为优质教育正名 替素质教育解困

文章针对《国家中长期教育改革和发展规划纲要（2010-2020年）》中一些值得商榷的概念和观点,指出：第一,《纲要》提优质教育很好,但只关注＂优质教育资源＂不行,因为优质教育的逻辑起点是＂教育权利与教育公平＂,优质教育质量目标是＂人人享受教育权利与保证教育全过程公平＂和人人成为＂负责公民＂;优质教育的目标人口应为全部受教育者尤其是受高等教育者;第二,＂素质教育＂的原有概念及其实施没有与时俱进;将教育的均衡发展＂剥离于＂推进素质教育之外是＂推进素质教育＂困难的主要原因。     

Chagga chiefs’ and others’ advice for saving Mount Kilimanjaro

This paper analyses four different but connected explanations for addressing environmental change on Mount Kilimanjaro. These explanations are: the scientific, the chiefly, the economic, and that which pertains to social policy. Scientists document that the glaciers on Mount Kilimanjaro are thinning and disappearing. Descendants within chiefly lineages argue that their authority needs to be revitalised to protect the environment. Economists defend the value of harvesting and exporting natural and agricultural resources, while social policy advocates recommend teaching the public about these interweaving interests. An effort is needed to connect and question these four narratives through an environmental education that promotes deep anthropological analysis.     

论民间文学艺术的法律保护

随着国际交往的日益频繁、民间文学艺术的商业性的不断增强,民间文学艺术的法律保护问题也愈来愈为国际社会所关注。现在许多国家已开始尝试从国家和国际两个层面对民间文学艺术进行法律保护。     

李约瑟与近代中英文化教育交流

李约瑟在近代中外关系史及文化教育交流史上是一位具有特殊地位的人物.他倾毕生精力撰著的鸿篇巨制《中国科学技术史》固然是一座丰碑,他在抗战时期来华领导中英科学合作馆所从事的文化教育交流活动也是一座丰碑,因为中英科学合作馆不仅为战时中外科学界、教育界的沟通与交流作出了很大贡献,而且成为李约瑟设计联合国教科文组织的原型及模式.与历来由传教士、外交家扮演中外文化教育交流的主角不同,李约瑟堪称科学家从事中外文化教育交流的典范.     

联合国教科文组织在区域性文化遗产保护方面的经验

在联合国教科文组织的遗产保护体系中,还没有专门针对"文化生态区"的保护项目,但近年来联合国教科文组织非常强调并倡导在全球探索生物和文化多样性的多维度(不可移动的自然和文化遗产.可移动的文化遗产,文化产业中的文化表达多样性)保护方式:强化文化与自然遗产的关系;扩展文化遗产的概念,纳入"非点状"整合式遗产:强调遗产对文化认同、经济发展和社会整合的重要作用是其生命力的重要保障.这些经验对我国"文化生态保护区"建设具有重要的启示.     

适应国际教育发展趋势 构建我国终身教育体系

联合国教科文组织在终身教育概念的形成与传播过程中，一直起着积极的推动和传播作用，为世界各国终身教育的构建与发展作出了突出贡献。适应国际终身教育发展的趋势与潮流，构建符合我国特点的终身教育体系，以适应教育改革发展和不断创新的需要，也是近年来备受广大教育工作者积极研究和探讨的课题。     

Promoting majority culture and excluding external ethnic influences: China’s strategy for the UNESCO ‘intangible’ cultural heritage list

ABSTRACT

China’s enthusiasm for having many World Heritage–listed sites is well-known as a national strategy of cultural soft power, economic development, and incorporating minority groups into the Han-dominated Chinese state. Relatively understudied are China’s efforts related to UNESCO’s lists of ‘intangible’ cultural heritage, which inscribe people’s living culture – such as dances, costumes, and songs – as world heritage. This study focuses on how some ethnic groups’ intangible culture has been objectified for the World Heritage Lists by the Chinese state. This study argues that by enlisting ethnic minorities’ culture under the name of Chinese state, the state can reinforce state borders that often run across ethnic and cultural boundaries, reducing external influences on minorities from their trans-border ethnic or cultural kin. Concomitantly, the majority’s cultural prominence is further entrenched in this process by the emphasis placed on minorities’ folklore in contrast to the Han’s culture of civilization.     

“非物质文化遗产”术语的中英文辨析

以联合国教科文组织发布的《保护非物质文化遗产公约》为基本依据,文章阐释了“非物质文化遗产”的定义及其内涵,指出国内使用这一术语时存在的偏颇之处,并详细探讨了该术语几个英文译本的优劣。     

‘Heritage’ and ‘cultural practice’ in a globalized disaster: a preliminary thematic analysis of documents produced during the Ebola epidemic of 2013–2015

The Ebola crisis of 2013–2015 highlighted the relationship between cultural heritage, neoliberal globalization and public health. It also raised the problem of cultural compatibility between organizations within the global ‘epidemic space’, which intruded on the pre-existing ‘heritage space’. In this paper, we discuss the differences and disjunctures between ‘heritage’ as it was explicitly and implicitly defined by two organizations positioned very differently in the global epidemic space – UNESCO, and the University of Makeni, Sierra Leone’s first private university. A thematic analysis of documents produced by these institutions reveals that they both placed the themes of human dignity and cultural heritage at the forefront of their responses. It also reveals that they dealt with those themes in sharply disjunctive ways, indicating the limits of cultural compatibility within the global ‘epidemic space’.     

联合国教科文组织在区域性文化遗产保护方面的经验

在联合国教科文组织的遗产保护体系中,还没有专门针对文化生态区的保护项目,但近年来联合国教科文组织非常强调并倡导在全球探索生物和文化多样性的多维度(不可移动的自然和文化遗产,可移动的文化遗产,文化产业中的文化表达多样性)保护方式:强化文化与自然遗产的关系;扩展文化遗产的概念,纳入非点状整合式遗产;强调遗产对文化认同、经济发展和社会整合的重要作用是其生命力的重要保障。这些经验对我国文化生态保护区建设具有重要的启示。