立场——辩证思维训练：教育篇（第17版）（Takng Sides系列） 下载 pdf 电子版 epub 免费 txt 2025

——常青藤教育出版社经典系列，畅销全球三十年，再版十余次

——英语论说文典范：复旦大学朱绩崧（@文冤阁大学士）执笔导读

——英语辩论实战教材：北京外国语大学李溪（世界级辩论赛总裁判长）亲用推荐

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《立场——辩证思维训练：教育篇（第17版）》是Taking Sides系列丛书七本之一，选取10个与当今教育领域相关的热门话题，提供源自报刊、法庭辩词、议会陈述等关于同一问题的正反两方面论证文章。其话题包括学校课程是否应该标准化、民主课堂是否现实可行、是否应该实行统一学前教育、教师工资是否该按绩效、男女同校跟男女分校哪个更高效、计算机对学生成长的影响等等。本书结构清晰，每个话题前有综合论述，话题后有总结分析，引发思考；内容上说理充分，论证严密，语言地道，既适合作为所有读者拓宽知识面和见识的原版通识读物，也对辩论比赛有直接指导作用，不仅有利于激发学生兴趣，对教育相关问题作出思考，而且培养对于同一观点的辩证思维能力，引导学生用事实和逻辑作严肃且有效的学术辩论。

Contents

导读 英语思辨，攻错他山 朱绩崧 vii

Topic Guide xiv

Introduction xv

Issue 1. Should Schooling Be Based on Social Experiences? 1

Issue 2. Should the Curriculum Be Standardized for All? 19

Issue 3. Are Truly Democratic Classrooms Possible? 37

Issue 4. Has the Time Arrived for Universal Preschool? 60

Issue 5. Is Privatization the Hope of the Future? 87

Issue 6. Is the Inclusive Classroom Model Workable? 105

Issue 7. Can Merit Pay Accelerate School Improvement? 122

Issue 8. Are Single-Sex Schools and Classes Effective? 143

Issue 9. Can Zero Tolerance Violate Students Rights? 167

Issue 10. Do Computers Negatively Affect Student Growth? 184

Internet References 205

Contributors to This Volume 206

《立场——辩证思维训练：教育篇》主编詹姆斯•Wm.诺尔曾是美国马里兰大学教育学院教授，后为麦格劳希尔/杜希金Annual Editions: Education Series编辑及编委会成员。

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在线阅读地址：立场——辩证思维训练：教育篇（第17版）（Takng Sides系列）在线阅读

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书籍介绍

——常青藤教育出版社经典系列，畅销全球三十年，再版十余次

——英语论说文典范：复旦大学朱绩崧（@文冤阁大学士）执笔导读

——英语辩论实战教材：北京外国语大学李溪（世界级辩论赛总裁判长）亲用推荐

————————————————————————

《立场——辩证思维训练：教育篇（第17版）》是Taking Sides系列丛书七本之一，选取10个与当今教育领域相关的热门话题，提供源自报刊、法庭辩词、议会陈述等关于同一问题的正反两方面论证文章。其话题包括学校课程是否应该标准化、民主课堂是否现实可行、是否应该实行统一学前教育、教师工资是否该按绩效、男女同校跟男女分校哪个更高效、计算机对学生成长的影响等等。本书结构清晰，每个话题前有综合论述，话题后有总结分析，引发思考；内容上说理充分，论证严密，语言地道，既适合作为所有读者拓宽知识面和见识的原版通识读物，也对辩论比赛有直接指导作用，不仅有利于激发学生兴趣，对教育相关问题作出思考，而且培养对于同一观点的辩证思维能力，引导学生用事实和逻辑作严肃且有效的学术辩论。

• 作者：ABreeze28 发布时间：2020-12-03 10:38:43

  覆盖到了教育领域的基础重要问题，同一话题之下的文章有时就是交锋发表的，能够学习其论证方法。借助这本书打开更开阔的教育视野

• 作者：[已注销] 发布时间：2015-12-14 21:39:04

  思维的sharpener， 不仅锻炼英语，更重要的是培养critical thinking 成为一个更好的人。

• 作者：Sädee Chan 发布时间：2015-09-05 00:10:21

  贩毒材料。。。。。。。。。。

• 作者：金舒 发布时间：2022-08-24 12:48:05

  陪孩子看的

• 作者：大老鼠 发布时间：2016-09-16 15:14:56

  读起来非常枯燥，但又是学习英语语言和辩证思维的好书。

• 作者：Derridager 发布时间：2017-08-26 17:15:05

  debating

• NOTES

  作者：扔铁饼的罗丹 发布时间：2016-06-10 18:36:07

  should schooling be based on social experiences ?

  Experience and education (John Dewey)

  Teachers are the agents through which knowledge and skills are communicated and rules of conduct enforced.

  Learning here means acquisition of what already is incorporated in books and in the heads of the elders. Moreover, that which is taught is thought of as essentially static. It is taught as a finished product, with little regard either to the ways in which it was originally built up or to changes that will surely occur in the future. It is to a large entent the cultural product of the societies that assumed the future would be much like the past, and yet it is used as educational food in a society where change is the rule, not the exception.

  should the curriculum be standardized for all ?

  the Paideia proposal: rediscovering the essence of education(Mortimer J.Adler)

  Basic schooling must prepare them for earning a living, but not by training them for this or that specific job while they are still in school.

  three levels of curriculum

  Here is where teachers comes in — as aids in the process of learning by discovery not as knowers who attempt to put the knowledge they have into the minds of their students. The quality of teaching, in short, depends crucially upon how the teacher conceives his role in the process of learning, and that must be as an aid to the student’s process of discovery.

  the worst cultural disease that is rampant in our society — the barbarism of specialization.

  and if they are not, our free institutions are doomed to decay and wither away.

  escape from childhood (John Holt)

  the sickness of the modern world is in many ways a school-induced sickness.

  are truly democratic classrooms possible ?

  is it possible to produce democratic citizens if the schooling the young are subjected to is clearly undemocratic ?

  the education’s highest aim is to create moral and civic habits of the heart.

  Democratic classrooms: promises and challenges of student voice and choice( Kristan A.Morrison)

  Schools and society are reflections of one another.

  an individual’s autonomy is delimited by others’ rights to dignity, respect, safety, and the search for truth and meaning to everyone’s lives

  they are viewed, and may view themselves, as safe-deposit boxes waiting for deposits of knowledge to fill them

  Spontaneous initiative, curiosity, and trust in themselves, by and large, may have been drummed out of them; they may have learned to view education as purely instrumental— a means to an end rather than an end in itself.

  to attempt to institute democratic practices in their classrooms represents a sizable leap into the unknown.

  the idea that knowledge can be stuffed into the individual, as opposed to being constructed and mediated through the individual has led to the …

  Educators must learn to trust students’ innate curiosity, and if this curiosity has been crushed in the past, they must work to bring it back to life.

  struggle for seemingly far-off ideals

  Second thoughts about democratic classrooms(Gary K.Clabaugh)

  model school on factories and emphasize mass production and cost-effectiveness, rather than democracy and individuality

  Knowledge is fragmented and atomized. Children are compared to one another. Social and emotional development is neglected for more measurable outcomes. Economies of scale are sought at the expense of individuality.

  advocate moving from A to B, from A to Z

  has the time arrived for universal preschool ?

  the kids-first agenda(David L. Kirp)

  kids are the best social investment the government can make

  the promised increase in education funding never materialized.

  someone with the know-how to help a youngster navigate the twisting and sometimes treacherous pathway from early childhood to adulthood.

  … is woven into the fabric of government

  the government is looking through kids-first lenses

  is privatization the hope of the future ?

  dramatic growth is possible (Chris Whittle)

  full-eclipse of the American economywe’ve had a national failure of imagination when it comes to what our schools can and should be. We don’t believe there is anything particularly new to discover in schooling, so, as a society, we don’t set out to find it. Columbus believed. NASA believed. When it comes to schooling, we don’t. For sure, there are pioneers here and there, but our national mindset does not embrace the possibility that our schools could be and should be radically different.

  Indeed, because “the way school is” was imprinted on all of us with Intel-lke precision by our own 12 years of schooling.

  We are still operating in an 18th-century mindset, believing that these young, half-civilized things called children must be literally whipped into shape, if not with a stick then with a never-ending schedule.

  are we surprised when our K-12 schools are far from the envy of the world?

  is the inclusive classroom model workable ?

  Learning in a inclusive community ( Mara Sapon-Shevin)

  What if we put community building and the emotional climate of the classroom back at the center of our organizing values?

  it is high time that we understand that inclusive, diverse classrooms are here to stay.

  When we are surrounded by people who are different from us, we are forced to ask questions that go beyond the individual and adress the community.

  develop the language and skill to negotiate diversity

  ~familiarize yourself with the appropriate terminology

  ~provide multiple opportunities to talk about

  ~don’t respond punitively but don’t let it go

  Inclusion is a gift we give ourselves: the gift of understanding, the gift of knowing that we are all members of human race and the joy comes in building genuine relationships with a wide range of other people

  ~end activities with appreciation circles

  ~Don’t set students up to compete with one another. Create an atmosphere in which each student knows that he or she is valued for something.

  ~Keep in mind that your students will remember only some of what your taught them but everything about how they felt in your classroom

  Inclusive classrooms put a premium on how people treat one another.

  Can merit pay accelerate school improvement ?

  blocked, diluted and co-opted ( Stuart Buck and P.Greene)

  Merit pay plans are more likely to be symbolic than substantive and more likely to be promised than delivered.

  Are single-sex schools and classes effective ?

  Learning separately: the case for single-sex schools (Peter Meyer)

  the potential for excellence that dwells in the heart of every human being

  Can zero tolerance violate students rights ?

  Does computers negatively affect student growth ?

  The human touch (Lowell Monke)

  The goal is twofold.

  There is a huge qualitative difference between learning about something, which requires only information, and learning from something, which requires that the learner enter into a rich and complex relationship with the subject at hand.

  If there is little personal, concrete experience with which to connect, those abstractions become inert bits of data.

  Making meaning of new experiences— and ideas that grow out of them—requires quiet contemplation. By pumping information at children at phenomenal speed, the computer short-circuits that process.

  “An excess of information may actually crowd out ideas, leaving the mind distracted by sterile, disconnected facts, lost among the shapeless heaps of data.”(social critic Theodore Roszak)

  (social critic Marshall Mcluhan) schools would have to become “recognized as civil defense against media fallout”

  Young people sacrificing internal growth for external power.

  Television and computers generally require nothing more than the passive acceptance of prefabricated images.

  Outcomes have replaced insights as the yardstick of learning, while standardized tests are replacing human judgments as the means of assessment.

  Their world is saturated with the artificial, the abstract and the mechanical.

  So it seems that we are face with a remarkable irony: that in an age of increasing artificiality, children first need to sink their hands deeply into what is real; that in an age of light-speed communication, it is crucial that children take the time to develop their own inner voice; that in an age of incredibly powerful machines www must first teach our children how to use the incredible powers that lie deep within themselves.

  writing structure

  a broad spectrum of ideas on … may be found in …

  the reality has to be taken into account in ant prescription written for the public school

  oceans of ink have been spilled addressing the issue of …

  simply put, …

  we’ve had a national failure of imagination when it comes to what our schools can and should be. We don’t believe there is anything particularly new to discover in schooling, so, as a society, we don’t set out to find it. Columbus believed. NASA believed. When it comes to schooling, we don’t. For sure, there are pioneers here and there, but our national mindset does not embrace the possibility that our schools could be and should be radically different.

  Indeed, because “the way school is” was imprinted on all of us with Intel-lke precision by our own 12 years of schooling.

  My vision of … overlaps with …

  If I had my druthers, I would also add that …

  The pendulum has swung from… to…

  The matter of … remains a major stumbling block in…

  Nowhere is xx debate raging more fiercely than in New York City.

  examples abound of …

  back to the primitive way of contemplation

• 语言对现实有何建构作用？——读《简明语言哲学》

  作者：觉非 发布时间：2021-09-05 00:53:01

  《简明语言哲学》结合哲学家与问题两条线索介绍了语言哲学的沿革及基本问题。下面我也按这两条线索，仅就语言和现实的关系问题做一点笨拙的梳理。

  一、语言和现实关系的传统看法

  古希腊是哲学的源头，对语言和现实关系的讨论，在柏拉图的对话录中已有充分展开。

  《克拉底鲁篇》里，苏格拉底表达了这样一层意思：语词能够模仿事物的本质，但实际却总由约定来补充；一方面，我们不能把“马”叫作“人”，也不能把“人”叫作“马”；一方面，把“马”叫“马”，把“人”叫“人”，很难否定没有“约定”的成分。

  20世纪语言哲学兴起之后，语言和现实关系问题成为语言哲学的基本问题之一。逻辑主义一派通常站在指称论立场一边，把语言视为镜子，语言和现实两两对应，语言反映现实。

  在语言哲学的开创者弗雷格那里，概念词指称概念，马这个语词指称马这个概念，这是意义观念论的体现，亦即语词的意义即是某种观念；若要追问马这个词和现实中的马是什么关系，弗雷格只是有些模糊地说道，个体的马“归属于”马这个概念。

  若说弗雷格所说的Bedeutung（指称）究竟相当于概念还是实物还是其他尚无定论，那么罗素的观点就比较明确了。罗素在本体论上持一种逻辑原子主义的主张，世间万物由作为个别事物的逻辑原子构成，同时世间万物也都能还原为最简单的逻辑原子。与之配套，在语言方面罗素认为，单称语词或专名用来指称或代表个别事物，一般语词，包括通名、形容词、动词等主要用来表示个别事物之间的关系。专名指称的个体必须是一个实存的对象。同时罗素提出描述语理论来补充解决指称论相关的、如“王母娘娘”“猪八戒”等没有指称的空名问题。

  在《逻辑哲学论》中，维特根斯坦继续沿着逻辑主义的思路行进，但又有所突破。

  早期维特根斯坦虽然仍持“名称代表对象，句子描述事态”等反映论的观点，但在词义在先还是句义在先的问题上，一反前说，“语言的基本单位是有所说的语句或命题，语词是用以说的手段”，在现实层面，则认为“世界是整体给出的，这个总体的事实可以被分解为诸事实”。这种典型观念可以称为图像论。

  维特根斯坦以前，谈到语言与现实的关系，一般会认为对象是现成的，只等造出名称来指称它们，这些对象都是独立个体、互相推导不出来等等；到维特根斯坦这里，对象仅仅具有形式上的独立性了，即是说对象可以存在于不同的事态中，却无法单独存在，脱离事态的对象并非实存。在语言这一面，即是说同一语词可以在不同语句中使用，脱离语句的语词一般没有意义。对象并非直接给出然后人加以命名，而是整体给出，人再通过语言分解重构整体世界。

  就此，陈嘉映在《简明语言哲学》里评论说，“对于语言生物来说，现实不再只是一个又一个连绵的事件，这些事件同时也是这一事物与那一事物的活动与联系，而这些事物则有其属性、结构与活动”。

  但是维特根斯坦此时仍相当坚持语词的意义来源于现实的指称论思路，因此认为基本命题与基本事实的对应接触保证了整个语言体系与现实世界的对应，以此来保证意义的确定性。但无论如何，维特根斯坦对语言和现实关系的理解与前人，特别是罗素，已有大不同了。

  中后期的维特根斯坦进一步把语言视为工具，尤其是尺子这类

  “述说现实、理解现实”

  的工具，而非“反映现实”的镜子。一旦走出意义的指称论，来到使用论，则语言和现实的关系，将由“反映”来到“反应”。此前，语言和现实单边相切，现在，语言和现实难解难分，语言就编织在现实当中。

  二、指称论的要害

  流俗意见提到到语言和现实的关系，一般就会认为语言反映现实；一定是现实已经清楚分明地摆在那里了，然后我们给现实命名或加以描述，以便交流。语言丝毫不作用于我们对现实的理解，我们可以毫无顾忌地越过语言，直达事态现场，就像对镜梳妆时，发现双眼浮肿，常见反应是立即去看医生，而不是怀疑镜子“建构”了人的形貌。

  而陈嘉映在《简明语言哲学》第三章中指出，“无论是指称论还是观念论，它们差不多就是经过语言哲学改装的认识的反映论，而它们共有的根本缺陷在于这些理论把现实设想为现成事物的集合，而没有看到认识或语言是对现实的一种建构”。

  如何理解语言对现实的这种建构作用呢？

  现代语言学的创始人索绪尔持一种“任意性原则”的观点，认为语言符号分为施指和所指，没有施指就没有边界明确的所指，是施指创造了所指；举例而言，马的声音是“马”这个概念的施指，马的概念就是其所指，索绪尔的意思是，没有马的声音之前，马的概念也是模糊不清的。这是一种典型的语言约定论。

  注意，索绪尔并非是在说，中国人把马读作马，美国人把马读作horse，并在这个意义上说语言是任意约定的；而实在是与反映论相对照，语言不是被动反映仿佛现成驻立在那里的现实，恰恰相反是语言符号的施指创造了其所指。在摆脱现实的意义上说，语言是任意的。

  但是，我们能够想象一种和现实毫无瓜葛的语言吗？如果马这个字的声音（施指）指向了马这个概念（所指），那我们不禁就要问，这和现实中的那匹马有何关系？

  索绪尔所谓的任意性显然也有其限度，这个限度正是现实带来的约束。象棋当中的马确实只要与炮、士、象等其他棋子的形象区别开来就可以了，哪怕我拿着一块面包当马也不影响行棋，但如果我绑来一匹西域良驹，执意要用一匹真正的马和你下棋呢？

  语言对现实的建构作用很容易囫囵吞枣地与索绪尔的“任意性原则”划上等号；但如上所言，所谓“任意性原则”当中本就没有现实的位置，又何谈语言对现实的建构作用呢？

  但索绪尔的思路确实是对流俗指称论的一针解毒剂，陈嘉映也吸收了其

  结构主义语言学

  的思路，并在这种思路当中提示了语言对现实之建构。这种建构作用可以说是现实对语言之约束作用外的另一端，即语言作为一个整体系统，语词互相之间的一种内部约束。

  一方面，语言并非指称论所说只能被动反映现实世界，仿佛现实世界是活的，语言之树本就枯死，语言同时也受到来自内部系统其他语词的约束，从而与赤裸裸的现实拉开距离，自有其独立的一面；

  另一方面，所谓“语言对现实之建构”也可以就语言意义的来源考虑，意义若全部来源于现实，则语言何谈对现实之建构？意义若还有其他来源，则为语言建构现实保留了空间。

  索绪尔所说“在语言出现之前，一切都是模糊不清的”或许过于极端，但没有蓝色、红色这些词对照，单单拎个“绿色”出来或者指着现实中绿色的树叶说——“那就是绿色”，我们很难真切地弄懂“绿色”这个概念究竟表达了什么。

  蓝色、红色、绿色等等众多词汇构成了一个语言的整体系统，并非世上有个现成的绿色，人们于是创造一个叫作“绿色”的声音或字词符号来指称这种现实的绿。毋宁是说，这个字词符号的“绿色”无法单凭镜像方法便创造了，而必须联系着蓝色、红色等等语言整体系统中的其他相关颜色词予以考虑。具体来说，“绿色”的意义不仅来源于现实的树叶之绿、山水之绿，而且同样来源于与其他颜色词的对照，在对照中彰显其意义，在对照中完成理解。

  正如作者在索绪尔一章所指出的那样，“我们不再以语词和现成事物的一一对应为前提，而是把语言看作一个整体系统，与现实在整体上相联系”。

  举例言之，我们经历过社会主义、真正在社会主义社会中生活过，有人问，什么是社会主义，你答我每天过的日子就是社会主义；这相当于什么都没说；社会主义的意义问题不仅和生活现实相连，同时也和资本主义、俄式社会主义、欧式社会主义等等若干语词相连，受到其约束。

  我们并非一上来就直接理解社会主义，总是理解了资本主义或俄式社会主义，或是理解了某种资本主义或根本不理解欧式社会主义，等等——带着这若干理解来“间接”理解什么是社会主义。我们并不直接理解世界，而是戴上语言这副“自成一体”的眼镜来理解世界。

  这似乎就是本书所提及的“语言对现实建构作用”之一种。

  除了此一种建构，本书在最后一章《语言与现实》中还力图表达另外一种“语言对现实之建构作用”。这不仅涉及到语言的本质，而且道出了语言与现实世界关系的根本。

  语言的本质是什么？陈嘉映认为，“语言的本质就是使我们能用有限的语词表达无限多样的可能性”，或如《逻辑哲学论》中的维特根斯坦所言，“一个命题必须以旧的语词来传达一种新的意义”。正如本文第一节所述，早期维特根斯坦持一种“图像论”的观点，这种观点与一般指称论（认为“语言描摹现实”）最显著的区别，即认为句子是图像，而语词或名称不是图像。语词不是图像是什么呢？是点，是图像中的元素，是描述事态的手段。

  从句子和语词的区别入手，这是打破指称论这种“鬼打墙”理论（陈嘉映语）的关键所在。

  流俗意见认为，词是句子的单位，以此类推，就想当然的认为词义是句义的单位；句子描摹事态，语词就描摹物。陈嘉映就此批评道：“词义与句义分属两个范畴，词作为构成句子的设施有意义，而句子的意义则在于它编织在生活场景之中完成一次表达；词是道路，句是循道路行走。”

  语词与句子不可相提并论，说“狼来了”这句话反映了某种现实尚可理解，说“狼”这个词反映了狼这种动物，则是忽略了语言的分解-结合机制。即是说，作为构成句子的设施，同一语词可以在不同语句中使用，在不同的图像中描摹各种可能事态；但脱离语句的语词是没有意义的，世上有跑的狼、灰的狼、哀嚎的狼，但没有那个不跑不灰也不哀嚎的本质意义上的狼。认为存在本质意义上的狼，恰是传统形而上学对语言和事质的混淆。

  总之，世上的对象并非直接给出然后人加以命名以反映对象，而是整体给出，人再通过语言分解重构整体世界。“通过语言的机制，事情被分析为物与物、物与属性的、物与活动的关系”，我们说“狼吃人”，而不说“吃人狼”，是因为我们一向这样理解：【狼】这个对象对【人】这个对象做出了【吃】这类活动，狼与人处在了某种关系之中等等，是的，事情在语言层面上就是如此成像的。

  在这个意义上，语言对现实有根本上的建构作用。