诸子学与论理学:中国哲学建构的基石与尺度

清末学术界对诸子思想的重估,使诸子学在清末成为真正独立的学术存在。诸子学被认为与西学相通,是承接近代西学的一座桥梁;西学中源说亦提高了诸子学的地位。诸子学的复兴,与中国哲学作为一门学科的形成有着密不可分的关系。此外,日本的学术资源的双重价值,也促进了中国哲学作为学科的建构。日本学者对中国学术缺乏“系统”、“组织”、“体系”的评论,和对论理学(即逻辑学)作为哲学不可或缺特征之一的推崇,深刻地影响了王国维、梁启超、刘师培、章太炎、胡适等一代学者,使他们脱离无批判地吸收外来知识资源的被动状态,开始用新的知识典范来定下中国哲学的内涵与外延。     

当代中国底层社会“以身抗争”的效度和限度分析:一个“艾滋村民”抗争维权的启示

通过对鄂豫两省艾滋疫情高发区“艾滋村民”抗争的考察,笔者提出了当代中国底层社会抗争的两种社会学逻辑：求助于外的“合法抗争”和求助于内的“以身抗争”,一起形成了当代中国底层社会抗争的具有解释力、却又不同逻辑的社会学分析框架。本文考察了“以身抗争”模式的形成机理和运转规则,发现中国底层农民抗争的“非政治性”、“弱组织性”和“具体利益性”取向,“有组织”的政治抗争乃至革命性转化是不太可能的。     

英汉对比研究的翻译学视角——德国功能学派分析

在英汉对比研究翻译中,根据不同的交际功能可以将文本归纳为不同的文本类型,而不同的文本相应地反映出不同的语言文化差异。拟从德国功能翻译理论来分析英汉互译,旨在研究英汉互译中不同文本类型的语言特点及其翻译策略。     

礼理之辩与黄式三、以周父子对清代礼学的总结

通过在近代礼理之辩的大背景下梳理黄式三、以周父子的礼、理思想,以及他们对清代礼学的系统总结,试图洞见诂训说经背后的清代学术真貌,并对清代学术思想进行某种角度的研究。     

政府在产业集群不同发展阶段中的作用

为了探讨政府在不同模式和不同阶段的产业集群发展中的作用,把中国产业集群按照市场和政府作用的互动程度,划分为市场主导型产业集群模式和政府主导型产业集群模式,通过对两种模式产业集群形成原因和过程的分析,对政府在不同类型产业集群处于不同发展时期所发挥的作用进行了探索和分析。     

论陇东红色歌谣的文化学阐释

陇东红色歌谣之所以为广大群众所喜爱、传唱，不仅因为陇东红色歌谣反映了劳动人民的生活、思想、愿望。而且因为陇东红色歌谣接通了劳动人民潜藏的集体无意识，激起了他们的情感共鸣。陇东红色歌谣在进行革命主题诉求的同时，也保存了特定的方言土语、民俗风情、民族宗教等文化学资料，具有丰富的文化学价值。正是在文化学的意义上，才能解释陇东红色歌谣的魅力，否则，可能得到一种一般化、简单化、肤浅化的结论。     

Reframing a Social Studies Methods Course: Preparing Elementary Teacher Candidates for the Common Core

The emphasis on disciplinary literacy skills embedded within the Common Core State Standards requires a shift in preparing teachers to explicitly address the craft of reading and writing within social studies instruction. As teacher educators, we think it is imperative to understand the ways in which our teacher candidates integrate literacy within their social studies instruction and strive to modify our own practices to support their needs. Using practitioner research, we share the instructional changes we made to better prepare teacher candidates to meet the standards, and we consider how our teacher candidates responded to those changes in their work. Our implications suggest research-based practices must be utilized in social studies methods courses while maintaining an emphasis on key historical thinking skills. Such practices include using essential questions to guide deeper thinking, integrating appropriately modified informational texts, developing skills in close reading, using graphic organizers, and emphasizing content integration.     

Powerful Social Studies Teaching With Poetry and Primary Sources

Given the current marginalization of the social studies within elementary classrooms it is vital that elementary educators seek integrative techniques that promote the social studies. This article explores one such example of integration taught by the authors within an elementary classroom. The three-day lesson taught to fifth-grade students aimed to teach a justice-oriented conception of citizenship through the use of historical biographies, found poetry, and primary sources. By the end of the third day, the students had used both general literacy practices (e.g. shared reading, visual literacy, close reading) and disciplinary literacy (e.g. sourcing, contextualizing, corroborating), demonstrating that integration can be a powerful means to teach the social studies while also maintaining the integrity of the disciplines.     

Noise

This essay develops a cultural materialist theory of listening through a historical ethnography of Gibraltarian men's contradictory sensitivity to the ‘noise’ of mass media and desensitization to the industrial soundscape of the state. I argue that this contradiction can be historicized through close attention to the social antagonisms embedded in the history of noise ordinances, and the ways in which British colonial officials structured an idealized form of masculinity premised on the sonic relationships between bodies and technologies. Gibraltarian men reproduce this masculine disposition, and through it colonial hierarchies, in the seemingly banal practice of listening to mass media, and ignoring the soundscape of the neoliberal, colonial state.     

From Schism to Synthesis: The Off‐Centre Radical‐Reformist Role of Development Management

In a wide range of issues such as aid effectiveness, poverty reduction and planning, development management has witnessed a schism between reformists and radicals. This article traces the ‘schism’ between reformist and radical views, critiques their unnecessary dichotomization and proposes an epistemologically‐grounded metaphor for managing divergent ideas. Moving beyond the schism, the article examines current conceptions from Gulrajani that the synthesis should be at the ‘centre’ of the spectrum between radical and reformist frames. The article then proposes an ‘off‐centre’ radical‐reformist synthesis with a less apologetic acceptance of reformist or ‘managerialist’ approaches.