Making sense of HIV/AIDS: Pascal de Duve and the sensitive historian of education1

ABSTRACT

Since the 1990s historians, in general, have increasingly engaged in critical analyses of the emergence and development of what has come to be known as ‘the HIV/AIDS pandemic’. Historians of education have also become interested in the role-played by education in the history of HIV/AIDS. Although the existing educational histories have successfully examined the multiple and far-reaching power structures that helped shape the educational responses to the disease, I will argue that their focus on ideological and geopolitical power structures runs the risk of losing sight of the crucial and often sensorial responses of individuals who have played a part in the educational history of HIV/AIDS. One such individual is the Flemish philosopher Pascal de Duve, who was diagnosed with HIV in 1989. De Duve’s particular approach to the disease clearly illustrate the importance of the senses in how people attributed particular meanings to HIV/AIDS. Knowing that this approach would prove surprising to both his readership and to his wider television audience, de Duve employed sensory experiences and modes of communication (for instance, gesture) to educative ends. I conclude that an intersensorial approach to the past will render historians of education more sensitive to unexpected personal responses towards HIV/AIDS to unexpected personal responses towards HIV/AIDS.     

德国历史学派与!" 世纪经济学方法论之争的启示

在资本、商品与信息在世界范围内流通的全球化时代,一个随之而来的问题是,来自不同社会与不同文化传统的人们应当以什么样的方式面对这个时代,并且在保持差异的前提下和谐相处。之所以出现这个问题,是因为全球化时代的技术进步与创新改变了物质生活的样貌。但是,“大量传送而无社会中介”的信息未曾将第三世界贫民窟的居民的行为变得像好莱坞电影中的男女主角一样,却使他们感到陌生、吸引、迷惑与无助。实际上,这大概是所有人的困境。在四处流传的信息中包含着如此多样的行为方式,以致于人们只好转过身去,在“某种文化遗产、某种语言、某种…     

现代西方教育哲学流派关于师生关系研究述评

本文从进步主义、改造主义、要素主义、永恒主义等20世纪西方主要教育哲学流派关于师生关系的研究加以描述和评析,藉以了解和研究20世纪西方教育哲学流派关于师生关系的主要观点,以期建立适合我国国情的新型师生观。     

The client as learner and the clinician as teacher: Working with an educational lens

This article highlights the social worker's role as educator and how that role relates to clinical practice. The educational component of practice is not grounded in a substantial theoretical, research, or practice literature, and yet teaching is a nascent role for most clinicians. For the most part, the educational aspects of clinical practice have languished, at least from a theoretical perspective, in the shadow of therapy. In this paper we advocate for developing and articulating the clinician/teacher role in order to support effective use of the learning relationship as a dynamic and necessary means for assisting clients in managing life transitions, developmental challenges, and adversity. We propose the use of an educational lens derived from the fields of education, developmental psychology, and cognitive science, to provide perspective from which the client is viewed as learner, and the client‐work relationship is seen as an educational transaction. We highlight the transformative power of educational transactions that we think are as significant as primary caregiving, and also provide a working definition of education as it is used in clinical teaching‐learning relationships. And finally, we elaborate on the range of purposes education may serve in social work practice.     

Current Scientific and Pedagogical Problems of the Conversion of Schools to the New Content of Education

We are at the decisive phase in the reform of the content of school education. The changeover to the new content of education was stipulated by a decree of the Central Committee of the CPSU and the USSR Council of Ministers on the school in 1966, based on recommendations on curricula and syllabuses by the Commission of the Academy of Sciences and the Academy of Pedagogical Sciences. This decree formulated the following principles that determine the nature of the new content of education: the relevance of education to the development of science, technology, and culture; continuity in the study of the principles of science from the 1st to the last grade; a more rational distribution of subject matter throughout the years of schooling; the commencement of systematic instruction in the principles of science beginning with the fourth year of instruction; the elimination of superfluous detail and second-rate [vtorostepennogo] material from curricula and textbooks to avoid overburdening pupils.     

Constructions of pupil absence in the British education service

'Truants' and 'truancy' have been construed as 'problems' in schools and the British education system since the introduction of compulsory schooling in the late 19th century. A review of the literature about 'truancy' reveals four principal perspectives which construe the 'problem' of absence as an outcome of: individual 'pathology'; 'defective' parenting; a failure to identify and meet the 'needs' of a child; and, nonhuman factors within the process of schooling (e.g. the National Curriculum). Findings are presented from a research project into the work of an education welfare service (EWS), which explored the social careers of pupils referred to the service. On the basis of these findings it is argued that particular 'regimes' and 'myths' in the education service provide a context within which decisions are made about children who do not attend school regularly. It is suggested that these 'myths' constrain the services which it is legitimate for agencies to provide for some of the most marginalised and vulnerable children, and families in British society; and legitimise a morally based, selective operational masking of the complex, multilayered factors from which a child's surface 'deviance' originates.     

从基督教入侵看西方国家对汤加的殖民

19世纪以前,汤加就有自己的宗教信仰并持续了几百年。然而19世纪以后,在西方基督教的强势入侵下,其本土宗教分崩离析。基督教在汤加生根发芽,奠定了其作为汤加主要宗教的基础,反映了西方国家对汤加的殖民统治。时至今日,汤加的政治、经济和文化教育等社会领域仍深受影响,基督教已成为当今汤加社会生活中重要的组成部分。     

Teenagers' Multisensory Routes for Learning in the Museum

ABSTRACT

In this article I draw on a study of sensory aspects of teenagers' use of digital media, how these sensory aspects are incorporated in emerging learning strategies, and the implications of this for the same teenagers' engagement in museums. My focus is on how an ethnographic approach that attends to the senses may enable a critical review of prevailing pedagogical ideas in museums. Recent developments in museum education have led to large investments in state-of-the-art technology to produce interactive, multisensory exhibits. However, the question of how teenagers respond to these campaigns remains rather under-researched. This article shows how habitual use of digital media in teenage everyday practice incorporates learning to appropriate other people's experiences and ideas through a configuration of vision, touch, motion, and imagination, thereby enhancing non-representational learning qualities such as affect and sensation. The implications of this sensory approach open up routes to differentiate pedagogical settings in museums that on a superficial level apply the same educational technologies, but since they are based in different sensorial belief systems, different conditions for learning unfold in their use. In developing this analysis I argue that through ethnographic attention to the senses we might advance theories of learning within museum education.     

Towards the equality of educational opportunity in the province of Buenos Aires

The aim of this paper is to simulate some education policies which would be consistent with different definitions of equality of opportunity (EO). In concrete, we estimate how educational resources should be distributed in order to achieve equality of educational opportunity in the province of Buenos Aires. For that purpose we use a stochastic production frontier model for 12 years old students. The results change drastically depending on the considered concept of EO. If that means giving everybody the same school inputs, the change is not significant. If we want to equalize the academic outputs, the policy is simply impracticable. But if we want to equalize the academic output considering the efforts made by the pupils, the policy is expensive but achievable.     

人文主义理念下教师权威的重新审视

人文主义教育崇尚理性,重视人性的价值,以建构一个“完人”为目的。教师权威是学校教育权威的集中体现,具体表现为教师对学生的控制和管理,学生对老师的依赖和服从。随着传统的权威时代消失,教师传统的权威也随之式微,教育进程中出现了师生关系紧张与不和谐的现象。因此,有必要从制度的视角和师生关系的视角重新审视教师权威。在教育活动中教师权威的运用需要有人文主义理念的引导。     

Relationship between childbirth and access to postsecondary education among young women ageing out of foster care

Early childbirth is common among young women ageing out of foster care and may impede their educational progress. However, few studies have explored access to postsecondary education among young mothers who have been in foster care. The present study used data from a large, national sample of young people in foster care (National Youth in Transition Database, NYTD) to examine the link between early childbirth and young women's access to postsecondary education between ages 19 and 21, controlling for an array of covariates. The study sample included 2,207 young women who had completed a high school diploma or GED by age 19 and who participated in three NYTD interviews at ages 17, 19 and 21. Childbirth between ages 19 and 21 was linked to decreased access to postsecondary education. However, no relationship was found between access to postsecondary education and childbirth by age 17 or childbirth between ages 17 and 19. Implications for policy, practice and research are discussed.     

Learning (to) taste: food,aesthetics, and education in early modern France

ABSTRACT

This paper explores the intersection between taste and education in the early modern period. The first part investigates the close connection between the sense of taste and the sin of gluttony, highlighting taste’s close association with food disorders in the late Middle Ages and early modernity. Silencing taste was by then a key aspect of the education of the body, which needed to be learned from the earliest age, at home as well as at school. The second part charts the rise of a moderate and honest gourmandise from the late seventeenth and eighteenth centuries onward, accompanied by the invention of the polite bon goût and later the aesthetic taste of beauty, which contributed to a new social valorization of taste, while also complicating contemporary practices of learning (to) taste. Using a wide variety of early modern printed sources, including conduct books, religious and moral treatises, books of emblems, and treatises on the senses and on taste in particular, as well as aesthetic works, this paper sheds light on the multiple ways in which taste – of the body as much as of the mind – was used, learned, and displayed, hence revealing a transformation of the experience and understanding of taste throughout the early modern period, as well as its impact on educational practices.     

中国俄罗斯族形成发展历程探析

任何一个民族的形成,必然要经过一定的历史发展过程,作为中国少数民族之一的俄罗斯族就经历了一个艰难的发展过程才最终融入中华民族大家庭。中国俄罗斯族的形成和发展大致可以划分为四个时期:一是17世纪末至19世纪末的孕育期;二是19世纪末至俄国十月革命的快速成长期;三是俄国十月革命至20世纪70年代末的曲折徘徊期;四是20世纪70年代末至今的和谐发展繁荣期。对各阶段进行深入系统的分析,有利于更好地把握中国俄罗斯族形成的历史脉络,从而有利于在新时期发展我国民族关系、增强民族认同感,也有利于边境地区的稳定和扩大对外交往。     

试论北京辅仁大学的国学教育

北京辅仁大学作为一所私立天主教大学,以弘扬中国优秀传统文化为办学宗旨。校长陈垣通过多种方式网罗了一大批国学名师,为学校的国学教育奠定了重要的师资基础。辅仁大学为了强化国学教育采取了一些富有特色的举措,学校因此成为当时中国国学教育的重镇,这些措施在今天的大学教育中仍不失其借鉴意义。     

Odorous childhoods and scented worlds of learning: a sensory history of health and outdoor education initiatives in Western Europe (1900s-1960s)

ABSTRACT

This paper develops a sensory history of health and outdoor education initiatives which featured (non-)formal schooling, analyzing these as belonging to (a) scented and more generally sensed world(s) of learning. Working with photographs as sensory objects of affect, and using as examples Belgian and Luxembourg open-air schools and associated sanitary and social welfare provisions, the paper explores issues that have gone under-researched in sensory scholarship internationally: those of precise educational purposes, methods, processes and effects of sensory engagement, particularly pertaining to “smell”. Sensory practices and experiences and uses of senses generally are thereby traced in/as “situated, embodied” movements inextricably “enmeshed” with symbolism. The paper argues that while the educational goals underpinning the initiatives investigated and the approaches and practices characterizing these have changed, some (un)intended effects still have an impact today, for instance through Forest School as given shape in the United Kingdom. The concept of “odorous”, or rather “sensuous childhoods”, is proposed to denote ways that particular target groups have come to be imagined as in need of explicitly sensorial health and outdoor education.     

Nineteenth century African-American and White biological living conditions in Texas

Using a source of 19th century Texas state prison inmate records, the present study contrasts the biological living conditions of comparable 19th century African and European Americans. Average Black stature ironically increased during the antebellum period and decreased immediately after emancipation, while average White stature declined throughout the second half of the 19th century. Texas Black BMI values declined during the late 19th and early 20th centuries; however, White BMI values increased, indicating considerable 19th century biological inequality by race. Therefore, the known material inequality that existed in the 19th century American South is reinforced with biological markers.     

文化哲学的意义:文化模式的变迁与历史发展

当代人类生存危机的实质是一场文化危机,正是对这种危机的深刻反省,促使了文化哲学在19世纪兴起并在20世纪兴盛。文化是哲学的基础,哲学则是文化精神的集中体现,哲学和文化的这种关系决定了:哲学未来的发展形态应该是一种文化哲学。中国正面临着史无前例的社会转型,面临着从传统的自发性的农业文化向现代的自觉性文化的转变,如果没有千百年来形成的思维方式、习俗传统、生活方式和存在样态的彻底革命,现代化是不能完成的。     

Facilitating Change in Group Work with Abusive Men: Examining Stages of Change

The major focus in field instruction has historically been on the tutorial approach. In the early twentieth century the rudiments for a group approach to field instruction were conceived. Interest in groups has fueled the interest and efficacy of utilizing the group for field instruction. This paper incorporates aspects of groupwork theory, a pilot project in group field instruction and an educational model that was derived from the synthesis of some theoretical perspectives on groups, on anxiety and on experiences with the project.     

Gender, Hierarchy, and Leadership: An Introduction

Although women's status has improved remarkably in the 20th century in many societies, women continue to lack access to power and leadership compared with men. This issue reviews research and theory concerning women's leadership. The articles included in the issue provide evidence of bias in the evaluation of women, discuss effects of gender stereotypes on women's influence and leadership behaviors, and evaluate strategies for change. This introductory article provides a brief summary of changes in women's status and power in employment and education and the absence of change at the upper echelons of power in organizations. Also included is an outline of the contributions of the other articles in the issue.     

教育公平实现中弱势群体利益补偿机制的政策分析

“探讨弱势群体的教育利益补偿,促进教育公平”是当前教育政策研究的重要议题,这是基于我国社会现实的强烈吁求、教育公平的理性诉求和公共政府的责任使然。教育政策作为政府对社会全体成员的教育权益进行权威性分配的方案,在教育公平实现过程中扮演着重要角色,已成为教育领域弱势群体利益分配和补偿的主要手段。转变理念,民主决策,合理表达弱势群体的教育利益;明确教育政策补偿的构件,加强弱势群体补偿的针对性;加强教育政策补偿的执行力度,积极促成教育公平的实现,成为教育领域弱势群体利益补偿机制的建构策略。