Havel versus Klaus: Public Policy Making in the Czech Republic

In Central and Eastern Europe, we can observe and analyze an ongoing social experiment euphemized as the process of the transformation of totalitarian countries with centrally planned economies into democratic countries with market economies. This article offers an analysis of what has been happening in the Czech Republic in this regard. Attention is given to the impact of political philosophies (those represented by names of Václav Havel and Václav Klaus) upon legal and institutional changes. Key terms for better understanding of these processes are the free market, civil society, civic sector, and participation of citizens in public affairs. Channels, developmental threats, and opportunities for public policy formation and implementation are studied as well.     

古典公民教育观：《理想国》的公民教育思想解析

《理想国》是柏拉图对当时希腊日趋衰败的政治和公民教育状况的深切反思的结果。文章在对《理想国》一书的写作背景进行分析的基础上,指出了哲学王的出现,是理想国实现正义的关键,也是公民教育的目的所在。     

Le congrès mexicain mis en scène. 1813–72

SUMMARY

By looking at the various sites where successive Mexican congresses met between 1813 and the 1870s (be they constituent or legislative bodies), this article examines the role of such assemblies in the national political history and public culture of Mexico. The first part of this article follows the steps of successive congresses, identifying periods of serious political conflicts – though congress enjoyed a time of relative flourishing when it occupied a chamber within the National Palace. By analysing the ceremonies, rituals and symbols adopted by congresses, the second part of the articles underlines a historical rupture after 1857, which coincides with the laicization of government, and the secularization of the public space and parliamentary rituals.     

Civic Participation and Citizenship in Turkey: A Comparative Study of Five Cities

This study explores whether and how participation in civil society organisations (CSOs) has transformed citizenship attitudes in different cities in Turkey, and how civic participation and citizenship attitudes are affected by local politico-cultural dynamics. The analysis is based on interviews conducted with representatives of 36 CSOs in five Turkish cities: Konya, Edirne, Diyarbakir, Trabzon, and Izmir. Our comparative analysis of the five cities reveals that civic life is more active in cities marked by high levels of religiosity (Konya) and politicised by conflict (Diyarbakir). On the other hand, politicisation of civic life through party dominance and clientelism, as in Edirne and Trabzon, undermines trust and discourages participation.     

Between practices and demands: ambiguities,controversies and constraints in the emergence of active citizenship in Turkey

This article discusses the emergence of active citizenship in Turkey in the light of two working definitions that provide different outcomes in terms of research objectives and aims. On the one side, we define active citizenship as a practice stimulated by public institutions through public policy with the aim of promoting civic and political engagement in order to shape participatory policy processes and ultimately improve the democratic bases of policy-making. On the other side, we define active citizenship as a demand, which becomes particularly important where the civil society expresses certain claims through different means using both traditional and alternative channels of mobilization. In our discussion, we have examined different macro-processes and macro-events that have been key in bringing about different formulations of active citizenship. Using a case study method – where we overview different contextual elements/dynamics that bring to the fore various elements of civic and political engagement and civic and political participation during the past 15 years – we argue that, in a context where the expression of active citizenship is volatile and constrained, further research should take into account different top-down and bottom-up dynamics that bring about different challenges for the study of this subject in Turkey.     

从高校德育中探索公民教育资源

当前,公民教育已成为世界各国教育共同的关注点。公民教育理论与实践在西方国家已经趋于成熟,而在我国则相对滞后,在高校引入公民教育,既是顺应时代发展的需要,也是高校自身发展的要求.当然,在我国还未开设公民课的情况下,需要从德育中探索公民教育的资源。     

中国梦视阈中的公民意识教育

中国梦的提出,赋予了公民意识以新的时代内涵,对公民意识教育提出了紧迫的现实要求。当前,应准确把握中国梦视阈中公民意识教育的科学内涵和时代要求,优化方法路径,大力提升公民意识教育实效,凝聚实现中国梦的精神力量。     

Digital citizenship? Narrative exchange and the changing terms of civic culture

This article explores the possibilities for new forms of ‘digital citizenship’ currently emerging through digitally supported processes of narrative exchange. Using Dahlgren's (Dahlgren, P. 2003. “Reconfiguring Civic Culture in the New Media Milieu.” In Media and the Restyling of Politics, edited by J. Corner, and D. Pels, 151–170. London: Sage; Dahlgren, P. 2009. Media and Political Engagement. Cambridge: Cambridge University Press.) circuit of ‘civic culture’ as a model for exploring the interlinking preconditions for new acts of citizenship, we discuss the contrasting outcomes of research at three fieldwork sites in the North of England – educational (a sixth form college), civil society (a community reporters' network) and social (a local club). Each site provided clear evidence of the elements of Dahlgren's circuit (some depending on the intensive use of digital infrastructure, others predating it), but there were also breaks in the circuit that constrained its effectiveness. A crucial factor in each case for building a lasting circuit of civic culture (and an effective base for new forms of digital citizenship) is the role that digital infrastructure can play in extending the scale of interactions beyond the purely local.     

募兵制演进历史述评

现代募兵制的形成必须具备三个条件（因素）：一是民族国家的确立;二是兵役商品化;三是公民兵役义务观的形成。考察募兵制的历史演进,就是要将募兵制作为一个历史范畴,以构成现代募兵制的上述三个条件为线索,探究它们在兵役活动中的形成、发展,以及它们是如何相互关联、共同作用,最终促成了完整意义上的现代募兵制。但是,受制于这些因素在新的历史条件下所面临的挑战与回应,募兵制有着其自身难以克服的局限性。     

The Prewar School Civic Education Policy in Hong Kong： A Historical Comparative Analysis

The civic education policy at the school level in Hong Kong had emerged before the Second World War, but the Hong Kong Education Department did not really implement this civic education policy. From the statist and colonial perspectives, this phenomenon was due to several factors, such as： （1） how the Hong Kong Government coped with the whole historical period and scenarios; （2） how it implemented the related policy; （3） whether civic education policy really became part of the government agendas; and （4） whether education did clarify some crucial historical questions. This paper wants to make certain about these questions. In fact, the Republic of China adopted modern schooling system which civic education was one of school subject. But it was not the education policy of the colonial Hong Kong Government. Historical reasons about this issue require reconstructive explanation. Under this study, the understanding of misinterpreted history can be amended correctly.