“三个代表”是每一个共产党人个性修养的指南

中国共产党要体现“三个代表”,要求每一个共产党人在个性的自我完善中做到 :在个性的意识倾向形成过程中体现“三个代表”;不断地提高自己的各种能力 ,为实现“三个代表”练就必须的本领 ;在性格的自我培养上 ,反映“三个代表”的思想 ,形成符合“三个代表”要求的性格特征 ;在个人气质的培养过程中 ,体现“三个代表”的思想内容     

批评与自我批评是党性教育的锐利武器

党性教育是干部教育培训的核心课程,它是知识、技能、态度教育的统一。党性教育不仅需要理论和价值灌输,更要体现党员干部的主体地位,让受教育者自己去感悟、反思,从而修正自己的思想和言行。因而,批评与自我批评是党性教育的重要方式和锐利武器,自我批评是党性教育的首要环节,更具有深刻性,批评与自我批评是辩证统一的,批评有利于弥补自我批评的不足。     

PROTECTING CHILDREN'S RIGHTS IN CONTACT DISPUTES: THE ROLE OF CHILDREN'S CONTACT SERVICES IN AUSTRALIA*

This article explores the role of Children's Contact Services (CCSs) in protecting children's right to express, and have heard, their wishes in contact disputes. The findings presented are drawn from the Australian Children's Contact Services Project and were based on 142 interviews with representatives from the government, the courts and legal profession who refer families to CCSs, service staff, as well as the parents and children who use the services. An analysis of client data from 396 families who had used one of six contact services in Victoria and Queensland during the month of August 2003 was also conducted. The findings suggested that CCSs successfully engaged children in a “dynamic self‐deterministic” process where children were able to explore their own wishes in relation to contact visits over time as their relationship goals changed. John Eekelaar described this process as being central to making decisions that are in children's best interests.     

论刑法中的自救行为

刑法中的自救行为是正当性行为，是公力救济的补充，在本质上属于私力救济，但不能把刑法中的自救行为等同于私力救济和民法中的自救行为。认定刑法中自救行为应当严格把握其外延特征与构成要件这些刑法理论上的正当化根据。     

试论儒家修养学说

儒家的修养学说，包括“修”和“养”两个方面的内容。“修”重道德的外在方面，“养”重道德的内在方面。从孔子开始，历代儒或兼论“修”、“养”，或有所侧重，使修养学说逐渐完备，形成了有中国特色的道德修养学说。儒家修养学说在统摄内外、贯通体用的意义上优于西方道德学说。作为道德形式，“修养”具有继承价值。     

论《筱园诗话》的诗学价值

《筱园诗话》是清代最后一部理论价值较高的诗学著作,作者赋予了"积理养气"说的"理"与"气"以新的内涵,提出了"真气"说,由此从"诗贵有我"又"须无我"而标举"真我",指出"有我"不是"自身份",而应是具人类之心、表现人性之美的"上下古今,神而明之,众美兼备"。作者又以宏观诗史的目光,列"大家"、"大名家"、"名家"、"小家"为历代诗人之"家数",此种具有审美判断的命名,优于清代已有的多种品评法,为后人沿用。     

自身心理学的新进展

在科赫特之后，自身心理学在理论和应用两个方面都得到了长足的发展。巴卡尔的自身对象理论，基多的渐成－等级模式，精神分析的主体间性理论都受到科赫特自身心理学理论的影响，自身心理学理论还在成瘾行为，变态性行为，临床社会福利工作等领域得到了广泛的运用，这说明利赫特所创立的自身心理学是一个具有强大生命力的精神分析新范式。     

De-radicalisation interventions as technologies of the self: a Foucauldian analysis

De-radicalisation has become increasingly prevalent in the UK as a strategy for tackling the threat of religiously inspired violence/extremism. Recent events, such as the tragic murder of Lee Rigby in May 2013, British citizens fighting in Middle Eastern conflicts, and the emergence of the Islamic State of Iraq and Sham, have rekindled the preoccupation of policymakers with the radicalisation of British Muslims. Indeed, the work of the Prevent strategy in UK counterterrorism post-2011 has primarily been recalibrated towards a greater focus on de-radicalisation interventions, which is perceived by policy-makers to be a more streamlined and effective way of dealing with radicalised/extremist individuals. And, yet, despite the greater attention paid to de-radicalisation, the discourse on de-radicalisation is characterised by the absence of detailed research, little or no empirical evidence for policy development, and confusion surrounding its conceptual framework. This article therefore offers an alternative conceptualisation of de-radicalisation to the one found in the Prevent strategy. Drawing on the works of Foucault, I argue that de-radicalisation is best understood as a “technology of the self”. This article will enumerate the interplay between the three major types of technologies that constitute the technologies of the self: discursive, disciplinary, and confessional technology. It is argued that conceptualising de-radicalisation as a technology of the self allows us to reframe it beyond the narrow confines of counterterrorism policy and places it within wider governmental relations.     

结构神经症与自身分裂：广义自身心理学的阐释

广义自身心理学认为,自身是人格的核心,驱力从属于自身,孤立的驱力是自身分裂的产物,焦虑是对自身分裂的恐惧,俄狄浦斯情结、阉割焦虑、阳具妒是由俄狄浦斯期自身对象因本身具有人格障碍而不能运用神入满足个体的俄狄浦斯期自身对象需要,从而导致俄狄浦斯期自身分裂引起的,结构神经症本质上也是一种自身障碍.重新阐释结构神经症及其相关概念,把古典精神分析理论纳入自己的理论架构,是广义自身心理学普遍化和范式化的重要步骤.     

论交流分析学在教育中的应用——系列一 自我状态理论的应用

随着市场经济的深入发展,指导学生如何依据市场需求准则发现自我、开拓自己的职业道路,显然是越来越重要了。交流分析学作为团队意识修养的理论,不仅可以引导学生如何理解自己的状态并自如地与人沟通与交际,也为培养其自身的职业适应能力提供了一定的思路。这在现代教育的注重能力教育、重协作精神和团队精神的教育培养理念的背景下,必然成为重要的理论依据。