余英时对“宋学”的现代诠释

在中国学术的发展脉络和文化传统的历史演进中,余英时尤其推重"宋学",并对"宋学"作了广博而精微的研究。综合余英时的著述与论说,他对"宋学"的现代诠释主要包括五个方面的内容与精神,即:援释入儒的文化贡献,"内圣外王连续"的儒学理想,"以天下为己任"的士人精神,实证与诠释结合的经学方法,"朱陆之争"的思想线索。     

无边界学习、多媒体技术运用与远程教育

教学中社会与学校、教师与学生、课程与生活、知识与经验等二元结构是客观存在的,也是无法从根本上剔除的。一位优秀的教师是要承认二元的存在,同时又协调二元的关系,也就是我们时常讲的“对立统一”。借助信息技术（多媒体教学）做到“对立统一”是一个极好的方法。无论运用何种手段。只要能够打破教学中的时间、地点、人物、任务和结果的单一性,真正做到“社会即学校”、“以学生为师”、“生活即学习,学习即生活”,这就叫“无边界学习”。“多媒体技术运用”和“远程教育”都不能讲是“无边界学习”。     

Including people with learning difficulties in cultural and heritage sites

This paper examines the processes involved in a participatory inclusive research project in Liverpool and Merseyside, UK. The project involved 25 people with learning difficulties – the Heritage Forum – visiting 13 cultural and heritage sites on more than 50 occasions across a 15‐month period. The research provides a much needed resource at a time when there is a lack of provision for, and research into, the intellectual accessibility of cultural and heritage sites in the UK and globally. This paper details the research approach taken by the Heritage Forum, providing a flexible protocol about ways of working with groups and individuals with learning difficulties. It also reports on the Heritage Forum’s general findings about the cultural and heritage sites, providing some initial guidance about how to best include this diverse population.     

Between orthodoxy and heterodoxy: the troubled relationships between heritage studies and heritage law

This article discusses the relationships between heritage law (HL) and heritage studies (HS) from the perspective of international law. More specifically, it focuses on the ways in which HL scholars have integrated (or failed to integrate) HS considerations into their work, and vice versa. The paper shows that the relationship between HL and HS is better resolved with respect to orthodox approaches to both law and heritage. More specifically, orthodox HS and HL take each other into account only lightly, a strategy that, while unsatisfactory on many grounds, is balanced on both sides. However, when it comes to heterodox (critical) analyses in these fields, the relationship is far more fragile and unbalanced, from the point of view of heterodox HS, the law tends to be neglected or even sometimes rejected; whereas from the point of view of HL, there is a more conscious effort to fully engage with HS, which is made difficult by heterodox HS’s push against the law. This dissonance can lead to severe difficulties in understanding heritage work and even the field itself.     

西风吹拂下的晚清民国艺术

晚清民国,中国艺术处于前所未有的历史转型时期。这一时期的艺术是西风吹拂下的艺术,是中西杂陈、新旧交并的艺术,西方艺术的写实主义被引入作为革新旧艺术的利器。20世纪中叶由于社会原因,中国艺术又从写实主义过渡到现实主义。处于这一时期的艺术家,关注社会,心系国家,把艺术革新跟社会革新、跟国家的命运紧密联系起来。而这一切,都是因为"内外交困",这一切也都是因为"内外交合"。     

故宫博物院藏宋代铜凤凰的修复保护与研究

文物修复保护及研究是一项涵盖多学科、多因素的系统性工作,不同文物中所包含的历史信息、文化价值和病害情况等都有其独特性。对文物的观察和研究,既能够发现、研究其中有价值的问题,又能够决定如何具体开展文物修复保护工作。本文以故宫博物院藏的一件宋代铜凤凰修复保护及研究工作为例,以时间发展和问题递进两个方面为顺序,对铜凤凰进行了信息调查、元素成分、形态结构、制作工艺等方面的综合研究,科学地、具体地、整体地分析在此项工作过程中所遇到的问题,根据实际情况提出与之相适应的解决方案并加以实施,对问题的发现过程与形成因素给出尽可能详细的解释,直观呈现对这件文物完整的修复保护及研究。在整个工作的过程中,思考使用问题导向思维作为文物修复保护中开展工作的底层逻辑,使所做工作都尽可能做到知其然也知其所以然。     

Building a GIScience Community in Cyberspace: reflections on GIScOnline

In this paper, distance learning is defined not as the physical separation of students from a tutor but by the need to facilitate group learning, interaction and a sense of community amongst course participants. A critical review of an established distance-learning course is made reflecting on the team's experiences of building a learning community in cyberspace. The successes and failures are recorded, as are the barriers to engendering a sense of kinship on the course. A survey of students' own experiences with and feeling towards various communication technologies is also presented.     

Learning by ‘design’: how undergraduates in Singapore learn to become engineers

ABSTRACT

In this paper, we explore the evolving norms and dispositions of creativity and enterprise of engineering students using data gathered from a newly established technology and engineering-focused university called ‘UniTech’ located in Singapore. Based on interviews with students, we seek to explain (1) what they learn, reject, adopt and appropriate; (2) the kinds of challenges they face and (3) the unexpected and serendipitous outcomes of their learning. Through an integrated engineering curriculum focusing on design, students learn to be technically competent, creative and entrepreneurial persons. This paper considers how the curriculum works as a set of formal procedures preparing students for a future ‘knowledge-based economy’ imagined to be technology-intensive, dynamic and filled with opportunities but also increasingly uncertain. We analyse how students at UniTech negotiate this design-focused curriculum where experiences of creativity, open-ended possibilities and holistic perspectives intersect with the national economic agenda of a knowledge-based economy.     

Birmingham Bog outdoor laboratory: potentials and possibilities for embedding field-based teaching within the undergraduate classroom

Providing cost-effective, hands-on field-based experiences to large cohorts of undergraduate students provides a core challenge for effective teaching and learning. This grand challenge is tackled through the construction of an exemplar outdoor learning environment within the Environmental Change Outdoor Laboratory (ECOLAB): Birmingham Bog (BB). Adjacent to the Geography building, the facility aims to produce a seamless, interconnected learning environment (in both space and time) that brings inaccessible fieldwork activities direct to the classroom at the time and frequency appropriate to the learning objectives. With the integration of this facility within a 3rd year undergraduate module, we explore through group interviews the ways in which BB adapted and influenced students’ engagement with lecture material, and the extent to which the approach can complement or replace current field based teaching activities. The group interviews identified how BB was considered an example of “effective learning” within the context of the wider degree programme. However, if confirmed, the value placed on residential field courses cannot be met by such campus experiences. Despite this, BB represents an increasingly fertile space for deeper stimulation and innovative ways of learning; diversifying pedagogical techniques and enabling students to re-engage with lecture content.