《正谊堂丛书》与《正谊堂全书》考论

世人对于康熙末《正谊堂丛书》和同光间《正谊堂全书》(尤其是前者)的子目多所不知,甚至还存在张冠李戴的情况。因据《张清恪公年谱》、《正谊堂文集》和《续集》、《正谊堂全书》第一册以及《中国古籍总目》等的相关记载,对康熙末《正谊堂丛书》的编纂和刊刻,以及同光间的重刻情况予以考证,并对二者的部类和子目变化加以比较分析,从而否定《中国古籍总目》等贻误他人的著录。二者的刊刻,对于清代正统理学的传播起到了十分重要的作用。     

Public school accountability,workplace culture,and teacher morale

Educational scholars claim that teacher morale has suffered from accountability pressures and constrained professionalism, but exactly what is most diminished by these pressures remains unclear. Drawing on recent theoretical work on public school organizational culture, we hypothesize that accountability pressures hurt teacher morale and increase the risk of turnover by undermining the professional culture of the school and by diminishing teacher cooperation and trust. We find support for this hypothesis in a national sample of teachers in 2011–12, and a follow-up survey from 2012–13. The analyses test whether a collective pedagogical teacher culture, comprised of professional culture and teacher collaboration, buffers the impact of these pressures that diminish teacher morale. Counter to past research, we find that a strong collective pedagogical teacher culture does not buffer teachers from the ill effects of negative workplace conditions in the form of accountability pressures. We also find that accountability pressures in the form of district dismissals are associated with a higher likelihood of teachers leaving their school, and this relationship is not mitigated by strong professional culture. We conclude that accountability pressures partly undermine goals of improving performance and equity in public schools by sowing seeds of teacher dissatisfaction and contributing to teacher turnover, thus thwarting student achievement in struggling schools.     

“燕京学派”的知识社会学思想及其应用：围绕吴文藻、费孝通、李安宅展开的比较研究

本文比较了吴文藻、费孝通和李安宅对知识社会学的引介与消化，以及在此指导下的经验研究，基于此尝试论证三人分别开拓了三种知识社会学的经验研究路径。吴氏以曼海姆的知识社会学为主要依据，主张知识与知识人受限于社会本体论，走向实践改造社会的国家主义。费氏一直到1950年代之前似乎在曼海姆与韦伯之间摇摆；到晚年则尝试从新儒家出发，提出社会科学应借鉴诠释学，关注“心”的问题，从而重新接近张东荪的知识社会学。李氏原先引介曼海姆最积极，后来转向吸收张东荪的思想而走向韦伯，认为应该更全面地考察整个知识系统在社会中沉淀的不同层面。通过上述比较，文章尝试指出，社区研究可能需要与知识社会学结合，才能将我们对国家与社会的理解推至更深处。     

Secondary school dropout and work outcomes in ten developing countries

This paper analyzes the impact of secondary school dropout on the work outcomes of young people in ten developing countries. Understanding such a phenomenon is important because it may affect work prospects, exacerbate income inequality and determine macroeconomic lasting effects given that the formation of a skilled workforce is a key element of economic development and growth.When accounting for endogeneity, we find that secondary school dropout decreases the probability of being employed in non-elementary occupations, suggesting that unskilled workers fail to meet the increasing demand for a skilled workforce. Secondary school dropout, indeed, hinders the accumulation of adequate levels of human capital and anticipates entry into the unskilled labor market.Thus, policy-makers should aim at the extension and efficacy of compulsory education to the secondary level to avoid future under-education problems to promote a skilled workforce and encourage economic development and growth in the long run.     

Likelihood ratio tests for multivariate normality

This paper presents some powerful omnibus tests for multivariate normality based on the likelihood ratio and the characterizations of the multivariate normal distribution. The power of the proposed tests is studied against various alternatives via Monte Carlo simulations. Simulation studies show our tests compare well with other powerful tests including multivariate versions of the Shapiro–Wilk test and the Anderson–Darling test.     

Role of Leaders as Agents of Negotiation for Counterbalancing Cultural Dissonance in the Middle East and North Africa Region

This study provides a unique perspective in the field of cross-cultural management by exploring the relationship between “cultural dissonance”—the gap between cultural values and actual practice—and effective leadership attributes in the Middle East and North Africa (MENA) region. Incorporating cultural dissonance into implicit leadership theory, the study uses measurements of dissonance on nine cultural dimensions to identify particular leadership preferences in seven MENA countries. The overall findings suggest that societies prefer leaders who counterbalance cultural dissonance by allowing space for negotiations by members of society to reduce disparities between cultural values—“the way things should be”—and actual practices—“the way things are.” The greater the disparity between cultural values and practices, the greater the citizens' desire that leaders act as agents of change by creating space for negotiation.     

Designing for “touch”, “reach” and “movement” in postwar (1946–1972) English primary and infant school environments

ABSTRACT

This article examines the use and interpretation of the terms “touch”, “reach” and “movement” in Ministry of Education (later, Department of Education) official publications known as Building Bulletins between the years 1949–1972. A close critical reading of Building Bulletins concerned primarily with school design for young children (infant and primary schools) in the English context has been carried out and the results of this exercise are discussed in the wider context of close relationships established between architects designing schools and leading progressive educationalists in Britain. The wider international context, particularly progressive educational design in the USA, is used to further understand the use and interpretation of these terms. The article contributes to a current interest among historians of education in exploring material and sensory histories of schooling.     

《论语学案》与《论语后案》比较探析

刘宗周《论语学案》与黄式三《论语后案》同为浙东学派研究《论语》之经典。在注解原则上,《论语学案》志在教化,《论语后案》还原经典。在义理阐释上,《论语学案》求心之要;《论语后案》则对心颇为警惕,并将求心之要转化为寻礼之本。在解经方法上,《论语学案》直抒己见,《论语后案》重视考据。     

艺术学的现代性建构：从柏林学派到维也纳学派

19世纪至20世纪初期是西方现代艺术学学科的重要建设时期。在此期间,诞生了以柏林学派、莱比锡学派与维也纳学派为代表的德语国家学术群体,以及一系列具有批评性、原创性与建构性的思想观念,从而在反思传统研究范式的基础上,逐步建设起具有现代意义的艺术学学科,形成了以艺术科学理念为核心,以历史研究与理论研究为论域,以形式主义分析与图像学研究为基础方法论的新研究范式。这一历史进程不仅是西方学术史与思想史的重要篇章,而且它所建构起的艺术学研究的现代学术体系及其学理依据与知识谱系也成为当代中国艺术学学科建设的重要参照。     

基于区域联动的校地人才引培及其耦合机制

区域联动发展战略对地方高层次人才的培养理念、引进战略、服务体系和协同机制等多个方面提出了新要求。目前高校与地方政府在引进培养高层次人才方面虽然取得了明显的成效,但由于校地缺乏耦合,人才的集聚效应并不明显。因此策应区域联动发展战略的校地双方要围绕区域发展过程中的功能或者角色,通过转变人才理念、构建政策联动机制、构筑发展共赢平台和完善人才共享机制等措施,形成校地耦合机制,从而消弭在人才引进培养中可能存在的分歧,最大限度提升校地人才引进培养的效果。