网络时代背景下的青少年犯罪问题研究

网络导致青少年沉迷于网络游戏、网络聊天、网络色情和网络制作;青少年网络成瘾既有外在原因,也有内部原因;青少年网络成瘾带来了许多负面影响,它导致了青少年民族传统的淡化、道德意识的弱化、人际交往的异化、抽象思维的退化,还导致青少年产生人格障碍。当务之急是趋利避害,采取加强网络监管、网德建设、信息防范、网站建设,以及净化网络参与途径等措施去预防和控制网络引发青少年犯罪的因素,去克服网络对青少年的负面影响,为青少年健康成长铺平道路。     

Challenges of Local Ownership: Understanding the Outcomes of the International Community’s ‘Light Footprint’ Approach to the Nepal Peace Process

This article investigates whether a ‘light footprint’ approach to peacekeeping and peacebuilding by the international community more effectively addresses local drivers of conflict than the dominant model of large, multidimensional peace operations. It considers international engagement in the Nepalese peace process through the United Nations Mission in Nepal (UNMIN), and argues that the international community’s approach to local ownership became more focused on non-imposition and therefore less politically engaged over time as a result of both local and international factors. This facilitated local elite ownership of the process, which fundamentally undermined the international community’s capacity to support peace consolidation as elites moved away from key transformational pledges of the peace settlement.     

Greek-Cypriot teachers’ perceptions of religious education and its contribution to peace: perspectives of (in)compatibility in a divided society

This paper explores the ways in which a group of primary school teachers in Cyprus interprets religious education and its contribution to peace. In particular, this phenomenological exploratory study: first, examines how teachers perceive religious education and whether this conceptualization is considered to be (in)compatible with peace in the context of a conflict-affected society; and, second, shows some of the tensions that exist in the aims of religious education between the desire to encourage mutual understanding and exposure to religious pluralism, on the one hand, and the political demands for entrenching ethnic cleavages, on the other. Although these tensions are largely contextual, they nevertheless raise two important issues that are worthwhile to consider for religious education and peace in conflict-affected societies: first, the ‘naturalization’ of religion and religious instruction, on the one hand, vs. the recognition that some models of religious instruction (i.e. confessional teaching) might actually limit the space within which teachers can make contributions to peace, on the other; and, second, the tension between the different models of religious education within a conflict-affected society and particularly which model would strategically and politically serve best the purposes of peace in the short- and long-term.     

Border cosmopolitanism in critical peace education

This paper intends to contribute to recent developments in the theory of critical peace education. The role of cosmopolitanism in critical peace education is examined, particularly in relation to universal moral inclusion, secularism and universalism. It is then recommended that critical peace education draw from post-universalist and dialogical approaches to cosmopolitanism. Walter Mignolo’s border cosmopolitanism is suggested as a decolonising framework for critical peace education. This would entail the theory of critical peace education orienting itself towards the aim of reconsidering cosmopolitanism from the perspective of coloniality. Connections are drawn between border cosmopolitanism and Paulo Freire’s problem-posing education. The result is a vision for critical peace education to empower participants through centring personal and lived experience in critical deconstructions of cosmopolitan discourses.     

One anthropologist’s answer to Glenn D. Paige’s question challenging peace studies

ABSTRACT

Glenn D. Paige pioneered in the revolutionary development of a far-reaching transformation of science, academia, and society from a killing to a nonkilling worldview, values, and attitudes. For six decades, anthropology has been accumulating scientific empirical evidence and rational arguments demonstrating that nonkilling societies exist, thereby rebutting the simplistic biological determinist myth that human nature inevitably and universally generates violence and war. Nevertheless, Hobbessians persist in their echo chamber advertising and celebrating the innate depravity of the human species as apologists for war and peace resisters. This systemic bias operates in synergy with the American industrial-military-media-academic complex and culture, the latter exemplified by a revealing comparison of war and football. With great intellectual courage and creative thinking, Paige critically challenges the anachronistic Hobbesian paradigm and offers a far more compelling and positive alternative for sustainable peace in the future.     

Nonviolence as teacher education: a qualitative study in challenges and possibilities

This paper explores the challenges and possibilities of teaching nonviolence in teacher education. Using qualitative teacher research, this paper discusses teacher education students’ responses to the notion of nonviolence and how to create beneficial pedagogical conditions for students to learn nonviolence and its meanings for education. The data were collected from three graduate classes that, to different degrees, addressed the role of nonviolence in education. Three shifts in students’ understanding of nonviolence as a result of their learning are identified: the shift from a narrow to a broad understanding, the shift from a passive view to a proactive view, and the shift from looking outside to looking inside and engaging in emotional work. The pedagogical conditions that facilitated these shifts are also discussed, including strategies for engaging students’ inner work, creating experiential relationships with the other, and transforming classroom relational dynamics. This study also suggests the need not to approach violence and nonviolence as binary but to approach nonviolence as a daily practice to continuously unlearn violence and promote nonviolent relationships. Implications of this study for teacher education are discussed last.     

2030年可持续发展议程下“人的安全”及其治理

2030年可持续发展议程作为一项新的全球发展计划,其目标是构建免于恐惧和暴力的和平、公正、包容的社会,其核心是消除全球贫困与促进包容性发展,包括消除贫困、饥饿以及应对气候变化等内容。该议程的主体内容体现了联合国所倡导的“人的安全”理念,这一理念强调各种威胁的相互关联性,人的安全和人的发展是同一事物相辅相成的,这种治理观要求广泛借助联合国系统,并且顾及地方、国家、区域和国际范围内各级公私部门行为体的特点和资源,拓展一种由各种利益攸关方组成的综合框架,其内容涉及粮食安全、气候安全、环境安全、社会安全、反恐、移民等重要的传统与非传统安全议题。其中,气候变化、资源消耗、南北差距等问题是可持续发展难以实现的重要动因。上述安全议程同时体现了各种广泛的经济、社会和环境关联性。因此,建构全球“人的安全”治理机制需以联合国为核心,并形成多层治理、建构广泛的国际伙伴关系,以实现联合国所倡议的全球可持续和平愿景。     

The everyday peace project: an innovative approach to peace pedagogy

A critical task for peace pedagogy is to challenge views of peace as primarily responses to declared war. Crisis-based politics tend to focus on exceptional situations and fail to capture the entire spectrum of violence. Premised on the idea that peace cannot be understood in isolation of larger structural problems, this paper proposes the concept of ‘everyday peace’ as a framework for peace education. Drawing from a pedagogical initiative, we examine how students engage with the concept of everyday peace and present our findings in three related domains: (1) definition of everyday peace, (2) application of everyday peace principles and (3) role of collaboration in everyday peace approaches. Our analysis underscored two important themes in participants’ definitions of everyday peace: (1) peace as a value-based praxis and (2) individual-level and systemic components of everyday peace. Applying these principles to a violent event in the local community, participant responses emphasized compassion, cultures of peace and the need to draw reflexive, meaningful connections between local and global contexts. The participants also outlined the synergistic role of collaboration in everyday peacebuilding. We discuss our findings in relation to extant research and consider implications of an everyday peace framework for holistic peace education.     

War-torn countries,natural resources,emerging-power investors and the UN development system

The unsustainable aid dependency of war-torn countries – most of which are rich in natural resources – makes it imperative to start gradually replacing aid with foreign direct investment (fdi) and exports. This article identifies ways in which stakeholders – governments, the international community, including the UN development system, foreign investors, and local communities – could work together in a ‘win-win’ situation. Most crucial is avoiding conflict-insensitive policies that fuel discord by putting governments and foreign companies, often from emerging markets, in direct confrontation with local communities. The control of natural resources is often a root cause of conflict, and the latter’s exploitation can become a major challenge as wars end. The peculiarities of war-torn countries are discussed along with the specific impediments to attracting fdi into the exploitation of natural resources. An effective and fair legal framework is necessary to ensure that investors do not operate as ‘enclaves’, creating new conflicts.     

Territories of peace: alter-territorialities in Colombia’s San José de Apartadó Peace Community

ABSTRACT

Scholars are increasingly re-theorizing territory beyond the nation-state given Indigenous and Afro-descendant groups’ demands for ‘territory’ as they confront land grabbing in Latin America. Yet alternative territorialities are not limited to such ethnic groups. Based on 16 months of ethnographic research between 2011 and 2016, I explore the relational territoriality produced by a peasant ‘peace community’ in San José de Apartadó, Colombia. By tracing the collective political subject produced by the Peace Community’s active production of peace through a set of spatial practices, places and values, which include massacre commemorations, food sovereignty initiatives and Indigenous–peasant solidarity networks, this contribution presents a conceptual framework for analyzing diverse territorial formations.