This paper discusses the issue of the hidden curriculum in the setting of a language classroom. The author first talks about the definition of the hidden curriculum from a theoretical perspective and proposes her own ...This paper discusses the issue of the hidden curriculum in the setting of a language classroom. The author first talks about the definition of the hidden curriculum from a theoretical perspective and proposes her own working definition. She then elaborates on the reasons and main manifestations of the hidden curriculum from the teachers＇ and learners＇ angles respectively with examples taken from language classrooms. Based on some profound reflections, some feasible suggestions on how to minimize the negative impacts of the hidden curriculum are suggested. On the basis of the previous discussion, the author reaches a conclusion： Language teachers should not avoid or ignore the hidden curriculum existing in the language teaching processes; rather, they are expected to face it positively and try their very best to solve the problems it brings. A sound attitude towards the hidden curriculum can help language teachers better understand and implement the formal or official curriculum made by the school or the state.展开更多
Bildung, a western cultural ideal, which fundamentally can be traced back to biblical connotations, but is also rich in Platonic elements from the history of hermeneutics, reached its culmination point by the 19th cen...Bildung, a western cultural ideal, which fundamentally can be traced back to biblical connotations, but is also rich in Platonic elements from the history of hermeneutics, reached its culmination point by the 19th century. As the vast superstructure of western erudition, it has acquired the rank of the sole discursive and epistemic normativity, which has defined not only its own system, i.e., education in its narrow sense, but also the criteria of scientific assertions. Since the basis of Bildung was formed by the variations of classical erudition changing by every era, so in the Age of Bildung the defining epistemological and methodological pattern, which determined it from a discursive, and at the same time, an epistemological point of view, was meant by classical philology. As a classical philologist Friedrich Nietzsche was among the first to point out the inseparable connection between rhetoric, interpretation, and epistemology. Nietzsche, as against the monolithic tradition of Bildung, developed a set of aspects of subversive criticism of science, so his surpassing of the nineteenth century academic philology and renewal of it as a kind of cultural hermeneutics walk hand in hand. Nietzschean philology, first and foremost, has to be adapted for revaluing its scientific statements from the aspect of art, i.e., aesthetical sensitivity, which has to be reassessed from viewpoint of effects on life as active potential. The claims of Nietzsche are so comprehensive that the notion of morality defined by Bildung, as well as the ethical system of Bildung, the sole sense of morality is questioned, and his issues are extended over the methodological basis of Bildung considered as normative. However, he does not use such a method of interpretation that, to a certain extent, would not have been known and used by the philology of the Bildung＇s scientific ideal. With the difference that the Nietzschean critical practice does not have respect for the borders defining homologous structures but, by implementing transgressive tactics, it claims the authority of these borders. In my article, I show how the Nietzschean propositions for the methodological reform of classical philology did set the stage for Nietzsche＇s later critical comments, now purely on the philosophy of science, and I analyse the multifold consequences of the concept of the Nietzschean philology as an ＂existential science,＂ which was aimed to de（con）struct the concept of Bildung.展开更多
文摘This paper discusses the issue of the hidden curriculum in the setting of a language classroom. The author first talks about the definition of the hidden curriculum from a theoretical perspective and proposes her own working definition. She then elaborates on the reasons and main manifestations of the hidden curriculum from the teachers＇ and learners＇ angles respectively with examples taken from language classrooms. Based on some profound reflections, some feasible suggestions on how to minimize the negative impacts of the hidden curriculum are suggested. On the basis of the previous discussion, the author reaches a conclusion： Language teachers should not avoid or ignore the hidden curriculum existing in the language teaching processes; rather, they are expected to face it positively and try their very best to solve the problems it brings. A sound attitude towards the hidden curriculum can help language teachers better understand and implement the formal or official curriculum made by the school or the state.
文摘Bildung, a western cultural ideal, which fundamentally can be traced back to biblical connotations, but is also rich in Platonic elements from the history of hermeneutics, reached its culmination point by the 19th century. As the vast superstructure of western erudition, it has acquired the rank of the sole discursive and epistemic normativity, which has defined not only its own system, i.e., education in its narrow sense, but also the criteria of scientific assertions. Since the basis of Bildung was formed by the variations of classical erudition changing by every era, so in the Age of Bildung the defining epistemological and methodological pattern, which determined it from a discursive, and at the same time, an epistemological point of view, was meant by classical philology. As a classical philologist Friedrich Nietzsche was among the first to point out the inseparable connection between rhetoric, interpretation, and epistemology. Nietzsche, as against the monolithic tradition of Bildung, developed a set of aspects of subversive criticism of science, so his surpassing of the nineteenth century academic philology and renewal of it as a kind of cultural hermeneutics walk hand in hand. Nietzschean philology, first and foremost, has to be adapted for revaluing its scientific statements from the aspect of art, i.e., aesthetical sensitivity, which has to be reassessed from viewpoint of effects on life as active potential. The claims of Nietzsche are so comprehensive that the notion of morality defined by Bildung, as well as the ethical system of Bildung, the sole sense of morality is questioned, and his issues are extended over the methodological basis of Bildung considered as normative. However, he does not use such a method of interpretation that, to a certain extent, would not have been known and used by the philology of the Bildung＇s scientific ideal. With the difference that the Nietzschean critical practice does not have respect for the borders defining homologous structures but, by implementing transgressive tactics, it claims the authority of these borders. In my article, I show how the Nietzschean propositions for the methodological reform of classical philology did set the stage for Nietzsche＇s later critical comments, now purely on the philosophy of science, and I analyse the multifold consequences of the concept of the Nietzschean philology as an ＂existential science,＂ which was aimed to de（con）struct the concept of Bildung.
