can (and cannot) be done to overcome them through GIS pedagogic innovation. We then outline the (often-veiled) pedagogic strategies deployed by critical GIS scholars today to navigate and circumvent these barriers.     

Teaching critical open GIS

Higher-education geographic information system (GIS) curricula largely marginalize and separate instruction of critical GIS and open GIS, paralleling a divide between GIS and non-GIS in geography. GIS is typically represented as a singular, infallibly objective, and universally applicable technology. GIS generally dismisses the critiques from human geography, while critical human geography dismisses GIS for its association with positivism and unethical applications. Teaching critical open GIS may bridge this divide, creating a transformative pedagogical space for human geography to affectively and effectively engage with open GIS technology at the level of code. Critical open GIS students practice and critique GIS as conflicted insiders, bridging the divide between GIS and non-GIS in their geography education. Reviews of GIS curricula find support for teaching critical and open GIS, but reviews of texts and syllabi confirm their marginalization and separation. A new critical open GIS course is introduced, using GIS in development and political ecology as integrative frameworks.     

现代史学语境下的经学认知——顾颉刚的经学批评探析

在经学与中国现代史学的演进中,顾颉刚是一位非常具有研究价值的典型人物,他对经学史、经学研究进行了全方位的评论。他批评汉代经学以通经致用为目的不惜造伪,在推崇宋代疑经辨伪的同时也批评宋儒"舍传求经"的弊病,肯定乾嘉学派实事求是的精神和今文经学家的辨伪之功。在治经理念和方法上,他总结了传统经学研究盲从门户、忽视原始经典文本、恪守"考信于六艺"等不足。顾颉刚以历史发展的眼光看待经学史的演变,经学态度也由激进趋于温和,并试图建立现代经学研究的新范式,其目的是修正传统经学中的种种流弊与缺失,更好地为现代史学研究服务。     

Spatio‐Temporal Modelling As A Way to Reconstruct Patterns of Past Human Activities

This paper examines the possibilities of creating quantified models of past human activities in both time and space. The study area lies in the south‐eastern Czech Republic and western Slovakia. The spatio‐temporal model of behavioural categories was calculated with the help of Monte Carlo simulations and statistical testing. One of the main advantages of our approach is that it admits the probabilistic nature of input data, quantifies them and provides probabilistic results comparable with other proxies. It also presents a less biased way of how archaeological data from regions and periods with low numbers of ¹⁴C datings can be incorporated into models of past population dynamics.