基因距离、隐性知识与跨国知识流动

知识的有效传播和创造需要同时掌握显性知识和隐性知识。“知识螺旋”(SECI)模型阐述了隐性知识与显性知识之间的相互转化,提示相近的基因距离能有效促进隐性知识的传播,从而促进跨国知识流动。基于45个国家在1987—2006年期间的专利互引情况的研究表明：在控制了地理距离、语言和宗教等因素后,基因距离这一生物学特征仍然显著阻碍着跨国知识流动;基因距离的阻碍作用在地理距离较小、共同语言和共同宗教的国家间更强;跨国知识流动能解释基因距离对收入差异影响的50%。因此,国家之间的深层次差异仍然阻碍着隐性知识的传播。我国需要加强国际间人才流动、支持出国留学、扩大学术交流、利用开放网络改革教育方式等措施,促进隐性知识传播,减少跨国知识流动的障碍。     

The police education qualification framework: a professional agenda or building professionals?

ABSTRACT

Given the growing complexity in British policing, the College of Policing are implementing a Police Education Qualification Framework through a professionalization agenda. This aims to standardise entry to the police and allow serving officers to gain accreditation for their previous training and experience. Part of this process involves the development of a national police curriculum for higher education institutions to deliver to new recruits. Different definitions of what constitutes professionalism can impact on officers’ interpretations of this concept and how they subsequently engage with the proposed reforms. This paper, which is based on in depth qualitative interviews with serving officers who have undertaken an academic qualification in policing, suggests that the relationship between police education and the development of professionalism is complex. Officers need to be trusted and encouraged to use their learning in a way that develops their own personal sense of professionalism. However, this paper will argue that current perceptions amongst officers are sceptical of the wider agenda and brings into question the development of a standardised curriculum which may ultimately be viewed as further governance over officer behaviour.     

清末民初马克思主义在中国的早期传播研究（1899-1912）

清末民初出版业态的变革引发思想文化传播的革命性变化，马克思主义开始在中国传播。日本和法国是清末民初马克思主义向国内传播的两个重要渠道。马克思主义在中国的早期传播历经了从零碎译介到选择性传播的转变，部分马克思主义术语实现了跨语境转换。马克思主义在中国早期传播的主体是多元的，传播者因政治立场和目标不同，在传播内容的选择上有差异。总的来看，阶级斗争学说和政治经济学说被译介的要早一些，马克思主义在中国的早期传播因此存在“梯次传播”的现象。马克思主义在中国的早期传播促进了先进知识分子主体意识的觉醒，为中华民族历史命运的改变孕育了新动力。     

Perceptions of coercion in interrogation: comparing expert and lay opinions

ABSTRACT

When confessions are entered into evidence in criminal courts, issues of coercion and voluntariness are important and often contested matters. Occasionally, defense attorneys proffer expert witnesses to testify about the coercive pressures of an interrogation and the risk of a false confession. Such testimony is often ruled inadmissible on the grounds that it does not inform the jury beyond its common knowledge. In our effort to test this judicial assumption about common knowledge, we surveyed jury-eligible laypeople (n?=?67) and social scientists specializing in interrogation and confessions (n?=?54) regarding their opinions about the coerciveness of prohibited interrogation tactics, maximization techniques, minimization techniques, and suspect risk factors and compared their ratings with a set of independent t tests. Laypeople gave lower ratings to the coerciveness of all sets of items representing interrogation techniques, and lower ratings to the vulnerabilities associated with suspect risk factors, as compared to social science experts. The disparities between laypeople’s and experts’ perceptions of coercion in interrogations demonstrate that such issues are not fully within the common knowledge of prospective jurors, and suggest the need to provide jurors with expert witness guidance when tasked with evaluating confession evidence.     

公民生态知行转化困境归因及克服路径

公民生态意识难以有效转化为自觉自发的生态行为,是当前我国生态文明建设及生态文明教育进程中的显著困境之一。克服公民生态知行转化困境是减轻生态危机、推进生态文明建设、塑造生态公民的必然要求。通过分析生态意识与生态行为之间的辩证关系,以及生态知行合一在伦理价值层面的本质要求可知,完成生态意识内化、形成生态行为自觉是实现生态知行合一的关键。而社会经济发展水平的制约、功利化社会价值观的冲击和公民生态伦理教育自身的缺陷则是造成公民生态意识不能有效内化、生态行为驱动力不足的根本原因。推动经济高质量发展、完善公民生态伦理教育体系、充分发挥大众媒体的传播动员作用则是解决困境的可能路径。     

发达国家发展循环经济的历程及启示

走可持续发展之路是人类对未来发展的共识，发展循环经济则是实现资源节约、减少环境污染和实现可持续发展的科学途径。认识国外的发达国家的发展历程，结合中国的实际情况，深入提高循环经济是个系统的整体的可持续的发展模式，是系统构建和谐社会发展的必由之路。     

Globalization: An Ascendant Paradigm?

International Studies is on the cusp of a debate between para-keepers , observers who are steadfast about maintaining the prevailing paradigms and deny that globalization offers a fresh way of thinking about the world, and para-makers , who bring into question what they regard as outmoded categories and claim to have shifted to an innovatory paradigm. This distinction is a heuristic that allows for various gradations and dynamic interactions between the keepers and the makers. It helps to identify anomalies in and discomfort with International Studies. Partly as a response to these problems, globalization studies has evolved and may be tentatively delimited by a distinct set of characteristics. But, in the near term, there is no looming Kuhnian crisis in the sense of an impending overthrow that would quickly sweep away reigning paradigms. Given that systematic research on globalization is only slightly more than a decade in the making, it is most likely that International Studies has entered an interregnum between the old and the new. At this time, as a paradigm, globalization is more of a potential than a worked-out framework. It may be best understood as a proto-paradigm.     

创新教育:素质教育的灵魂

创新教育是以培养创造型人才为主要目标的教育 ,是素质教育的具体化和深化。我国创新教育战略的提出及实施 ,无论从理论上还是从实践上都具有重要的意义。实施创新教育 ,应避免两种错误倾向 :⑴创新教育超越素质教育 ;⑵创新教育就是精英教育。     

The Making of the French Civil Code: An Economic Interpretation

The code Napoleon has been one of the first (on such a scale), the most important and the most pervasive processes of codification that ever took place. The purpose of our paper is to provide an economic analysis of the making of this codification. We compare customary codification and contractual codification: while the former amounts to the crystallisation of socially accepted practices, the latter consists in a creation of rules through a writing process. These theoretical differences are less clear-cut when history mixes practices and reasoned arguments. We then show that the making of the code Napoleon reflects it since it borrows from the social contract and the spontaneous order traditions.     

什么知识最有价值？—当代中国幼儿教育主流知识观的嬗变

建国以来，我国幼儿教育领域先后出现了三种主流知识观：一是理性主义知识观，以唯理论为哲学基础，强调知识体系的传授，作为幼儿教育的传统知识观至今仍然具有影响力；二是经验主义知识观，以经验论为哲学基础，主张通过观察、实践从大自然、大社会中归纳知识，自20世纪80年代初兴起，现已处于“自我消失”的边缘；三是建构主义知识观，强调知识不是教师外部的传授，而是儿童主动建构的，起源于皮亚杰的活动建构观，近两年来受到意大利瑞吉欧方案教学的影响，体现了社会交往建构观、个人化知识、后现代知识建构观察等不断丰富的建构主义知识观的核心精神，对幼教改革的深入起着举足轻重的作用。