多元价值背景下价值教育的挑战及其转向

当多元价值成为社会存在的一个不争事实时,一元价值社会中价值教育存在的合理性理据就丧失了。30年来,我国社会价值模式的转变也必然导致了对灌输式价值教育模式的否定,然而在转变后的多元价值社会中,价值教育不可能支持价值中立和完全宽容的立场。因此,多元价值背景下,价值教育需要向培育价值理性和捍卫客观的价值秩序,以及促进价值分享和价值对话方向转变。这不但是捍卫价值教育自身的需要,同时也是捍卫多元价值社会存在的需要。     

‘Come together?’ Citizens and civil servants dialogue and trust

Trust is a key element in the co‐creation of solution for public problems. Working together is a gradual learning exercise that helps to shape emotions and attitudes and to create the foundations of trust. However, little is known about how institutions can promote trust. With the intention of going deeper into the subject, this paper focuses on a local experience in Spain: Madrid Escucha, a City Council initiative aimed at stimulating dialogue between officials and citizens around projects to improve city life. Three are our questions: who participate in these spaces, how the interactions are, and what advances are achieved. Based on qualitative research, empirical findings confirm a biased participation in this kind of scenarios as well as the presence of prejudices on both sides, an interaction characterised by initial idealism followed by discouragement and a possible readjustment, and a final satisfaction with the process even when results are not successful.     

Chinese Dream,a Dream Inluencing the World

正THE International Dialogue on the Chinese Dream concluded in Shanghai on December8,2013.Attended by nearly 100 experts and scholars from 24 countries,the two-day event enacted international and cross-cultural dialogue on the latest research achievements on the Chinese Dream.     

The Vitality of A Traditional Art

正A younger generation of crosstalk performers focuses on combining tradition with elements of the modern eraIt’s 9:30 p.m.on a Friday night.Over 100 audience members casually sip tea while taking in the performance of a comedic dialogue showcasing the traditional Chinese linguistic art     

Mutual Trust Tried and Tested

正TWO important high-level discussions between Chinese and U.S.policymakers concluded on July 10 in Beijing.The sixth China-U.S.Strategic and Economic Dialogue and the fifth China-U.S.High-Level Consultation on People-to-People Exchanges ended successfully,according to participants from both sides.The latest rounds of dialogue,which featured candid exchanges of views and differences,will help build a new type of major-power relationship between China and the United States.Mutual distrust,the cause of all the ups and downs in Sino-U.S.relations,     

论社会对话

社会对话是我国政治学领域亟待研究的课题。社会对话的产生,有赖于市场经济和民主政治的充分发展,也有赖于社会心理的成熟。在社会对话中,政府如何定位,直接关系到社会对话能否顺利进行及其效果如何。不同的国家有不同的社会对话模式。成功的社会对话,既是改善治理的关键,又是经济和社会改革的推动力量。     

Cultivating Dialogue: From Fragmentation to Relationality in Conflict Interaction

This article builds on the tendency in recent decades in the field of alternative dispute resolution (ADR) to analyze conflict and its transformation from a relational perspective. It surveys developments in twentieth‐century philosophy that support the ongoing quest to explore the self in ADR from a relational perspective. It then shows how the concept of dialogue provides a framework for understanding conflict transformation from a relational perspective, by exploring the relational foundations of dialogue. It also draws a connection between the growing use of mindfulness practices in conflict settings and the practice of dialogue, suggesting that Buddhist philosophy and practices can help cultivate relational awareness and dialogue. The article therefore suggests that incorporating dialogue and exploring its relational characteristics can assist ADR scholars and practitioners to develop further practices that can promote collaboration by shifting disputants from adversarial and fragmented orientations to more relational mindsets.     

Conflict dynamics and agonistic dialogue on historical violence: a case from Indonesia

This article contends that the type of high-level political consensus needed to reach a peace agreement is often insufficient for rebuilding and transforming wider social relations. Consensus-focused processes tend to suppress divergent views and experiences of conflict, particularly among grassroots conflict actors, and risk deepening social divides by homogenising diverse memories of past violence, with potentially dangerous consequences. In response to these concerns this article advances an understanding of agonistic dialogue and explores an example of such dialogue in communal conflict in Indonesia. Building on an understanding of effective dialogue as sustained, intensive and relational, this article also underscores the need for effective dialogue to have politico-institutional support and to be locally driven and owned by actors who are legitimate and trusted in the eyes of conflict protagonists.     

Daisaku Ikeda’s philosophy of peace,education proposals,and Soka education: convergences and divergences in peace education

In this article, the authors introduce and explicate Daisaku Ikeda’s contributions to peace education. Ikeda is a Buddhist leader, peacebuilder, school founder, and prolific author whose six decades of contributions to peace education have had a global impact in practice but have remained unexamined in the extant, particularly Anglophone, literature. Using excerpts and bilingual discourse analysis of the Ikeda corpus, the authors focus on five aspects to trace the past, present, and future of Ikeda’s contributions to peace education: first, they trace the biographical roots of Ikeda’s contributions to his early educational experiences and encounter with Josei Toda (1900–1958). Second, they outline the Nichiren Buddhist philosophy informing Ikeda’s approach to peace education. Third, they explicate in the context of peace and peace education Ikeda’s concept of value-creating, or Soka education (soka kyoiku) relative to value-creating pedagogy (soka kyoikugaku) theorized by Tsunesaburo Makiguchi (1871–1944). In light of this relation, they also trace the origin of the Soka Gakkai International, of which Ikeda is founding president. Fifth, they clarify Ikeda’s educational proposals made explicitly under the label of ‘peace education,’ namely, cultural exchange, a United Nations for Education, and education for disarmament and human rights (including anti-bullying, sustainability, and global citizenship). The authors conclude that Ikeda’s perspectives, proposals, and practices of Soka education and ‘peace education’ can be viewed as a tripartite ontological model of a process of becoming, moving from inner transformation by means of dialogue to global citizenship.     

Towards an emerging paradigm of strategic communication: Core driving forces

Abstract

Major forces such as globalisation, the digital network revolution and the empowerment of myriad new stakeholders have resulted in a blurring of communication genres such as marketing and corporate communications, and are redefining the role of the communications professional within business and society. Such fundamental changes require that both scholars and practitioners challenge their own assumptions and consider the implications of these paradigm shifts. The values of the modernist age, resulting in linear, top-down, consensus-seeking decision-making behaviour, must be revisited to make way for emerging values such as activism, dialogue, communal values and dissent, which allow for co-creation and a multiplicity of viewpoints. This article reflects on paradigmatic debates and identifies shifts from modern to postmodern organisational practice, and how these impact on communication practices and integrated communication. Consideration is given to some theoretical, practical, research and educational implications of these shifts as core driving forces towards the new emerging paradigm of strategic communication, which can best be conceptualised as purposeful communication to realise the organisational mission.