论和谐体验及其德育措施

体验人人皆有,但并非所有的体验都能促进学生的道德成长,而和谐体验能让个体获得完整和谐的领悟和感受,体验到事物诸种关系的整合,领悟到生命作为社会整体中的要素存在的意义,对于德育而言,意义重大。它可以化解过往体验中的挫伤,获得道德提升;让学生拥有积极的情境体验,促进道德成长;打破自我狭隘的体验视角,发展道德自觉。     

论幸福与教育目的

教育作为人类的一项伟大事业,其目的与幸福紧密相连。但两者并不等同,幸福不是也不应是教育目的。幸福需要教育,教育目的的实现是实现幸福的重要条件;教育关注幸福,以幸福为指标衡量其目的的实现,但教育并不刻意追求幸福。     

五四青年教育探析——新文化运动倡导者的青年教育特点

在五四爱国运动中发挥了重要作用的五四青年的成长,离不开新文化运动倡导者的教育培养。新文化运动倡导者在五四青年教育实践中,体现出:充分信任青年,寄希望于青年,重视实现青年价值;以平等对话的方式,导引知识,启发青年思考,帮助青年认识真理、发现真理,重视唤起青年自觉;鼓励青年积极作为,热情支持青年行动,身先士卒,重视引领青年践行等三个方面的特点。     

Recasting Title IX: Addressing Gender Equity in the Science,Technology, Engineering,and Mathematics Professoriate

Questions of gender equity and the underrepresentation of women in the science, technology, engineering, and mathematics (STEM) professoriate in U.S. institutions of higher education have become central issues in debates on the role and makeup of the STEM workforce in today's innovation‐driven economy. In response, policy makers, advocacy groups, academics, and other stakeholders have called for the dedicated enforcement of Title IX of the Education Amendments of 1972 as a tool for combating gender inequities in the academic workforce. Although previously applied primarily to gender bias in athletic programs and participation, Title IX was created to address myriad aspects of gender equity in educational institutions and, as such, currently is being invoked in the realm of STEM academic employment. Accordingly, we analyze Title IX relative to categories of potential regulatory development in light of the policy environment and related dynamics. Providing an historical overview of Title IX and its associated regulations as background, we characterize and delineate its relevance to gender disparities in the STEM professoriate, identifying areas for policy consideration and future application.     

江苏高校廉洁教育状况的调研报告

高校作为传授知识、传承文明、培养人才、创新知识的重要场所,肩负着弘扬和创造先进文化、为社会培养合格建设者和可靠接班人的重任。因此,高校的廉洁教育不仅事关高校自身的反腐倡廉建设,而且对整个社会的反腐倡廉建设都将产生深远的影响。课题组选取省内20多所不同层次与类型的高校发放问卷10000多份,从廉洁教育的基本概念到接受廉洁教育的对象、从廉洁教育的形式与内容到接受廉洁教育的渠道和途径、从高校开展廉洁教育的基本情况到影响廉洁教育成效的原因、从高校反腐倡廉教育对廉洁教育的影响到师生员工对党风廉政建设的满意度等方面,就各校开展廉洁教育的现状进行了调研。全省高校共有12508名师生参与了此项调查,课题组通过对调查所示的各种信息与数据的统计处理与分析,进而探讨了如何通过创新高校廉洁教育的形式与内容,进一步增强高校廉洁教育的针对性和有效性,从而实现从源头上预防与消除腐败。     

缅甸的语言政策和语言教育

本文探讨了缅甸在殖民统治前、殖民地时期、吴努政府时期、奈温政府时期和现政府期间这五个阶段的语言政策和语言教育。在缅甸这个多民族、多语言的国家,独立后经历届政府的努力,缅语最终成为全国通用语。语言政策的制定过程需要充分考虑各民族的语言状况,语言政策体现了鲜明的时代特征。缅甸少数民族语言教学离不开非正规教育的支持。     

马来西亚高等教育面向21世纪的改革与发展研究

马来西亚政府提出了"2020年宏愿",要在2020年成为发达国家。在教育方面,提出要成为区域优质教育中心的目标。为实现这个目标,马来西亚政府在许多方面对高等教育进行了改革,主要的是管理体制的改革:由政府控制转向监督和调控;公立大学企业化和高等教育私有化。本文对这3方面的改革做了比较详细的介绍和分析,以期能为我国高等教育的改革发展提供一些参考。     

Mandatory due diligence laws and climate change litigation: Bridging the corporate climate accountability gap?

The debate on corporate climate accountability has become increasingly prominent in recent years. Several countries, particularly in the Global North, have adopted mandatory human rights and/or environmental due diligence legislation. At the same time, judicial and quasi-judicial proceedings are helping to shape the contours of corporate climate accountability. This article considers how litigation against corporations and due diligence legislation interact, and thereby help develop and strengthen corporate climate accountability. While the practice in this area is still limited, there is scope to reflect on early developments and how they may influence both future climate litigation as well as ongoing and future law-making on due diligence. We first review recent developments in climate litigation against corporations, focusing on the extent to which they rely on climate due diligence obligations. We then survey existing and proposed due diligence legislation, examining the extent to which it addresses corporate climate accountability. Finally, we identify scenarios of how due diligence legislation and climate litigation may interact and possibly converge to strengthen corporate climate accountability. We furthermore identify knowledge gaps and areas for further research.     

Foreign corporate accountability: The contested institutionalization of mandatory due diligence in France and Germany

In the recent past, European states have adopted mandatory due diligence (MDD) laws for holding companies accountable for the environmental and human rights impacts of their supply chains. The institutionalization of the international due diligence norm into domestic legislation has, however, been highly contested. Our contribution analyzes the discursive struggles about the meaning of due diligence that have accompanied the institutionalization of MDD in Germany and France. Based on document analysis and legal analysis of laws and law proposals, we identify a state-centric, a market-based, and a polycentric-governance discourse. These discourses are based on fundamentally different understandings of how the United Nations Guiding Principles on Business and Human Rights should be translated into hard law. By outlining these discourses and comparing the related policy preferences, we contribute with a better understanding of different ways in which MDD is institutionalized, with important consequences for the possibilities to enhance corporate accountability in global supply chains.     

关于加强高校学生个性发展教育的探讨

教育不仅要反映社会的要求,还必须充分反映人的本性要求,这是教育的直接目的所在,因此,培养学生个性是教育面向未来的重要内容。要促进大学生个性发展,就要转变教育观念,树立新的人才观;就要尊重学生的独立性和自主性;就要因材施教,培养学生的独立个性和创造性。