地方性知识与区域生态建设——读生态人类学力作《发展与代价》之感     

滕晓华 《怀化学院学报》2007,26(3):7-9

当今,面对我国生态治理和建设问题时,自然科学工作者主张采用现代自然科学技术的方法,但收效很不理想,“局部好转,整体恶化”的趋势仍在继续。面对这一现状,人文科学工作者正力图寻找新的途径来解决这一问题。罗康隆教授新著《发展与代价》中提出“发掘和利用少数民族地方性知识投入到我国当前生态建设”中的观点,为我国区域生态建设提供了新的指导方法。以“三江源”地区生态建设为例,进一步论证。  相似文献   

对科学心理学研究的思考     

匡小明  段宝军 《甘肃广播电视大学学报》2006,16(4):39-41,44

通过剖析科学心理学研究和发展的历程,对科学心理学研究面临的挑战作一概述,并对未来心理学研究作了三个方面的思考:(1)重视文化因素对人的心理和行为的影响。(2)强调心理学研究方法的多元化。(3)推动中国本土心理学的发展。  相似文献   

An exploration of Naquib al-Attas’ theory of Islamic education as ta’dīb as an ‘indigenous’ educational philosophy     

Farah Ahmed 《Educational Philosophy and Theory》2018,50(8):786-794

Abstract

This paper explores the ‘indigenous’ philosophy of education of Syed Muhammad Naquib al-Attas, a Malay-Muslim scholar who’s theoretical work culminated in the establishment of a counter-colonial higher education institution. Through presenting al-Attas’ life and philosophy and by exploring the arguments of his critics, I aim to shed light on the challenges and paradoxes faced by indigenous academics working at the interface of philosophy and education.  相似文献   

“We do not know what is the real story anymore”: Curricular contextualization principles that support indigenous students in understanding natural selection          下载免费PDF全文

Ingrid Sánchez Tapia  Joseph Krajcik  Brian Reiser 《科学教学研究杂志》2018,55(3):348-376

We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students' Traditional Indigenous Knowledge, thus informing the implementation of educational policies aiming to improve the quality of secondary education for Indigenous adolescents. Our proposed contextualization principles can benefit students of all cultural identities who feel that their religion, language, or traditional knowledge are not aligned with school science, facilitating their access to culturally relevant science education.  相似文献   

The right to learn our (m)other tongues: indigenous languages and neoliberal citizenship in El Salvador and Mexico     

Mneesha Gellman 《British Journal of Sociology of Education》2019,40(4):523-537

Abstract

This article critically examines bilingual, intercultural education policies and practices in El Salvador and Mexico. In the context of legacies of assimilation and neoliberal homogenization, certain kinds of citizenship become prioritized over others. This is visible where performances of local identity clash with state mandates about educational content and the language of school instruction. I address the effects of state agendas in schools on the politics of multiculturalism and argue that the absence of state commitment to bilingual, intercultural education undermines democratization efforts by marginalizing certain types of citizens more than others. By considering ethnic minority education in both El Salvador and Mexico, I analyze in a comparative perspective the ways that indigenous people have been rendered invisible as citizens unless they are willing to assimilate in the arena of formal education.  相似文献   

Learning from land and water: exploring mazinaabikiniganan as indigenous epistemology     

Melissa Twance 《Environmental Education Research》2019,25(9):1319-1333

Abstract

Indigenous peoples have long called for education that supports self-determination, counters colonial practices, and values our cultural identity and pride as Indigenous peoples. In recent years, Land education has emerged as a form of decolonial praxis that necessarily privileges Indigenous ontologies and epistemologies and engages in critiques of settler-colonialism. Informed by this theoretical framework and using Indigenous storywork methodology, this study focused on the perspectives of six Anishinaabe Elders on mazinaabikiniganan (commonly known as pictographs) at Agawa Rock, now part of Lake Superior Provincial Park in Ontario, Canada. Revealing ways of knowing and being that are intimately connected to Land and place, the pedagogical potential of mazinaabikiniganan as a form of Land education is discussed.  相似文献   

现代性语境下的法律移植     

张善根 《上海师范大学学报(哲学社会科学版)》2003,32(4):12-15

我国社会转型的过程就是追赶现代化的过程,而法制现代化是现代化的一个有力的驱动器。现代性作为现代化的评价标准使得如何获得现代性是我们永恒探索的目标。在这种现代性语境之下,我们如何对待法律移植,法律移植对现代性的获得有什么意义呢?本文即以此为视角,在解析现代性的基础上,分析了法律继承和法律移植对现代性获得的不同意义,并在三个方面就移植的法律如何本土化问题作出了一些粗浅的建议,以期对我国现代性的研究有所裨益。  相似文献   

Silver and Gold We Have None But What We Have, We Give Unto Thee: Indigenous African Counselling and the Rest of the World     

Kayode Alao 《International journal for the advancement of counseling》2004,26(3):249-256

This paper examines the complimentary roles and functions of African indigenous counselling in relationship with non-African forms of counselling. This paper is premised on the view that all forms of counselling, whether African or Western, stand to gain a lot from one another via collaboration and the cross fertilization of ideas. This paper examines the counselling and therapeutic contents of African language, African indigenous education, African indigenous counselling and social practices using the Yoruba culture of Western Nigeria as a reference point. Furthermore, the paper practically examines how the traditional therapeutic resources of African language, African traditional education and African indigenous counselling practices could complement non-African counselling culture. The paper advocates for the evolution of a somewhat global orientation to professional helping. This is possible if counselling practitioners from different cultural orientations develop interest in learning how different counselling cultures could complement one another. This orientation may contribute to mutual self-renewal and self-refinement for all forms of counselling. This paper primarily intends to promote the culture of sharing ideas, practices and concepts from different cultural orientations so that we may develop the mentality of a universal approach to employing counselling strategies to solve humanity's problems.  相似文献   

Reflections on quality education in African higher education     

《Africa Education Review》2013,10(2):239-252

Abstract

Worldwide the diverse ills in society are often seen as a manifestation of the weaknesses and poor quality of the education systems practiced, especially those founded on traditional approaches – highly disciplined patriotic regimens, with a great deal of memorisation and not much room for reflecting and questioning, in contrast to the contemporary education mission which seeks to produce free citizens, citizens who are free not because of wealth or birth, but because they can call their minds their own (Nussbaum, 1998). This paper critically explores both the basics of traditional education regimens, and the contemporary education mission as espoused by some renowned intellectuals, and concludes that a sound education system ought to cultivate humanity – a citizenry that can think critically, solve problems and apply new skills and techniques in diverse contexts, a citizenry that is knowledgeable about the care and wise use of the environment.  相似文献   

第三届中国原生态民族文化高峰论坛综述     

姜莉芳 《怀化学院学报》2013,(2):19-20

主题为"民族.商业.文化"的第三届中国原生态民族文化高峰论坛2012年12月24日至27日在怀化学院举行,本次论坛围绕民族文化观、民族经济与文化生活及民族文化的保护、传承与开发三个方面,从不同学科的角度,对原生态民族文化进行了研究。  相似文献