王明为什么要写《学习毛泽东》

王明，这个曾是毛泽东最大的对手，却于１９４０年写下了《学习毛泽东》，这是怎么回事呢？王明生于１９０４年，安徽六安人。１９２４年，王明入武汉商科大学预科学习。在校期间，先后加入共产主义青年团和中国共产党。１９２５年，王明被党送到莫斯科中山大学学习。入学后，王明很快得到中山大学校长米夫的赏识，当上了中山大学学生公社主席，为他日后的政治生涯打下基础。１９２９年，王明回国，仅被任为上海沪东区委宣传干事。很快王明就时来运转。１９３１年，王明在米夫的提携下，当上了江南省委书记（习惯称为江苏省委书记）。不久，…     

弘扬延安作风与新时期党风建设

21世纪是政治多极化、经济全球化和信息网络化进一步发展的世纪，是重大机遇与诸多挑战并存的世纪。在新的世纪里，我们惟有继续坚持“发展才是硬道理”的指导思想，进一步发展经济、科技、教育、文化等各项事业，增强我们的综合国力，同时坚持四项基本原则，倡导弘扬延安精神和延安作风，把我们的党、人民政权和干部作风建设好，     

和谐教育观在部队青年干部思想教育中的应用

在部队青年干部思想道德教育中贯彻“三个代表”的要求,关键在于坚持和谐发展观,只有坚持和谐发展观、协调发展的思想,才能把传统的部队青年干部思想教育理念转变到以人为本的素质教育理念上来,也才能实现部队青年干部思想道德教育在教育内容和教育方法上的创新,使部队青年干部思想道德教育和谐、健康的发展。     

Asian values revisited

  With Asia's economy still booming in the second half of the 1990's “Asian values” were announced by some politicians (Lee Kuan Yew, Mahatir, Ishihara, Mahbubani etc.) and contrasted with “Western values”. Soon a controversial debate within Asia ensued (Kim, Fidel Ramos ea..), into which also the western democracies joined. The “West” however reacted rather defensively to the new assertiveness of some Asian statesmen, inspite of the fact that the authors of this debate put into question the western dominance in global value setting which has been in existence since the French revolution. But has this debate withstood the test of time, the challenges posed by the recession in Asia and by the ever increasing globalization? Hardly. The crisis has destroyed the notion that “Asian values” had been the main cause and guarantor of Asia's exorbitant growth rates. While in the West Christianity forms the essential basics of culture, in Asia there is a multitude of coexisting - and frequently confronting world religions. There is no other continent which in cultural and political terms is so contradictory and potentially conflict ridden like Asia. “Asianism” as a concept was surely also intended as an instrument to integrate multiethnic Asian societies with weak internal cohesion. At the same time it served to neutralize the human rights issue. In the meantime the debate has become quieter and more dispassionate. In the developed West the notion gained acceptance to abandon “Eurocentrism”. At the same time there is recognition that “Asian values” are not exclusive. Also in Europe the family plays a special role. A debate on values is needed for societal integration – also in the “West” which should become more aware of the need to reassert the origins of its own spiritual foundations. Following September 11th the west is well advised to continue the dialogue on values with Asia. Update and expanded version of an article first published in: Au?enpolitik IV/1996, p. 326 “Beginnt das pazifische Jahrhundert?” I would like to thank Julia Prati for the translation of the updated and expanded version of this article     

宪政视角下的国家刑罚权

国家刑罚权是一柄双刃剑,既能保证人权,也容易侵犯人权,因此必须以宪政的精神对刑罚权予以规制,特别是要以正当法律程序对其规制,使刑罚权更加谦抑、更符合人道性,这也是契合宪政之道的。     

澳门回归后职工状况分析

澳门回归后,澳门职工积极参与政治生活和社会生活,其政治地位和社会地位有了大幅度提高。工资收入亦有所提高,失业率呈下降态势。在赌权开放等因素的强力拉动下,澳门经济得到高速发展,就业机会亦相对增多,但经济结构导致的劳动力市场的结构性矛盾,造成部分职工就业困难;行业差别导致职工收入的差别,使得职工经济地位呈现不均衡状态。     

Race as a factor in university admissions

In two recent cases, Grutter v. Bollinger, 539 U.S. 306. (2003) and Gratz v. Bollinger, 539 U.S. 244. (2003), the Supreme Court held that the Equal Protection Clause permitted state schools to use race-sensitive admissions in order to obtain the educational benefits that flow from a diverse student body. The diversity-based argument for race-sensitive admissions, scholarships, awards, and other opportunities at universities should have been rejected because it does not consider the full range of costs and benefits and because the more narrow educational effects probably weigh against such programs. However, this does not suggest that applicants’ race, ethnicity, and gender should be ignored. Rather the same consideration that led to the defeat of the diversity argument, i.e., reasoning capacity, supports the consideration of demographic factors. However, attention to such factors further undermines the consequentialist case for affirmative action.