马克思社会发展理论的方法论探究

马克思社会发展理论的方法论是研究马克思社会发展理论的前提和基础。总体来说,马克思社会发展理论主要运用了唯物分析的方法、辩证分析的方法、批判分析的方法。具体来说这些方法论包括:社会存在论、实践论、人的主体论、矛盾分析法、系统分析法、一般与个别相统一分析法。研究马克思社会发展理论的方法论一方面可以更好地研究马克思社会发展理论,另一方面,也是更为关键的,是将这些方法论运用到我国当前社会发展的实践中。     

自贸区与政治一体化——中日韩自贸区的战略设计及实施

中日韩第四次首脑峰会使东北亚自贸区的建设提上了日程,但是敏感而复杂的政治安全形势对自贸区的发展构成了现实的挑战。基于功能主义的现有地区合作框架并不能解决该地区深化发展所要面对的问题,中日韩三国需要构建一种基于相互承认逻辑的新地区发展战略。     

以心灵洗礼破解“四大危险”——对落实“七一”讲话精神与开发桂林红色教育资源的思考

胡锦涛总书记在中国共产党建党九十周年“七一”讲话中指出,我们目前面临精神懈怠、能力不足、脱离群众和消极腐败四大危险,创新党的建设,是我们必须着力解决的重大理念和实际问题。桂林的红色教育资源人文底蕴深厚,载体特色鲜明,社会影响深远,具有“独特的心灵洗礼体验”功能。开发红色教育资源,有利于创新党的建设,对破解“四大危险”有重要价值。     

论当代大学生的关怀教育

"学会关心"是当代教育的主题。文章分析了当代大学生的"关怀缺失"现象,认为关怀教育刻不容缓。进一步阐述了大学中的关怀教育的关怀自我、关怀他人及关怀社会的内涵。最后提出了大学可以从思想政治理论课、心理咨询系统、班主任和辅导员、志愿服务活动和校园环境等几个方面,实施关怀教育。     

From selective integration into selective implementation: The link between differentiated integration and conformity with EU laws

In recent years, the topic of differentiated integration in the European Union has become increasingly discussed in both political science research and politics in general. Whereas differentiated integration is viewed as necessary for deeper cooperation, recent findings suggest that it increases the gulf between participants and non‐participants, making it difficult for non‐participating countries to join in later negotiations. However, there is a lack of theoretical and empirical work regarding the relationship between different levels of participation in the EU and national policy outcomes. This article addresses this question by comparing the policy outcomes in fully participating, selectively participating (opting‐in) and non‐participating (opting‐out) EU Member States relative to EU legislation. The findings show that selective participation (opting‐in) increases state conformity with EU laws relative to no integration at all (opting‐out), but it does not completely bridge the gap between fully integrated Member States and non‐participants. The results suggest that countries with flexible arrangements are generally less likely to implement EU laws than full participants, even when they choose to legally commit to the EU requirements. This finding raises some further questions about the rationale behind selective participation and its consequences for policy conformity, if its application expands to other policy areas and more Member States in the future.     

Issues in Implementing a Comprehensive Intervention for Public School Children With Autism Spectrum Disorders

Many students with autism spectrum disorders (ASD) are educated separately from their typically developing peers, while others are placed in inclusive classes but without supports that would help them benefit from less restrictive placements. The needs of students with ASD who are in inclusive settings are often not planned for or met appropriately, resulting in continuing problems and movement to increasingly restrictive environments or private placements. There is a critical need for school models to fill the gap in appropriate services for this population of children with ASD. These models should include those that are inclusive and academically challenging, that can be implemented by many school districts, and that are responsive to the unique combination of strengths and deficits in these students. In the current article, the authors describe the development and core components of the model, and implementation of the ASD Nest program in public schools in New York City.     

The Design and Implementation of Early Childhood Intervention Programs: Informing Efforts to Address Risk and Promote Resilience

With the goal of narrowing disparities in children's school success, a growing number of innovative early childhood interventions have been launched. As these interventions begin to show evidence of enhancing children's development, it is important that we understand the design of these interventions and their implementation. This themed issue of the Journal of Prevention and Intervention in the Community includes four articles that each highlight a different early childhood intervention program, and a fifth article that provides a commentary on the main set of articles, from a community perspective. The first article focuses on children with autism spectrum disorders (ASD) and a program that sought to integrate children with ASD into public schools. The next two articles center on children from low-income families, with a focus on preschool classrooms. The last article discusses a program that aimed to foster young children's school readiness as well as families' readiness for children's transition to school.     

公安院校刑事法学实践实训“三化”教学模式的构建

笔者围绕公安院校"复合型、应用型"的人才培养目标,结合新形势下社会对法律专业人才素养的要求和刑事法学学科特点,探索构建以学生法律职业素养和实践能力培养为重点的刑事诉讼法学层次化、模块化、流程化实践实训教学模式,并在付诸教学实践中取得了明显成效。该教学模式在完善法学实践教学体系、提高教育教学质量及促进实践教学条件建设方面起到了积极的推动作用,同时对推进法学教育教学及人才培养方式改革具有标本意义。     

新民主主义文化纲领的理论架构和当代价值

新民主主义文化纲领是中国先进文化第一次历史性飞跃成果的理论概括。这个纲领的理论架构包括:文化性质——新民主主义的文化、文化取向——民族的民主的科学的大众的文化、科学方法论——"综合创新"。新民主主义文化纲领不但成功地指导了新民主主义文化革命和文化建设,而且对建设社会主义文化强国也有着十分重要的当代价值。这些价值包括:指导思想的一元化、开放明智的文化心态、政治经济体制改革和文化体制改革的相结合、实事求是原则和文化创新精神、造就文化生力军等等。