抗日战争时期的史家与史学

抗战时期,广大爱国史学工作者紧扣时代脉搏,以抗敌御侮为学术主旨,自觉为抗战提供历史借鉴、精神动力和智力支持,面向大众开展历史知识的普及教育,在抗日民族统一战线的旗帜之下展开思想交锋和学术争鸣;其学术活动在回应时代需求的同时,也使史学自身得到丰富和发展。     

Dewey’s concept of experience for inquiry-based landscape drawing during field studies

The epistemological and educational philosophy of John Dewey is used as a theoretical basis to analyze processes of knowledge construction during geographical field studies. The experience of landscape drawing as a method of inquiry and a starting point for research-based learning is empirically evaluated. The basic drawing skills are acquired through an online drawing course. The main aim is to foster the self-organized acquisition of relevant skills to explore, describe and reflect on subjective mental and linguistic concepts in relation to scientific landscape models. The results, based on an evaluation of the students’ drawings, their responses to questionnaires and a review of students’ “reflective notes”, indicate that the approach motivated students to learn about the processes which formed the landscape and that the students perceived the method of inquiry after Dewey as a way to overcome cognitive dissonance.     

Performance and visitors’ perception of authenticity in eco-cultural tourism

ABSTRACT

With the increasing commodification of cultural heritage induced by tourism development, the perception of a ‘real’ travel experience often depends on what is defined as authentic, original and local. Visitors are becoming increasingly concerned about the authenticity of eco-cultural tourism practices when they visit culturally and environmentally remote regions. The purpose of this study is to examine the role performance plays in visitors' perception of authenticity of eco-cultural tourism experiences. Various theoretical foundations and aspects of visitors' perceptions of authenticity in cultural heritage tourism are considered. A grounded theory approach based on in-depth semi-structured interviews with several categories of visitors including 25 clients from two eco-tours in South and Central Kazakhstan and 29 Free Independent Travellers (FITs) was adopted to identify visitors' perception of authenticity of various aspects of their tourism experiences and the attributes of the visitors' performative aspects of their travels. Results reveal that the performative aspects contributing to the perceived authenticity of the visitors' eco-cultural experiences are spontaneous, existential and reciprocal relationships with their hosts in intimate tourism encounters. The findings contribute to literature regarding authenticity and cultural heritage tourism by exploring new directions in which to apply the concept of authenticity in eco-cultural tourism experiences and by theorising the link between performance-based touristic space and the perception of authenticity. This space becomes a basis for interaction and social exchange within the host–guest relationship.     

A journey to Mars: John Dewey’s lectures and inquiry in China

ABSTRACT

Instead of the framework of influence–acceptance commonly used in previous studies, the author uses new sources to reexamine John Dewey’s visit to China from the perspective of interactive experience. This study presents Dewey’s lectures in China as the result of interrelationships among a variety of elements – Columbia University, different hosts and audiences, the media, all levels of the Chinese government, the domestic situation in the United States, the international situation, and Dewey’s expectations and work – against the general background of China’s New Culture Movement and new educational reforms. Dewey’s speeches on democracy, science, and new education were remarkably successful in the first year of his visit to China, but began to meet with resistance from some students beginning in June 1920. Because of the Red Scare in the United States, Dewey had to stay in China. In the second year of his visit, he gave warmly welcomed lectures on the same topics in Jiangxi, Fujian, and Guangdong Provinces. With a deeper understanding of China, Dewey not only identified himself with reform plans but also began to pay more attention to China’s economic problems. His inquiry into the problems confronting China is a good example of what he advocated in his lectures: seeing democracy, science, and new education as a way of thinking and carrying out actions and making intellectual choices while moving forward.