哲学,宗教与中国文化精神:兼论中国人信仰的历史特点

中国化与世界其他主要化的重要不同在于,中国化的基本精神是人主义的,不是宗教神学的,在中国历史上,官方信仰了、学信仰也间信仰互相交错又彼此疏离,哲学和宗教的关系及其在整个民族化中的作用十分复杂,从全局上看,儒家哲学和道家哲学的互渗互补构成了中国传统褒庇的主干和基本线索,提供给中国人尤其是知识人以安身立命的依托。虽然道教、佛中国历史上也有长久的影响,但追求彼岸不是民族化的主要传统。了解中     

论当下中国法律信仰的培育——从上海“钓鱼执法”切入

法律信仰是人们对法律发自内心的信任、信服和敬畏,是内心的价值追求与法律价值取向的一种心灵相契。然而现实生活中,虽然我们强调规则之治,法律至上,但是老百姓有了纠纷更多的是选择"上访",逃避法律,即使选择了法律,也有人会感到困惑,没有得到他们所讨要的"那个说法"。当代中国法律信仰的整体性失落,原因是极其复杂的。鉴于此,需要为法律信仰的培育创造优越的条件。     

蔡锷的宪法观念评析

蔡锷的宪法观念可从三方面来分析:宪法制定、宪法文本和宪法信仰。蔡认为制定宪法应充分考虑国情;宪法文本里出现的国名之中不应包含"民"字,关于领土的规定应采概括性语言,应明确将紧急命令权、紧急财用权和解散议会权赋予总统;对宪法应忠诚信仰。其宪法观念至少给我们两点启示:修宪注重国情;培养宪法信仰,既要维护宪法权威,又要加强宪法教育、普及宪法文化。以今天眼光观之,其宪法观念之中还存在一些值得商榷之处。     

An education for peace model that centres on belief systems: the theory behind the model

The education for peace model (EFPM) presented in this paper was developed within a theoretical framework of complexity science and critical theory and was derived from a review of an empirical research project conducted in a conflict affected environment. The model positions belief systems at the centre and is socioecologically systemic in design to capture the holistic dynamic of education within community. There is increasing interest, in both academic and development communities, in closing the gaps that exist between theory and practice in educational development in conflict affected settings and providing practioners with practical models. This paper makes a contribution in this through the presentation of the EFPM and the theory that informed its development. There are five key components to the EFPM: belief systems, learning experiences, students, teachers and schools. Belief systems are core as knowledge is generated from culture. Learning experiences are viewed as opportunities for growth, and schools are viewed as environments that provide opportunities and engender cultures for learning and conflict resolution. Teachers, drawn from the local community, are co-creators of these cultures, environments and opportunities and agents of effective change.     

恩格斯关于工人群众理想信念教育的思想及其启示

恩格斯一生都很重视工人群众的理想信念教育.他认为:要使工人阶级通过社会主义道路解放自己,必须对其进行理想信念教育,使他们团结成一个阶级整体来为实现无产阶级和全人类的解放而奋斗;社会主义要从理论变成现实,也需要通过理想信念教育培养信奉共产主义理论的、有实践力量的共产主义者;在理想信念教育实践中,要注重思想政治教育和革命实...     

Democratic states and authoritarian firewalls: America as a black knight in the uprising in Bahrain

Although history is replete with democracies supporting autocracies, democratic black knights have not been approached in a systematic manner. This article examines American rhetoric and policy towards the 2011 uprising and subsequent crackdown in Bahrain in order to further our understanding of how and why democratic states act to reinforce authoritarian firewalls. It finds that the USA was instrumental in providing diplomatic and political cover to the Bahraini government and ensuring that the regime paid no substantive costs for its counter-democracy actions. This case suggests that democratic states may be more effective at providing normative support for non-democratic regimes than their authoritarian counterparts and that democracies may have more in common with autocracies when choosing to act as a black knight than initially thought. Avenues for future research are identified.     

把握政治认知的形成特点搞好社会主义理想信念教育

政治价值制约政治认识,政治认识是政治认知的基石,政治态度影响政治认知,要把社会主义理想信念教育做得扎实有效,就得把它同教育对象的政治认知形成特点有机结合起来.     

法律信仰的真正含义

法律信仰是一种从认识论意义上而言的、富有批判怀疑精神的信仰;它不同于宗教意义上的信仰,是人们对正义、公平等基本法律价值和法律规范、法律活动应当蕴含这些基本法律价值的理念的极度信服和尊重并以之为行动的准则。     

A fresh scientific look at transfer and persistence: From a materials science and tribology perspective

Knowledge of the mechanisms governing transfer, persistence, and recovery of trace evidence, together with background prevalence in the population of interest, and other task relevant information, is key for the forensic interpretation and reconstruction of what happened at the activity level. Up to now, this informational “toolkit” has largely been developed through empirical forensic studies on specific trace materials such as glass, textile fibers, and soil. Combined with the identified systemic siloing between disciplines, while valuable, such research tends to be very material-dependent, introducing specific parameters and interpretations that may have actually impeded the recognition of underlying foundational factors applicable to most material types. In Australia, there has been a renewed interest in developing a discipline-independent framework for the interpretation and/or reconstruction of trace evidence to interpret specific circumstances in casework. In this paper, we present a discipline agnostic “way of thinking” that has been anchored in foundational science underpinning the trace evidence discipline. Physical and mechanical material properties such as material geometry and surface topography, strength, stiffness, and hardness collectively influence contact interactions through underlying friction, wear, and lubrication cause and effect mechanisms. We discuss how these fundamental factors and parameters stemming from materials science and tribology may be adopted and adapted by forensic practitioners and researchers to contribute to a better understanding of transfer, persistence, and recovery mechanisms irrespective of evidence discipline and material type. Examples are provided to demonstrate the practical significance to real-life casework and academic research.