Socrates Programme:文化多元背景下欧洲的教育对策

当下文化多元的世界格局,对教育提出了新的挑战,如何应对这前所未有的文化碰撞成为了人们关注的焦点之一。Socrates计划是欧盟推出的一项跨国教育交流项目,其目的是强化“欧洲域”意识、加强教育的交流与合作、鼓励教育创新。这是欧洲在处理多种文化间关系、应对全球化挑战、促进欧洲一体化进程中所采取的一项积极措施,当中的系列措施能够给中国的跨文化教育带来些许启发。

Comparison and Contrast of Educational Thoughts of Confucius and Socrates

Both Confucius and Socrates are outstanding philosophers in the history of human civilization.Their thoughts are thesource of Eastern and Western culture and educational thoughts respectively.For example,the"humanity"advocated by Confuciushas had a great impact on Chinese society in the next two thousand years.And nowadays,this idea has broken through nationalboundaries and spread to all over the world.And,the famous"Socratic Method"has also exerted a tremendous influence on theeastern world,especially in education.And many schools use it to cultivate the critical thinking ability of students.In short,theirthoughts are rich in content and have far-reaching impact.Although in their educational thoughts are some similarities,they stillhave their own unique characteristics.Based on this understanding,this paper,from the perspective of cultural comparison and con-trast,regards Confucius’and Socrates’educational thoughts as the research focus,and draws the similarities and differences be-tween them through analysis,in order to comprehend them better.

An Empirical Study of the Socratic Method in Nongraded English Teaching in Senior High School Under the Background of the New National College Entrance Examination

With the reform of the New National College Entrance Examination(Gaokao),the nongraded education will become an inevitable trend.In senior high school,the traditional test-oriented education is popular.The knowledge is mainly taught by the teachers,and the students passively absorb it.This study examines a problem-oriented Socratic experiment in nongraded English teaching in senior high school.The teachers seek output from students,who respond by interpreting questions,fostering critical thinking,and enhancing problem-solving skills.This teaching experiment indicates that the Socratic method has a significant positive effect on cultivating nongraded senior high English students’critical thinking under the New National College Entrance Examination.

Moral Falsity in the Eyes of the Superhuman： The Cases of Socrates and Mozi1

Both Socrates and Mozi are said in Plato＇s dialogues and in the Mozi respectively to have claimed that they are living a sort of life following superhuman ＂intention＂： Socrates according to the Delphic oracle, and Mozi the intention of heaven. Some modern philosophers show discomfort with their ＂superstitious＂ attitudes, taking the claims literally as a kind of groundless devotion, while others conjecture ＂sensible＂ purposes to understand the mystic elements as providing moral lessons. This paper, by responding to these modern revisions of their doctrines, aims at highlighting the necessity of their （re-）introductions of superhuman perspectives to their inquiries. Through examining the similarities in Plato＇s and Mohists＇ demonstrations, the suggestion made will be that despite countless incommensurable features, heaven＇s intention for Mohists offers a fundamental philosophical basis which enables them to develop arguments by means of sharp dichotomies, what is right or wrong, in the same way that Socrates in the Apology and in the Hippias Minor does for the development of Plato＇s constructive endeavour beyond his Socratic a/euporetic legacy. Not only are their practices dependent on the presupposition of the existence of a perspective beyond humans, but also the reality of that perspective is established though their own investigative practices.

Socrates’ Avowals of Knowledge and the Epistemic Asymmetry of Values

Socrates,taken as the figure in Plato’s so-called early dialogues,famously professes to be ignorant,but the nature and the scope of his ignorance have long been intensely debated and still remain obscure.In this paper,I try to contribute to the relevant discussions by pointing out and interpreting a generally overlooked,yet essential feature of Socrates’avowals of knowledge:in most cases,what Socrates claims to know falls under the category of(what I call)negative,as opposed to positive,ethical knowledge.The distinction between positive ethical knowledge and negative ethical knowledge is as follows:the former involves either definitions of what the good and virtues are,or knowledge that certain particular facts are good and virtuous;the latter refers to the knowledge of what the good and virtues are not,or the knowledge that certain particular facts are bad and evil.It will be argued that Socrates only avows negative ethical knowledge because he recognizes an asymmetry between the knowledge of the good and that of the bad:one may know a fact about the bad without knowing the corresponding fact about the good,but not vice versa.This epistemic asymmetry shows that knowledge of the good is more epistemically demanding than that of the bad,and thus it sheds further light on the scope of Socrates’ignorance and his view of the good and virtue.

Simulation of the Effect of an Increase in Methane on Air Temperature

The infrared radiative effect of methane was analyzed using the 2D, interactive chemical dynamical radiative SOCRATES model of the National Center for Atmospheric Research. Then, a sensitivity experi ment, with the methane volume mixing ratio increased by 10%, was carried out to study the influence of an increase of methane on air temperature. The results showed that methane has a heating effect through the infrared radiative process in the troposphere and a cooling effect in the stratosphere. However, the cooling effect of the methane is much smaller than that of water vapor in the stratosphere and is negligible in the mesosphere. The simulation results also showed that when methane concentration is increased by 10%, the air temperature lowers in the stratosphere and mesosphere and increases in the troposphere. The cooling can reach 0.2 K at the stratopause and can vary from 0.2-0.4 K in the mesosphere, and the temperature rise varies by around 0.001-0.002 K in the troposphere. The cooling results from the increase of the infrared radiative cooling rate caused by increased water vapor and O3 concentration, which are stimulated by the increase in methane in most of the stratosphere. The infrared radiation cooling of methane itself is minor. The depletion of O3 stimulated by the methane increase results indirectly in a decrease in the rate of so- lar radiation heating, producing cooling in the stratopause and mesosphere. The tropospheric warming is mainly caused by the increase of methane, which produces infrared radiative heating. The increase in H2O and O3 caused by the methane increase also contributes to a rise in temperature in the troposphere.

Simulation of the Effect of Water-vapor Increase on Temperature in the Stratosphere

To analyze the mechanism by which water vapor increase leads to cooling in the stratosphere, the effects of water-vapor increases on temperature in the stratosphere were simulated using the two-dimensional, interactive chemical dynamical radiative model （SOCRATES） of NCAR. The results indicate that increases in stratospheric water vapor lead to stratospheric cooling, with the extent of cooling increasing with height, and that cooling in the middle stratosphere is stronger in Arctic regions. Analysis of the radiation process showed that infrared radiative cooling by water vapor is a pivotal factor in middle-lower stratospheric cooling. However, in the upper stratosphere （above 45 km）, infrared radiation is not a factor in cooling; there, cooling is caused by the decreased solar radiative heating rate resulting from ozone decrease due to increased stratospheric water vapor. Dynamical cooling is important in the middle-upper stratosphere, and dynamical feedback to temperature change is more distinct in the Northern Hemisphere middle-high latitudes than in other regions and signiffcantly affects temperature and ozone in winter over Arctic regions. Increasing stratospheric water vapor will strengthen ozone depletion through the chemical process. However, ozone will increase in the middle stratosphere. The change in ozone due to increasing water vapor has an important effect on the stratospheric temperature change.

“Socratic Method”在外科护理学教学中的应用研究

目的探讨"Socratic method"在外科护理学教学中的应用效果。方法选择九江学院2012级护理学专业专科6个班学生共229人作为研究对象,将1-3班学生116人作为实验组,部分授课内容采用"Socratic method"进行教学;将4-6班学生113人作为对照组,采用传统的教学方法进行教学。结果对照组总评成绩为(79.62±7.35)分,实验组总评成绩为(86.03±8.39)分,组间比较差异具有统计学意义(t=3.49,p<0.01)。结论 "Socratic method"符合护理临床专业课程的教学特点,有利于培养学生的综合能力,提高教学效果。

The Personality of M?δεια(Medea): An Ethical Approach

M?δεια(Medea), the tragedy written by Euripides (431 BC), refers to the story of a woman who seduced by her love for Jason, left her hometown of Colchis, and flew with him to Greece. Jason then betrayed Medea and got married with the daughter of Creon, King of Corinth. Medea, in order to get revenge, killed both Jason’s bride and his father-in-law, and then, after slaughtering her own children, she left to Athens. The approach of Medea’s personality, as a subject of this paper, takes place in the light of the ethical philosophy through comparative quote mainly of the representatives of the spirit of that period, sophists and Socrates, but also of later philosophers, such as Immanuel Kant. This contribution aims to demonstrate the timelessness of human experience through the centuries and explain why the literature of other cultures and eras continues to be of interest.

道德教育中“对话”的式微及其重建

"对话"作为探求德性真理的形式与方法在东西方皆有其渊源,在形式上,苏格拉底通过诘问、辩论启发人们去关心和思考德性真理,孔子则以先知者的角色与弟子们针对道德的理论与实践进行了丰富生动的探讨。"对话"的式微是道德教育丧失生命力的重要原因。通过在道德教育领域运用以"苏格拉底式对话"为核心的案例教学法,有助于重建"对话"以增强道德教育的实效。

The Early Stoics and Aristotelian Ethics

Aristotle＇s philosophical legacy should be accepted as one of the historical influences that shaped Stoic moral and psychological thought, even if this influence needs to be demonstrated in each individual case rather than be taken for granted in general. Having discussed the methodological issues raised by the state of our documented evidence, I focus upon the particular philosophical agenda bequeathed by Aristotle, the issue of the structure of the human soul, and the theory of character and emotion. I argue that Aristotle＇s influence upon the Stoics is not only a matter of their adoption of Aristotelian themes or concepts but that, given the aporetic quality of much of Aristotle＇s writing, they accepted options as discussed, and actually rejected, by Aristotle. In particular, the Stoics have been influenced by deliberations in which Aristotle discusses, adapts or rejects positions associated with the philosophical hero of the Stoics, Socrates （in particular in De an. II, 9-10 and EN VII, 1-11）. Seen in this light, the Aristotelian legacy appears to be even more relevant to explaining distinctive and in particular Socratic features of Stoic moral psychology than has been previously assumed.

Experience gained in analyzing severe accidents for WWER RP using CC SOCRAT

The current Russian regulatory documents on the safety of nuclear power plant(NPP)specify the requirements regarding design basis accidents(DBAs)and beyond design basis accidents(BDBAs),including severe accidents(SAs)with core meltdown,in NPP design(NP-001-15,NP-082-07,and others).For a rigorous calculational justification of BDBAs and SAs,it is necessary to develop an integral CC that will be in line with the requirements of regulatory documents on verification and certification(RD-03-33-2008,RD-03-34-2000)and will allow for determining the amount of data required to provide information within the scope stipulated by the requirements for the structure of the safety analysis report(SAR)(NP-006-16).The system of codes for realistic analysis of severe accidents(SOCRAT)(formerly,thermohydraulics(RATEG)/coupled physical and chemical processes(SVECHA)/behavior of core materials relocated into the reactor lower plenum(HEFEST))was developed in Russia to analyze a wide range of SAs at NPP with water-cooled water-moderated power-generating reactor(WWER)at all stages of the accident.Enhancements to the code and broadening of its applicability are continually being pursued by the code developers(Nuclear Safety Institute of the Russian Academy of Sciences(IBRAE RAN))with OKB Gidropress JSC and other organizations.Currently,the SOCRAT/В1 code can be used as a base tool to obtain realistic estimates for all parameters important for computational justification of the reactor plant(RP)safety at the in-vessel stage of SAs with fuel melting.To perform analyses using CC SOCRAT/В1,the experience gained during execution of thermohydraulic codes is applied,which allows for minimizing the uncertainties in the results at the early stage of an accident scenario.This study presents the results of the work performed in 2010–2020 in OKB Gidropress JSC using the CC SOCRAT/В1.Approaches have been considered to develop calculational models and analyze SAs using CC SOCRAT.This process,which is clearly structured in OKB Gidropress JSC,provides a noticeable reduction in human involvement,and reduces the probability of erroneous results.This study represents the principal results of the work performed in 2010–2020 in OKB Gidropress JSC using the CC SOCRAT,as well as a list of the tasks planned for 2021–2023.CC SOCRAT/B1 is used as the base thermohydraulic SAs code.

Laboratory biosafety and biosecurity related education in Pakistan:Engaging students through the Socratic method of learning

Background:Laboratory biosafety is currently a major global issue in clinical research and academic laboratories.To alleviate these concerns,subject-specific education of standardized laboratory practices is essential and should be delivered in a comprehensible,interactive,and appealing manner.The objective of the present study was to engage university-level students in laboratory biosafety and biosecurity related education through the Socratic method of learning.A pre/post-test model was implemented to assess the knowledge improvement after the workshop.Methods:Two workshops were conducted individually at a public and private educational institute in October 2019 and December 2019,respectively.Important concepts were delivered in an interactive engagement format to ensure substantive understanding.Pre-and post-training scores were computed,and a paired t-test was used to assess knowledge gain.Results:Out of the 357 students from both institutes,320(90%)provided consent and completed the preand post-test questionnaires.The participants lacked a baseline knowledge of laboratory biosafety.A statistically significant increase(14%to 84%)in knowledge was reported among students,with a p-value of<0.001.Scores improved in the post-test assessment,where 87%were high performers,and only 1%were low-performing students.The difference between the pre-and post-test mean scores was indicative of a substantial 70%improvement in education.Students exhibited high levels of satisfaction with the Socratic method of teaching style.Conclusion:The study highlighted the significance of the Socratic style of learning for engaging students and improving their knowledge and awareness of laboratory biosafety in academic settings in Pakistan.