创新是实现民族伟大复兴的灵魂

江泽民同志的创新理论包括理论创新和知识创新；体制创新和制度创新；科技创新和化创新。全面贯彻落实江泽民同志的创新思想就要认真学习创新理论和方法；进一步解放思想；大力培育既有数量又有质量的创新人才；营造有利于创新的社会环境和氛围；领导干部要成为创新的模范。     

群众路线是党的生命线

群众路线是我党的生命线 ,是马克思主义历史唯物主义世界观和科学方法论的体现 ,只有始终不渝地坚持群众路线 ,才能成为广大人民群众根本利益的忠实代表。     

从经济全球化和知识经济看创建学习型城市的意义

在经济全球化和知识经济的浪潮中,每一个城市都是一个国际性城市,都面临着全球化的竞争。大连市要实现可持续发展,就必须创建学习型城市,全面提升市民的知识和能力,增强学习的自觉性和紧迫感。     

Rejoinder to comments by Frederick Kaijage,Oswald Masebo,and Innocent Pikirayi on the keynote speech, ‘writing history: flow and blockage in the circulation of knowledge’

ABSTRACT

Rejoinder to comments by Frederick Kaijage, Oswald Masebo, and Innocent Pikirayi on the keynote speech, ‘Writing History: Flow and Blockage in the Circulation of Knowledge’     

“三个代表“对“知行统一论“的发展

我国现实生活中大量存在着"知行背离"的现象.中国共产党是坚定的"知行统一论"者."三个代表"重要思想对分析"知行背离"时代特征及产生根源,从中找出积极应对思路有着重要的积极作用.     

邓小平是“尊重知识，尊重人才”的倡导者和实践者

邓小平率先向全党发出了"尊重知识,尊重人才"的号召,并以自己的实际行 动,为全党做出了一个表率,成为"尊重知识,尊重人才"的倡导者和实践者。     

论儿童审美与艺术行为的心理机制

对儿童的日常审美与艺术活动的研究发现,儿童存在着一种具有吸收性的张力结构--先在审美图式。它是由集体无意识、个人无意识和意识经验三者通过自组织而形成的一个完整和谐的统一体,为儿童的审美与艺术活动起着动力和选择作用。与成人相比,儿童的先在审美图式更显示出其原始性和开放性,其动力功能与更为强烈些,因而儿童发生审美与艺术活动的可能性也超过成人。     

“四个尊重“激发广大劳动者的创造活力

我们党始终坚持"劳动创造世界"劳动创造了人本身"这一马克思主义基本观点.改革开放和社会主义市场经济的发展,要求我们必须树立与时代发展相适应的社会主义新型劳动观,并制定符合实践需要的劳动政策."四个尊重"就是在新的实践基础上的重大理论创新和政策创新,是对马克思主义劳动和劳动价值理论的重要发展.     

如何使查缉战术教学更能出战斗力之管见

为响应公安部提出的：“向教育要警力,向教育要战斗力”的号召,目前各地公安院校都开设了查缉战术课。查缉战术课要贴近实战,要出战斗力就必须改革教学观念;改变教师知识结构,扩大知识面;加强校际交流,建立教学与实践结合机制;加强教学器材与设施建设。     

Higher education facing the challenges of the information age

It is claimed that traditional higher education has become obsolete. It was justified as long as knowledge was concentrated in the hands of a few experts and in not-easily accessed libraries. However today, the three pillars of higher education - the production of new knowledge, teaching, and the preservation of knowledge - can easily be and more efficiently replaced by electronic means. One can learn whatever and wherever one wants. This can make the diffusion of knowledge far more affordable, more democratic, and less elitist. However, there are a number of social, psychological and societal factors that need to be taken into consideration, serving as counter-forces to the rush to provide electronic replacements to higher education. These factors cast strong doubts on the true value and efficacy of virtual higher education. The solution may lie neither in the wholesale abolishment of institutions of higher education nor in ignoring the opportunities afforded by novel information technologies, but rather in pursuing differentiation between virtual universities and regular ones such that each will excel in its own way. Similarly, we will have to think of differentiation within our institutions so that we come to harvest the new technological opportunities to improve existing higher education. This revised version was published online in July 2006 with corrections to the Cover Date.