The settlement utopia: brotherly love,discipline, and social critique

The Settlement movement, which originated in late nineteenth-century England, was a pioneer in bettering the conditions of the working poor. It pursued the utopian project of locating ‘settlements’ within poverty-ridden neighbourhoods where respectable students should meet slum dwellers on equal terms. This article explores the trajectory of the comparatively under-researched Danish offspring of the movement. It demonstrates the tempering and compromise that occurred when utopian ideals of ‘brotherly love’, ‘God’s Kingdom’, and ‘radical social change’ were realized in concrete social arrangements. Contradictions and ambiguities arose when utopian ideas were confronted with what could be done. The Settlement became a highly ambiguous space, a ‘heterotopia’. The roots of the contradictions cannot simply be identified in the external pressure of legal requirements and funding criteria represented by public welfare agencies. The contradictions can also be excavated from the Settlement’s own ideological doctrines and its historical development.     

Sexing Citizenship,Privatizing Sex

This paper explores different stories of sexual citizenship found in gay and lesbian rights struggles. It uses two recent cultural productions, Kissing Jessica Stein and Queer as Folk , to analyze the stories of sexual citizenship found in two Supreme Court decisions, M. v. H. , and Little Sisters. The paper deploys these contrasting stories of sexual citizenship, of sameness and difference, assimilation and subversion, to animate a complex reading of the sexing of citizenship and the privatizing of sex. It argues that the modality of sexual citizenship produced by rights struggles has been one in which sexual subjects are privatized, de-eroticized and depoliticized. At the same time, it argues for a more disruptive reading, which unearths the public, the erotic and the politicized subject, as well as the normalizing effect of this more subversive subject.     

浅析罗素关于爱的教育思想

英国著名教育家罗素通过自己的实际生活和教育经历,将他的教育观荟萃在《教育与美好生活》一书中,其中谈到了爱的教育思想,爱的知识是正确行为的两种主要因素。在爱的教育中他将亲子之爱与性爱做了区分,以及提出了爱的教育思想与弗洛伊德学派的"俄狄浦斯情结"中的爱的异议。同时他倡导爱的教育要尊重儿童,不压抑儿童的个性发展,在家庭中要树立父母的榜样作用。     

以人为本,构建中职学生爱情教育的内容

在中职当中进行爱情教育既是维持中职学校正常教学秩序的需要,也是落实教育部相关政策的需要,更是中职学生人格发展的内在要求。爱情教育的内容应该包括恋爱心理资格的自我审查、婚恋观的教育、爱的能力的培养、恋爱沟通方式的指导、性心理健康等的培养。