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Shenyang, literally meaning “the city to the north of Shen River” and capital of the Liaoning province, is touting itself as China’s “next tourist destination.” But whether you are visiting the ancient pagodas of Old City or the official “High-tech Industrial Development Zone” the tourist brochures won’t mention the city’s male and female sex workers who mostly come from poor rural communities in search of talked-up urban opportunities. In partnership with the Ai Zhi Yuan Zhu Center for Health and Education documentary filmmaker Wei Zhang will train male and female sex workers who use the AZYZ center how to maintain a blog and upload short video documentaries to share their experiences, opinions, and troubles in order to promote more understanding of the region’s sex worker population.

根据统计，百分之四十一的芬兰中学生最常干的休闲活动是阅读。

由于老师自己就是喜好学习并且擅长学习的人，所以他们才能教出世界上最优秀的学生

芬兰的大公司最喜欢聘请教师，理由是能当老师的年轻人一定是这个国家最顶尖的人才。

下面言归正传。这个礼拜美国教育界的一个大新闻就是奥巴马宣布作为他八千亿美元经济振兴计划的一部分，有超过一千亿是会被注入公共教育领域的。这是美国有史以来最大手笔的为教育界输血。要知道，2008财年美国教育部的预算一共才592亿美元。 根据教育周报（education week）的报道，这笔钱中将有790亿用来帮助各州政府修建校舍、升级设施、开展早期教育（早教目前不是美国义务教育的一部分）以及扶助贫困生和特殊教育（原来意义上的Title I款项）。虽然美国是发达国家，而且美国的生均支出哪怕在OECD国家中也非常高，但是普遍认为美国的教务教育远远谈不上“经费充足”。这有几个历史原因。最重要的可能是美国分权化的教育体系（decentralizaed system）。在这学期上的教育财政第一堂课上，老师就讲到了这个问题。

Modern Chinese nationalism often veers between Mr. Coubertin's and Mr. Maurras's ideas of nationhood. Officially, the government likes to talk about friendship between peoples, and harmony and peace, while at the same time promoting an injured sense of historical Chinese victimhood at the hands of foreign powers. When demonstrations of Chinese nationalism run out of control, with or without official encouragement, the feeling of national hurt can turn to violent aggression. It has been happening of late in the U.S., among other places, when Chinese students attacked Tibetans, or indeed anyone who "offended the feelings of the Chinese people."

This type of official patriotism is based on a peculiarly skewed view of history. Rather than celebrate the high points of Chinese civilization, the emphasis falls entirely on suffering at the hands of foreigners. The sense of victimhood runs so deep that it is impossible for most Chinese to view themselves as aggressors. The idea that Tibetans, for example, might have some reason to see themselves as victims of the Chinese, is absurd. More than that, many Chinese genuinely believe that this type of Tibetan "propaganda" has been deliberately taken up by the Western press to inflict yet another humiliation on the Chinese people.

This does not mean, however, that democracy would be an automatic cure. In the unlikely event that China were suddenly to have a peaceful transformation to a liberal democracy, nationalism would not go away. No party seen to be soft on foreign powers, especially Japan and the U.S., would be. Modern Chinese history has been so bloody that the scars will take a long time to heal. Ethnic nationalism can be a kind of poison, especially when it is based on a feeling of victimhood. Political freedom should help to soothe such feelings in the long run, but this will not happen in time for the Beijing Olympics.

Prof Spence does not ignore the risks, but sees more grounds for optimism. He points to the ballooning number of university graduates, the emergence of grassroots civil groups, and the vast improvement in the education levels of top leaders as evidence that change will have to come. "The whole idea of representation is being explored. Remember China had a hard time with representative government, which fell apart under the warlord era [in 1915]. "China is backtracking into the past, looking for ways of making changes. We could wish they changed much faster, but we should be glad they are changing at the speed they are," he says. Hear Professor Jonathan Spence deliver the 2008 Reith lectures: BBC Radio 4, Tuesdays from 3 June, 0900BST

推行教改不可以忘記教育改變社會利益分配的功能。日後學校的責任不是縮小，而是更大了。學生們因為背景造成的差異，必須在有充分資源和援助的學校之中彌補回來。

教改不是什麼新鮮事，自從教育成為現代國家的責任，普及教育在全球的範圍上施行以來，教育的改革也就從來沒有停止過。新鮮的是，近百年前由杜威和他的門徒首倡的「進步教育」（progressive education），一種強調啟發和能力培養多於資訊記誦的教育方法，在今天卻成為最不「進步」（或者「激進」）的路數，反而成了全球化底下最符合各國需要的一種教育模式。

不要背誦，要理解；不要學知識，而要學學習的方法；不要死跟既定的課本，而要靈活地在生活中擷取各種資訊；不要一個人死幹的傳統功課，而要小組討論做project以培養溝通與合作的能力；不要一次定生死的大型考試，而要日積月累地衡量學生的長期表現；老師不是授業的活教科書，而是解惑的啟發者。這一切都不會有人反對。過去很多中產家庭花大錢送子女進國際學校，為的就是得到這種教育。如今教改也朝這目標前進，又怎會有家長不同意？於是關於教改的主流計畫也就往往局限在技術層次

私立學校的學生所接受的教育水平比起公營學校要好很多,問題並不是巴西缺乏人才,只是教育制度本身靠

私立學校的學生所接受的教育水平比起公營學校要好很多,問題並不是巴西缺乏人才,只是教育制度本身靠購買力(ability to pay)來分配資源,所以只有有錢人才能獲得較好的教育。

以巴西的教育為例,其中的一個問題就是如何能夠使教育制度更公平。有些人可能認為如果能夠彷效西方的教育制度,定必能改善問題,我對這種想法則存有一些懷疑。

"These people have been trained in an authoritarian system. They are at the same time victims of an authoritarian system, but they also behave in an authoritarian way towards others and are incredibly self-righteous," says a Chinese politics professor who asked not to be named.

"We should be more tolerant and respect the right of people to disagree with us but these people do not understand such values."The term fenqinghas been used in each of the past three generations to describe very different kinds of rebel.

There are no indications that the contemporary fenqing are members of the sort of organised nationalist movement seen in places such as Russia, where Nashi, a pro-Kremlin youth group, has had a growing profile.Rather, "since the mid-1990s urban educated youth in China have become much more nationalistic rather than angry at the government", says David Zweig, director of the centre on China's transnational relations at Hong Kong University of Science and Technology. "There is a strong sense that the west, led by the US, is trying to keep China down and stop it from taking its rightful place in the world."

No matter what China does, these students say, it cannot win in the arena of world opinion. “When we have a billion people, you said we were destroying the planet./ When we tried limiting our numbers, you said it is human rights abuse,” reads a poem posted on the Internet by “a silent, silent Chinese” and cited by some students as an accurate expression of their feelings. “When we were poor, you thought we were dogs./ When we loan you cash, you blame us for your debts./ When we build our industries, you called us polluters./ When we sell you goods, you blame us for global warming.”

有了內容，即便沒有網路平台，大家用 email、blog、Flickr、Slideshare 、Youtube  一樣可以分享的很快樂 (確實可以發現有不少教師將影片、相片放上 Flickr、Youtube 這些地方)。所以也不是教師不想用資訊化媒材，而是諸多因素 (硬體不足、素材不足、網路平台設計讓使用者一肚子火氣……) 讓教師無法使用。

高等学校信息公开实施办法（征求意见稿）