報(bào)告人：Paul Tarc


　　時(shí)間：2013年3月6日（星期四）晚7:00

　　地點(diǎn)：北京理工大學(xué)中關(guān)村校區(qū)中心教學(xué)樓405

　　主辦單位：北京理工大學(xué)教育研究院
　　　　　　　　北京理工大學(xué)國(guó)防科技創(chuàng)新與教育發(fā)展戰(zhàn)略研究中心

　　講座內(nèi)容：

　　題目：國(guó)際化教育：人文主義訴求？實(shí)用需求？抑或是新機(jī)遇？

　　摘要：在全球化的世界中，國(guó)際教育的標(biāo)準(zhǔn)要求是如何與愈加實(shí)用的國(guó)際化現(xiàn)實(shí)相沖突的？國(guó)際化教育最終僅僅是滿足學(xué)校排名和消費(fèi)者教育需求？在當(dāng)前時(shí)期，矛盾中又存在什么樣的新機(jī)遇？

　　Title:Internationalizing Education: Humanist desires, pragmatic demands, new openings?

　　Abstract:Drawing upon his research on the creation and evolution of the International Baccalaureate, Professor Paul Tarc will discuss how the normative desires of international education come in tension with the more pragmatic realities of internationalization in a globalizing world. Is internationalizing education ultimately no more than branding and consumer satisfaction? What new ‘openings’ might be possible amidst the ‘short circuits’ in current times?

　　報(bào)告人簡(jiǎn)介：Paul Tarc是加拿大西安大略大學(xué)教育學(xué)院教授，本科為滑鐵盧大學(xué)應(yīng)用物理學(xué)專業(yè)和皇后大學(xué)物理和數(shù)學(xué)教育專業(yè)，博士為約克大學(xué)教育學(xué)專業(yè)。Paul Tarc曾在南美、東南亞和安大略省等國(guó)家（地區(qū)）從事研究9年。他以國(guó)際學(xué)士學(xué)位為研究?jī)?nèi)容，撰寫了第一本書《全球夢(mèng)，持續(xù)的沖突：在變化世界中的國(guó)際學(xué)士學(xué)位》(2009)，賦予了全球化背景下國(guó)際教育中“國(guó)際”二字以歷史意義,基于個(gè)人的國(guó)際經(jīng)歷最近出版了新書《全球時(shí)代的國(guó)際教育：從事教育教學(xué)》(2013)。

　　Paul Tarc is Professor in the Faculty of Education at Western University in London, Canada, holds the degree of PHD from York University in Education. He got Bachelor of Science in Applied Physics of University of Waterloo, and Bachelor of Education in I/S Physics and Mathematics ofQueen’s University His main research interests in progressive and critical modes of education are articulated through 'post'-informed theories of representation, ethics, subjectivity and pedagogy. His first book, Global dreams, enduring tensions: International Baccalaureate (IB) in a changing world (2009) , uses the IB as the focal point to historicize the 'international' of international education under globalization. His recently published book, International education in global times: Engaging the pedagogic (2013), focuses on the complex processes of learning and subject formation in and from one’s international experience.

　　（何海燕）