《学衡》论学者精神与责任

《学衡》杂志以“论究学术 ,阐求真理 ,昌明国故 ,融化新知”为宗旨 ,对 2 0世纪初期的学术弊端提出了严厉批评 ,并在此基础上呼唤对真正的学术精神的追求 ,即自信、自得、贞操、求真、审慎、创造、社会关怀和追求文德之精神 ,同时提出了学者对于前人、今人和世界的责任。     

An Optimization‐Based Framework for the Identification of Vulnerabilities in Electric Power Grids Exposed to Natural Hazards

This article proposes a novel mathematical optimization framework for the identification of the vulnerabilities of electric power infrastructure systems (which is a paramount example of critical infrastructure) due to natural hazards. In this framework, the potential impacts of a specific natural hazard on an infrastructure are first evaluated in terms of failure and recovery probabilities of system components. Then, these are fed into a bi‐level attacker–defender interdiction model to determine the critical components whose failures lead to the largest system functionality loss. The proposed framework bridges the gap between the difficulties of accurately predicting the hazard information in classical probability‐based analyses and the over conservatism of the pure attacker–defender interdiction models. Mathematically, the proposed model configures a bi‐level max‐min mixed integer linear programming (MILP) that is challenging to solve. For its solution, the problem is casted into an equivalent one‐level MILP that can be solved by efficient global solvers. The approach is applied to a case study concerning the vulnerability identification of the georeferenced RTS24 test system under simulated wind storms. The numerical results demonstrate the effectiveness of the proposed framework for identifying critical locations under multiple hazard events and, thus, for providing a useful tool to help decisionmakers in making more‐informed prehazard preparation decisions.     

Effects of critical incident tasks on the intercultural competence of English non-majors

ABSTRACT

In this internationalised world, graduate employability in terms of intercultural communication skills needs to be taken into account in higher education. The present study aims to explore the effects of critical incident task instruction on English non-majored undergraduates’ intercultural competence. One group of students received ten weeks of instruction with one critical incident task per week and another group received standard English classes. Data were collected from the students’ pre- and post-test. The results showed a significant and strong effect of the intervention with critical incident tasks. Implications for educational practice are presented for further teaching with critical incident tasks.     

Traditional,Problem-Solving and Critical Theory: An Analysis of Horkheimer and Cox's Setting of the ‘Critical’ Divide

Abstract

Robert W. Cox's dictum that ‘(t)heory is for someone and for some purpose’ (emphasis in the original) is said to be the most-quoted line in International Relations (IR) theory. Yet whilst this spurred a revolution in critical thinking in IR, it echoed a far older conception of Critical Theory advanced by Max Horkheimer in the 1930s that claimed there is ‘no theory of society?…?that does not contain political motivations'. Both sentiments emphasize the relation between knowledge and human interests, and yet both formulate two distinct—though allied—ways of approaching ‘critical’ theorizing. In order to understand the similarities and differences in their approaches, this paper draws out three loci of difference between Cox and Horkheimer regarding the question of emancipation: (i) the epistemological relation between ‘critical’ and ‘Problem-Solving’ (Cox) or ‘Traditional Theory’ (Horkheimer); (ii) the emphasis placed on transformation and historical process; and (iii) the importance of intersubjectivity in how each approach emancipation. It is argued that by actively combining critical (dialectical) approaches across the social sciences, broadening human agency through civilizational dialogue, and retaining a commitment to emancipatory (and visionary) political futures based on human association, that Critical International Theory can maintain ongoing relevance in IR.     

《史地学报》及其群体与《学衡》之关系的探讨

从吴宓到鲁迅,再到后来的研究者,都将<史地学报>和<学衡>紧密地联系在一起.将前者的核心人物、诸位同人和刊物本身三个层面与后者进行比较分析,不仅可以揭示1920年代在南京乃至全国学界甚有影响的两份刊物之间的密切关系与异同所在,同时也可展现当时相关学术群体的学术风貌.     

Critical Reflection on the Ethics of Mindfulness

Mindfulness is a way to achieve mental wellbeing that has been widely adopted as part of counselling and mental health treatment. However, there is a distinct lack of critical reflection about the origins of this technique, how it is used, and the implications it has for the beliefs of clients. The purpose of this paper is to provide a carefully considered response to the use of humanistic mindfulness. Social workers need to explain why they recommend mindfulness, and explore culturally consistent and sensitive practice, so that they are abiding by the Australian Association of Social Workers Code of ethics.

IMPLICATIONS

• The use of mindfulness in social work practice requires careful consideration as to its impact and relevance to clients’ needs.

• Mindfulness originates in philosophical traditions distinct from mental health treatment.

• In choosing to use mindfulness social workers require consistent and sensitive understanding of clients’ needs, world views, and culture.

     

‘I FELT DEAD’: applying a racial microaggressions framework to Black students’ experiences of Black History Month and Black History*

This paper uses a Critical Race Theory perspective to explain the everyday racisms – racial microaggressions – directed towards students of African and Caribbean descent during a non-statutory Black History unit, at an English secondary school. Applying a racial microaggressions framework to ethnographic data, this paper finds that experiences of studying Black History by students of African and Caribbean descent are dominated by various types of racial microaggressions including: micro-invalidation, micro-insults and micro-assaults. These experiences are symptomatic of wider racist structures and processes within the National Curriculum for History, based upon the ideology of white supremacy. This paper concludes that the racial microaggressions framework allows for useful ways of thinking about the function and purpose of Black History Month and Black History in schools, and its opportunities for exposing wider institutional and ideological underpinnings that legitimate deficit understandings about black people in school classrooms.     

‘They were constantly on the losing side of things’: the pedagogical power of an African-American teacher candidate bearing witness in teacher education

The stories of students and teacher candidates of Color (Just as singular racial/ethnic identities are capitalized (i.e. African-American, Asian, Latina, Native American etc.), I capitalize Color to honor the various identities that many ‘non-white’ people hold near and dear. I recognize the nuances in doing so- such as the reality that the term ‘people of Color’ actually erases identity while the term also highlights a shared experience (though also nuanced) of being ‘non-white’ in a white supremacist society.) hold powerful lessons and insights for teacher education programs and educational reform efforts. Yet, rarely do educators and policy-makers solicit or critically engage the educational narratives of these stakeholders. In particular, research confirms that we know little about how students’ of Color educational experiences are impacted by race(ism) and culture and how those experiences subsequently inform their ideas about teaching. This study, framed by critical race theory (CRT), examines an African-American (African-American is used intentionally here as this is how Ariel identifies racially.) teacher candidate’s racialized K-12 and postsecondary school experiences to more fully understand the connection between lived experience and developing teacher identity. Ariel’s story reflects her own school experiences; her focus on her peers’ school experiences when asked about her own; and how those experiences, informed by race and culture, contribute to her development of pedagogy. Analytical considerations illustrate that memory and remembrance, witnessing and bearing witness, and testimony are deliberate and powerful acts in the development of pedagogy and should be central to teacher education curriculum.     

An integrated model of national HRD and critical HRD: considering new possibilities for human resource development

Though both National Human Resource Development (NHRD) and Critical Human Resource Development (CHRD) have received an increasing amount of attention, only two published works have used an explicitly critical approach to discuss NHRD norms, policies, and practices. The purpose of this article was to examine and articulate the relationship between NHRD and CHRD and make a case for the importance of that relationship to the field of HRD. We identify some commonalities between NHRD and CHRD, including the shared priorities of context, culture, and empowerment, which provide a strong foundation for future focuses on theory-sharing, global awareness, holistic and socially conscious economic development, negotiated power and performance, and emancipation in HRD research and practice.     

"后世俗社会"的批判理论——哈贝马斯与宗教

社会批判理论的主要代表尤根·哈贝马斯最近几年来频繁讨论与宗教信仰及其社会作用有关的话题,本文在澄清这些讨论的具体语境的基础上,着重探讨哈贝马斯在"内部超越"观念的语言学转译、"后世俗社会"对宗教传统的世俗转译、实现"内部超越"的社会文化条件观念等方面的观点,并设法表明,哈贝马斯以"超越性"的内在化作为重点的社会批判理论,有助于我们思考中国文化的当代意义,思考中国文化与西方文化进行沟通的文化前提,甚至还可能有助于我们思考马克思主义中国化的文化前提.