试论公共行政人员的伦理教育

作为对行政道德失范的救治，法治的途径一直被重视并且已建立起相对完整的理论体系，而道德作为一种软性约束，往往被认为是无力的，所以行政伦理教育曾一度被忽视。     

浅析和谐社会中的政府行政伦理建设——美国经验的启示

美国政府已经基本形成一个相对完整的政府行政伦理体系。而其体系的建设则经过了上百年的历程,是由他律转变为自律的过程。美国政府道德规范体系的构建经验对中国有一定的借鉴意义。     

行政伦理建设:来自日本的经验

国家公务员伦理审查会是日本行政伦理事务的专业机构,日本国家公务员伦理法和公务员伦理规程是日本重要的行政伦理法典。日本行政伦理建设的特点在于确立了行政伦理的核心价值,重视程序规定和行政伦理法治化,制定了统一的伦理法典。借鉴日本行政伦理建设的经验,我国应建立行政伦理管理机构,制定完善的行政伦理法规,加强监督,推动权力规范运行,健全公务员制度,建设高素质的公务员队伍。     

跟随鲁洁先生学习道德教育哲学

鲁洁先生对当代中国教育学理论,尤其是德育理论有着重大的、特殊的贡献。道德教育哲学是她治教育学的核心和灵魂,以道德之眼看教育、思教育是她教育学术思想的明显标识。她建构的是有人的和为人的德育,是以人的生活为坚实基础的德育。她一直在关注对西方现代化的反思,她不迷信过度物质化、占有式的西方现代化,同时却高度重视西方现代人本主义的新发展,敏感于它们区别于近代人本主义的新特征。她完全不满足于传统的道德概念,她试图冲破规范论的道德解释论,冲破知识论的道德解释论,冲破工具论的道德解释论以及现存论的道德解释论。她已相当完整地构筑起道德教育哲学的理论大厦,也相当深刻地回应了中国社会转型中道德教育面临的种种现实问题。祝贺她寿辰的最好方式无疑是激发人们重温她的作品,走进她的学术生活,更深入一些地研究她的思想。     

RHETORIC OF THE LAWYER AND PHILOSOPHICAL CONVERSATION

The article focuses on the difference between strategic rhetoric and philosophical conversation. It first tries to distinguish between sophistical manipulation and valid strategic argumentation. In order to do that, the author tries to give a new meaning to the old Aristotelian tripartition between logos, ethos, and pathos. Then, he uses Chaim Perelman’s theory of argumentation to show that the standard of rationality in practical reasoning is a specific one. After having clarified the very concept of strategic argumentation, the author distinguishes it from the notion of philosophical conversation. He tries to show that if the latter is completely replaced by the former, the danger exists that victimization and morals “a la carte” will generate a defeat of critical thought.     

刑法伦理性研究

刑法与道德伦理作为社会调整的两种不同手段,均具有其存在的重要价值。在某种意义上,文化是刑法生存发展的土壤,而伦理则是刑法的道义底线。刑法与伦理是矛盾的统一体,我们应该寻找出这两者之间存在的平衡点,这对合理优化配置刑事法律资源、充分尊重和保障人权、实现司法公正、促进社会和谐有着重要的理论和实践意义。     

The importance of ethics in the law curriculum: essential or incidental?

Recently, the debate as to whether ethics should be a compulsory requirement of a law degree was refuelled when the English and Welsh Legal Education Training Review (LETR) recommended that professional ethics should be primarily addressed in vocational Legal Services and Education Training programmes and that learning outcomes in the academic curriculum should include reference to morality and the law, the values supporting the legal system and their connection to the role of lawyers. This debate is also occurring in other jurisdictions. In Australia the debate is focused on the proposal that ethics be removed as a compulsory subject in the law degree. This proposal has raised a concern that law students will be denied the opportunity to develop as ethically competent lawyers. This paper argues for the continuation of ethics as a core component of a law degree and evidences the model used for the teaching of ethics in the law degree at the University of Technology Sydney in support of our argument. The background to the model is examined to highlight the significance of student feedback and ongoing curriculum review, including the alignment of parallel pedagogical factors. This model serves as an example of not only why ethics should be core to a law degree but, in order to provide graduates who are ethical and reflective practitioners, why ethics should be pervasively taught throughout the degree and supported by an introductory and capstone presence.     

The Social Side of Sanctions: Personal and Social Norms as Moderators of Deterrence

In a survey of Australian citizens (valid N = 1,406), personal and social norms were found to moderate effects of deterrence on tax evasion. Personal, internalized norms of tax honesty were negatively related to tax evasion and moderated the effects of deterrence variables (i.e., sanction severity), suggesting deterrence effects only when individual ethics were weak. Perceived social norms, beyond those internalized as personal norms, were not directly related to tax evasion but moderated the effects of sanction severity. Only when social norms were seen as strongly in favor of tax honesty was sanction severity negatively related to tax evasion. This result held only for respondents who did not identify strongly as Australians. Hence, when internalized, norms delimit effects of deterrence; when considered external to one's self norms boost deterrence effects, giving social meaning to formal sanctions.     

道德情感教育与青少年犯罪的预防

青少年犯罪问题已成为当代中国的社会问题。青少年犯罪问题原因是复杂的、多变的、互动的。从社会学角度看,道德失范是导致青少年犯罪的主要原因。因此,抑制道德失范,建构适应时代的道德体系,创造良好的道德氛围,加强青少年道德情感,是社会各界值得警醒的问题。     

新世纪高校德育工作的挑战与对策

学校德育是实施以德治国方略的基础,在高等教育中具有导向性、能动性和保障作用。本文分析了当前高校德育工作面临的挑战和机遇,提出了加强和改进高校德育工作的新对策。