从人性化的视角探析高校思想政治教育存在的问题

高校思想政治教育的人性化要求我们应从大学生的人性出发,坚持以学生为本的教育观．实现大学生人格的全面、和谐发展。而目前高校思想政治教育正是缺失了人性化,主要表现为：忽视了人的目的性、压抑了人的创造性、教育方法缺乏对学生的关爱和评价标准的静态性与被动性等。分析高校思想政治教育人性化缺失的主要原因,一方面是社会发展中没有真正落实以人为本的发展观,另一方面是教育中缺少了对学生的人性关怀。     

警察院校警体第二课堂探究

对若干警察院校的调查发现,警体第二课堂的开展,除个别院校常设有与警体内容有直接联系的专业训练外,绝大部分院校是以学生“自主锻炼”为主要形式.针对其成因,应从深化认识,重新定位警体第二课堂的价值取向;健全制度,为学生积极主动参与提供动力支持;正确引导,树立警察终身职业锻炼意识;科学设置,不断丰富和完善具有专业特色的警体第二课堂结构;完善保障,为警体第二课堂的长效运转提供坚实基础等方面促进,推动以学生为主体的警体教育模式改革.     

在仪式性辩论中寻求改革的路径——以泸州医学院首届教学精细化管理主题辩论大赛为例

具有“潜在课程”性质的仪式性辩论是大学文化的重要载体之一,在促进教育群体告别二元对立思维、传播教学理念、转变教育思想过程中发挥着不可替代的重要作用。根据自中国先秦以来就有的“理念的传播离不开辩论”这一论点,借助仪式性辩论这一对话平台。泸州医学院举行了教学精细化管理主题辩论大赛,使问题在辩论中明晰,同时借辩手的论辩向教育群体传播教育理念。结果表明：蕴涵巨大能量的辩论赛在潜移默化中对教学思想的转变和教学理念的转变起着催化剂和凝固剂的功能。有益于实现教学理念的转换和教学观念“对峙”的跨越。     

新加坡大学生廉洁教育的实践经验及其借鉴

新加坡廉政建设的辉煌成果与其廉洁教育是分不开的。新加坡大学生廉洁教育已经形成一个比较成熟的体系,即注重以思想政治课堂教育培养大学生廉洁意识、以校园文化建设熏陶大学生廉洁信念、以校外社会廉政实践氛围增进大学生廉政信仰。学习和借鉴新加坡廉洁教育的成功经验,我国应构建起政府监督指导、高校重点实施、家庭和社会共同关注的大学生廉洁教育系统工程。     

Argument Repertoire as a Reliable and Valid Measure of Opinion Quality: Electronic Dialogue During Campaign 2000

A new measure of opinion quality that we name "argument repertoire" (AR) is introduced and evaluated. AR refers to the relevant reasons that one has for one's own opinions and the relevant reasons that others with opposite opinions might have. The measure is shown to be reliable and to have construct validity. Those with elevated AR also were more likely to attend on-line deliberative groups during the presidential election and to contribute to those conversations. Those who participated in online deliberations tended to have higher AR scores on particular issues that were discussed. The role of AR in deliberative political groups is explored.     

Television and attitudes toward foreign countries: A report on a survey of Scandinavian children

Children of all ages are more likely to use electronic sources of information such as television and radio-than they are print sources-such as newspapers and magazines-according to a variety of studies. This study examines whether this tendency continues if the children are forced by their primary and secondary school teachers to use multiple news sources-of their own choice-to follow an election campaign. Based on responses from an extraordinarily large sample of 24,348 children, this study focuses on media use by participants in the Kids Voting USA civics education program. Study results demonstrate that even when seeking campaign information in 1994, a non-presidential election year when the emphasis was more on state and local races, children overwhelmingly preferred television and radio as sources of information. Newspaper usage trailed both electronic forms even when a child's family subscribed to a paper. The study found no significant difference between White and non-White children in their choices and uses of information sources. The large sample size also allowed for a detailed look at often neglected subgroups such as Native American children (n = 1,114) and Asian-American children (n = 768).     

Making space for space

This article explores the effectiveness of appeals to ‘active citizenship’ as an answer to the ‘neoliberal’ political vocabulary of consumer choice and market freedom. It does so through a case study on recent reforms to post-compulsory education in Australia. A common response to education and social welfare policy is to expect government to accord with ideals of citizenship such as self-determination, participation and equality. However, the case study suggests that the governmental rationalities of modern mass-education systems are irreducible to these abstractions. Reference to the social rights of citizens is embedded in the rationales of social and education policy. Nevertheless, this should not be construed as the recognition or misrecognition of an absolute ideal or principle. Instead, the negotiation of social rights can be seen as the product of the mass school system's own capacity to apply common norms to a population and to use these norms in maintaining the settlements negotiated within expanding social welfare systems.     

African Indigenous Knowledge Systems and Human Rights: Implications for Higher Education,Based on the South African Experience

ABSTRACT

Africa has rich traditions and knowledge systems founded on the principles of caring for one another and the spirit of mutual support embedded in the African philosophy of Ubuntu. These collective values tend to be marginalised in international human rights standards built on western values. The standards were developed without broad-based consultation of the different value systems in Africa. Therefore, in order to inspire sustainable implementation among diverse cultures, dialogue to develop universal human rights and obligations based on the diversity of cultures and ways of knowing is needed. Using South Africa's experience at two universities, the extent to which these institutions have attempted to incorporate African indigenous knowledge systems (AIKS) and human rights into the higher education curriculum is investigated. The implications for higher education and the human rights and development paradigms built on western knowledge systems are investigated. North-West University has been the pioneer of integrating AIKS into higher education in South Africa and is the only higher education institution in South Africa with an accredited IKS Teaching Programme at both undergraduate and postgraduate levels – which has been notably successful, albeit with some challenges. AIKS has also been integrated into research and teaching at the University of KwaZulu-Natal and has registered significant successes since 2012. The need to embed AIKS in the curriculum of higher education institutions is affirmed.     

Corruption and Policy Implementation in the Philippines: A Comparative Analysis of the Teacher Training and Textbook Delivery Programmes

Corruption is a perennial obstacle to the Philippines’ pursuit of development. The Department of Education (DepEd) is considered to be one of the most corrupt agencies in the Philippines. However, there are two DepEd programmes with different levels of effectiveness in controlling corruption. The Textbook Delivery Programme has been ineffective while the Programme on Basic Education has been successful. The article explains the different levels of implementing these programmes by using local perspectives via the ‘narratives of implementation actors’. Apart from providing insights on the challenges facing the evolving educational bureaucracy in the Philippines, this article also demonstrates the utility of network actor perspectives in appreciating the many concerns that determine and impede implementation performance and discusses the causes and impact of corruption and policy implementation on two public educational programmes.     

Quality of Service,Expectation, Satisfaction and Trust in Public Institutions: The Abu Dhabi Citizen Satisfaction Survey

Structural equation modelling was utilised to develop and test three models while exploring the causality effect of constructs. The models hypothesised that trust in the government was a result of interactions of several other forces: namely, citizens’ expectation, perception of service quality and satisfaction with these services. The article validates and replicates the findings on the question of causality between performance and trust. The findings were very consistent with the previous ones. The model incorporating citizen's demographic data provided the best fit. According to this model, citizen demographics, expectations and quality of services influence citizen satisfaction; and ultimately, citizen satisfaction influences trust in government. The perceived quality of all services provides significant standardised estimates. However, congestion in streets, parking facilities, parks and recreation and schools are the most salient drivers of citizen satisfaction. The variables of income, education level, years living in Abu Dhabi and marital status exert the highest influence on this satisfaction construct. Perception of quality of services has a significant effect on overall satisfaction; and overall satisfaction drives trust in local government officials. In addition, citizen expectation influences perceptions of the quality of service and overall satisfaction.