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The philosophy of education is not a poor relation of general philosophy even though it is often so treated even by philosophers. It is ultimately the most significant phase of philosophy. 46) For it is through the processes of education that knowledge is obtained, while these ducational processes do not terminate in mere acquisition of knowledge and related forms of skill. They attempt to integrate the knowledge gained into enduring dispositions and attitudes. It is not too much to say that education is the outstanding means by which union of knowledge and the values that actually work in actual conduct is brought about. 47) The difference between educational practices that are influenced by a well-thought-out philosophy, and practices that are not so influenced is that between education conducted with some clear idea of the ends in the way of ruling attitudes of desire and purpose that are to be created, and an education that is conducted blindly, under the control of customs and traditions that have not been examined or in response to immediate social pressures. 48) This difference does not come about because of any inherent sacredness in what is called philosophy, but because any effort to clarify the ends to be attained is, as far as it goes, philosophical. The need for such systematic clarification is especially urgent at the present time. Applications of natural science have made an enormous difference in human relations. They have revolutionized the means of production and distribution of commodities and services. They have effected an equally great change in communication and all the means for influencing the public opinion upon which political action depends. 49)These applications decide, more than any other force or set of forces, the conditions under which human beings live together and under which they act, enjoy and suffer. Moreover, they have produced communities that are in a state of rapid change. Wherever the effect of the applications of science has been felt, human relations have ceased to be static. Old forms have been invaded and often undermined, in the family, in politics and even in moral and religious habits as well as in the narrower field of economic arrangements. Almost all current social problems have their source here. 50) Finally, ends and values that were formed in the pre-scientific period and the institutions of great power that were formed in the same period retain their influence. Human life, both individually and collectively, is disturbed, confused and conflicting. The philosophy of education is not a poor relation of general philosophy even though it is often so treated even by philosophers. It is ultimately the most significant phase of philosophy. 46) For it is through the processes of education that knowledge is obtained, while these ducational processes do not terminate in mere acquisition of knowledge and related forms of skill. They attempt to integrate the knowledge gained into enduring dispositions and attitudes. It is not too much to say that education is the outstanding means by which union of knowledge and the values that actually work in actual conduct is brought about. 47) The difference between educational practices that are influenced by a well-thought-out philosophy, and practices that are not so influenced is that between education conducted with some clear idea of the ends in the way of ruling attitudes of desire and purpose that are to be created, and an education that is conducted blindly, under the control of customs and traditions that have not been examined or in response to immediate social pressures. 48) This difference does not come about because of any inherent sacredness in what is called philosophy, but because any effort to clarify the ends to be attained is, as far as it goes, philosophical. The need for such systematic clarification is especially urgent at the present time. Applications of natural science have made an enormous difference in human relations. They have revolutionized the means of production and distribution of commodities and services. They have effected an equally great change in communication and all the means for influencing the public opinion upon which political action depends. 49)These applications decide, more than any other force or set of forces, the conditions under which human beings live together and under which they act, enjoy and suffer. Moreover, they have produced communities that are in a state of rapid change. Wherever the effect of the applications of science has been felt, human relations have ceased to be static. Old forms have been invaded and often undermined, in the family, in politics and even in moral and religious habits as well as in the narrower field of economic arrangements. Almost all current social problems have their source here. 50) Finally, ends and values that were formed in the pre-scientific period and the institutions of great power that were formed in the same period retain their influence. Human life, both individually and collectively, is disturbed, confused and conflicting.

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The philosophy of education is not a poor relation of general philosophy even though it is often so treated even by philosophers. It is ultimately the most significant phase of philosophy. 46) For it is through the processes of education that knowledge is obtained, while these ducational processes do not terminate in mere acquisition of knowledge and related forms of skill. They attempt to integrate the knowledge gained into enduring dispositions and attitudes. It is not too much to say that education is the outstanding means by which union of knowledge and the values that actually work in actual conduct is brought about. 47) The difference between educational practices that are influenced by a well-thought-out philosophy, and practices that are not so influenced is that between education conducted with some clear idea of the ends in the way of ruling attitudes of desire and purpose that are to be created, and an education that is conducted blindly, under the control of customs and traditions that have not been examined or in response to immediate social pressures. 48) This difference does not come about because of any inherent sacredness in what is called philosophy, but because any effort to clarify the ends to be attained is, as far as it goes, philosophical. The need for such systematic clarification is especially urgent at the present time. Applications of natural science have made an enormous difference in human relations. They have revolutionized the means of production and distribution of commodities and services. They have effected an equally great change in communication and all the means for influencing the public opinion upon which political action depends. 49)These applications decide, more than any other force or set of forces, the conditions under which human beings live together and under which they act, enjoy and suffer. Moreover, they have produced communities that are in a state of rapid change. Wherever the effect of the applications of science has been felt, human relations have ceased to be static. Old forms have been invaded and often undermined, in the family, in politics and even in moral and religious habits as well as in the narrower field of economic arrangements. Almost all current social problems have their source here. 50) Finally, ends and values that were formed in the pre-scientific period and the institutions of great power that were formed in the same period retain their influence. Human life, both individually and collectively, is disturbed, confused and conflicting.

One summer my wife Chris and I were invited by friends to row down the Colorado River in a boat. Our expedition included many highly successful people -- the kind who have staffs to take care of life’’s daily work. But in the wilder rapids, all of us naturally set aside any pretenses (矫饰) and put our backs into every stroke to keep the boat from tumbling over. At each night’’s encampment, we all hauled supplies and cleaned dishes. After only two days in the river, people accustomed to being spoiled and indulged bad become a team, working together to cope with the unpredictable twists and turns of the river. I believe that in life -- as well as on boat trips -- teamwork will make all our journeys successful ones. The rhythms of teamwork have been the rhythms of my life. I played basketball alongside famous players, and the team I now coach, the New York Knicks, has recovered from years of adversity to become a major contender in the 1990s. I’’m persuaded that teamwork is the key to making dreams come true. We all play on a number of teams in our lives -- as part of a family, as a citizen, as a member of an agreement, written or unwritten. It contains the values and goals for every team member. For example, in the late 1970s a General Motors plant in Fremont, Calif, was the scene of constant warfare between labor and management. Distrust ran so high that the labor contract was hundreds of pages of tricky legal terms. GM spent millions trying to keep the facility up to date, but productivity and quality were continually poor. Absenteeism (旷工) was so out of control that the production line couldn’’t even start up on some mornings. Finally in the early 1980s, GM shut down the plant. GM became convinced that it had to create new production systems based on teamwork. In the mid-1980s it reopened the Fremont plant with Toyota, starting from scratch (从零开始) with a much simpler and shorter labor contract. It promised that executive salaries would be reduced and jobs performed by outside sellers would be given to employees before any layoffs were considered. Over a hundred job classifications were cut to just two. Instead of doing one boring job over and over, workers agreed to be part of small teams, spending equal time on various tasks. What happened to the New York Knicks in the 1980s

Health and Safety: the importance of considering health and safety issues when planning office space

[背景资料] 某水利枢纽工程由电站、溢洪道和土坝组成。主坝为均质土坝，上游设干砌石护坡，下游设草皮护坡和堆石排水体，坝顶设碎石路，工程实施过程中发生下述事件：事件一：项目法人委托该工程质量监督机构对大坝填筑按《水利水电基本建设工程单元工程质量等级评定标准》规定的检验数量进行质量检查。质量监督机构受项目法人委托，承担了该工程质量检测任务。事件二：土坝施工单位将坝体碾压分包给具有良好碾压设备和经验的乙公司承担。合同技术文件中，单元工程的划分标准是：以40m坝长、20cm铺料厚度为单元工程的计算单位，铺料为一个单元工程，碾压为另一个单元工程。事件三：该工程监理单位给施工单位“监理通知”如下：经你单位申请并提出设计变更，我单位复核同意将坝下游排水体改为浆砌石，边坡由1:2.5改为1:2。事件四：土坝单位工程完工验收结论为：本单位工程划分为30个分部工程，其中质量合格12个，质量优良18个，优良率为60%，主要分部工程(坝顶碎石路)质量优良，且施工中未发生重大质量事故；中间产品质量全部合格，其中混凝土拌合物质量达到优良；原材料质量、金属结构及启闭机制造质量合格；外观质量得分率为84%。所以，本单位工程质量评定为优良。事件五：该工程项目单元工程质量评定表由监理单位填写，土坝单位工程完工验收由施工单位主持。工程截流验收及移民安置验收由项目法人主持。土坝单位工程质量等级实际为优良。依据水利工程验收和质量评定的有关规定，简要分析事件四中验收结论存在的问题。