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台湾家谱文献的收藏、特点、体例及研究意义 总被引：2，自引：0，他引：2
本文介绍了台湾家谱的收藏情况，分析了台湾家谱的时代特点，姓氏特点与宗亲会的关系，比较了台湾新旧家谱的不同体例，指出了研究台湾家谱的意义，认为台湾家谱反映了中国人民开垦台湾的历史，反映了台湾人口变化和迁移，社区聚落的演变，与大陆的血缘关系以及台湾的社会状况。 相似文献
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影作为家谱的一种特殊形式，在记录一个家族的血缘传承和敬宗收族方面，与家谱有着同样的作用，但在具体形式、使用方法和实际功用上与家谱又有着明显的区别。 相似文献
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王小梦 《齐齐哈尔师范高等专科学校学报》2014,(1):100-102
海城尚氏祭祖自清初至今已有三百余年。平南王尚可喜于晚年开始着手编著尚氏宗谱,定祖训,及至尚王逝世,宗祠、陵园逐渐修建,尚氏家族的祭祖仪式逐日发展完善。随着时代的发展,尚氏家祭仪式也有所损益,宗谱文化与社会更加契合融汇,具有了更为广泛的文化内涵。 相似文献
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本文分析了系谱学从尼采到福柯的发展,揭示了其反对基础主义、反对本质主义、反对理性中心主义的特征,阐述了系谱学作为对起源(来源)的研究,将非理性的、偶然的、不确定的、非连续的和异质性等被传统科学排斥在外的东西,纳入自己的视野,从而开拓了一个新的领域,形成了一种新的思想和方法。同时揭示了系谱学与复杂性科学的关系,认为系谱学和复杂性的相通之处在于它们都反对还原论的方法。 相似文献
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杨矗 《上海师范大学学报(哲学社会科学版)》2007,36(4):118-125
中国人文学术研究，在五四之际的新文化革命中，发生了严重的谱系断裂，这种情况后来一直未有根本扭转。进入改革开放后，我们引进了大量的西学资源，但真正有中国自己创新、建构的东西仍然很少。原因就在于没有中国自己的学术谱系做支持。造成后来中国传统学术谱系“后天失调”的原因主要有：恐惧心理、否定“中学”传统心理、认识论偏颇症、对主义话语的逆反、受后现代去中心和非本质思潮的影响等。 相似文献
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潘猛补 《浙江工贸职业技术学院学报》2011,11(1)
本文根据[永嘉菰田]<明文戴氏宗谱>中发现的宋人资料,对<六书故>作者史实疏误予以订正,并补<全宋文><全宋涛><全宋词>之缺若干. 相似文献
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ABSTRACTMichel Foucault argued that females gradually became integrated into the sphere of medical practices through a process which he termed as a ‘hysterization of women’s bodies’ (Foucault, The History of Sexuality, Volume One: An Introduction, New York: Pantheon Books, 1978, 104). In this article, we draw on Foucault to examine how women’s bodies, exercise and motherhood impacted on the historical development of female football in New Zealand within two time periods (1921 and 1973–1975). Employing his genealogical framework, we analyze newspaper reports, historical documents and conducted in-depth interviews to demonstrate how medical/scientific discourses both constrained and enabled the participation of women in football. We conclude that while medical knowledge was used to publicly disqualify the legitimacy of the female footballer in 1921, and hence her abrupt disappearance from the sporting realm, the absence of such medical knowledge in the early 1970s, combined with societal changes associated with second wave feminism, paved the way for the eventual ‘normalization’ of female football in New Zealand. 相似文献
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Kirsten Locke 《Educational Philosophy and Theory》2015,47(6):596-607
AbstractInspired by a new teaching initiative that involved a redesign of conventional classroom spaces at the University of Auckland’s Epsom Campus, this article considers the relationship between architecture, the built environment and education. It characterises the teaching space of the Epsom Campus as the embodiment of educational policy following its inception in the early 1970s. Heralded as a modernist work of architecture juxtaposing material and textural combinations, the Epsom Campus emerged as a metaphorical vanguard of teaching pedagogy that stood as a symbol of a more progressive and culturally inclusive style of education. With consideration for a different kind of architectural space and pedagogy at the city-based business school, the article extends an understanding of spatiality and learning, and argues the structural architectonics of the teaching space and the built environment confer their own pedagogical value. By drawing on the critical stance of Nietzsche’s genealogical methodology for reading history, strands of historical discourse and ‘vibrant materialities’ are considered so that the ‘built pedagogy’ of both contexts can be activated and explored. 相似文献
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Michele Paule 《Gender and education》2015,27(7):744-758
The persistence of gendered learning myths in educational contexts and the wider imaginary continues to trouble feminist educational researchers and practitioners. The tracing of such myths and the categories they create through authoritative and elite discourses of the past suggests how they have functioned across different fields to preserve a hierarchised binary. Gendered myths seem to be lent authority by some of the more popular claims of contemporary neuroscience as they were by the nascent Victorian psychological sciences. Adopting Le Doeuff's [2003. The Sex of Knowing. Translated by K. Hamer and L. Code. London: Routledge] heuristic of identifying which attributes are absorbed into masculine intellectual legacies and which ‘cast off’ to women allows for a focus on patterns of privileging of learning discourses across the humanities and sciences, and the ways these are constituted in historical and contemporary contexts. 相似文献