教育道德:伦理视界中的教育善恶

教育道德是从伦理学的角度用道德的本质来审视教育活动及其过程。从根本上说,教育共同体是一个伦理实体,教育善恶是教育道德的具体体现,教育是道义的事业、是求真的活动、是公平的“砝码”。教育从善的最终实现,要依靠“教育中人”的德性修养和制度德性来保证。“伦理实体”的论断给教育道德一个重要的理论支撑,是关于教育道德的一种新的阐释。     

When Due Process Is of No Consequence: Moral Mandates and Presumed Defendant Guilt or Innocence

Most current theories of justice are focused on how social identity, instrumental concerns, or both shape how people decide whether something is fair or unfair. A neglected consideration is that people may also be concerned with justice because they strive to be authentic moral beings by acting on the basis of values closely tied to their personal identity. We posited that self-expressive moral positions or stands (moral mandates) are important determinants of how people reason about fairness. Supporting this notion, we found that (a) people see some trial outcomes in morally mandated terms, e.g., that the guilty must be convicted and punished, and the innocent must not; (b) convicting a defendant believed to be innocent or acquitting a defendant believed to be guilty were seen as unfair, regardless of whether the verdict was achieved by a fair or unfair investigation and trial (Study 1); and (c) a guilty defendant's death was seen as equally fair, and an innocent defendant's death was equally unfair, if it was achieved by a trial that led to the death penalty or by vigilantism (Study 2). Procedural propriety only mattered when defendant guilt was ambiguous.     

Reconciliation in Times of Impunity: Challenges for Social Justice

In human history there is no lack of malice, revenge, or savagery. The twentieth century has seen 33 million military deaths. Victimization deaths are estimated at six times that number, at 205 million people. The past decade has seen people enslaved, tortured, raped, and persecuted as members of political, racial, ethnic, or religious groups in Latin America, Eastern Europe, Asia, and Africa. Yet we have not seen meaningful prosecution of crimes that have occurred on a massive scale. Former United Nations High Commissioner for Human Rights José Ayala Lasso has stated that a person stands a better chance of being tried and judged for killing one human being than for killing 100,000. This paper examines reconciliation in the aftermath of protracted, deadly, wide scale conflict characterized by impunity when crimes against individuals, groups, and humanity go unpunished. It describes the relevance of moral exclusion theory to conflicts in which dehumanization and violence are normalized, and it argues that impunity is an urgent matter for psychology and social justice research.     

试论警察执法的道德制约

警察在执法活动中存在着大量的有法不依、执法不公、执法犯法、执法权力滥用和执法腐败等现象,引发人们对警察执法的极大关注.这不仅对警民关系的健康发展造成灾难性的影响,而且还引发了人们对警察的信任危机和对法律的信仰危机.因此,必须加强对警察执法的约束.法律控制和道德约束是保证警察依法执法和公正执法的两个重要维度.就伦理维度而言,我们可以通过注重警察个体道德修养、加强警察伦理制度建设、改革警察道德教育模式、完善警察道德评价机制、实行警察道德激励机制、健全警察道德监督机制、优化警察执法道德环境等途径,来实现对警察执法的道德制约.     

和谐相邻关系与青少年德育

和谐相邻关系是构建和谐社会的重要因素,其对青少年成长的作用是显而易见的,但青少年德育对相邻关系的关注是欠缺的。从相邻关系的法律性和道德性的角度而言,青少年德育应当重视相邻关系教育,加强青少年在相邻关系中的容忍、信任和道德两难教育,建议现行中小学德育教科书中充实相邻关系的内容。     

警察院校学生品德测验的验证性因素分析

本研究旨在用心理测量的方法,探讨与公安职业特性相关的品德特征测验。在理论与实证研究基础上,自编警校大学生品德特征测验,并以警校准警察以及不同经历的在职警察为被试,然后对测验结果进行验证性因素分析,得到警校大学生品德特征结构的八维度模型。由此,警校大学生品德特征可以从八个维度描述,即忠诚、奉献、守纪、理想、正义、勤俭、协作、文明。     

大众文化背景下的青少年思想道德建设

现代传媒已经构成了无缝隙、零距离的信息网络,对青少年形成新的价值观、学习社会规范、完成社会化起着潜移默化的引导作用。现代传媒作为社会政治、经济、文化的载体,对青少年思想道德建设的影响是全方位的、不可替代的。部分青少年学术期刊由于缺乏创新意识与竞争意识,存在趋同化、平庸化倾向。     

国际贸易术语的"变体"及其法律适用

在国际商事交往中经常发生INCOTERMS2000的变体。如果当事方没有对该变体所涉及的内容进行明确而全面的规定,可能会出现该变体到底是仅仅涉及费用的划分,还是也会涉及风险划分的争议。因而,有必要从该种变体的性质、原因、直接表现与根本目的以及该变体所引发法律适用等方面进行深入的研究。     

任务型组织的任务、目标及其实现途径

对于常规组织来说,它自身的存续是第一位的,是组织的总目标,它的任务获得从属于这一目标。任务型组织恰恰相反,完成任务是第一位的,它的一切组织活动都是围绕任务展开,任务生成目标,总目标又是在组织成员个人目标的互补中以目标结构体系的形式出现。任务型组织的目标在各个层面上都拥有一种动态的结构,其目标实现也突出了组织成员自主创新的价值,进而,需要以组织成员的道德责任意识来提供保证。任务型组织的任务、目标以及实现途径是有着高度的关联性的,这是常规组织所不具有的一种特征。     

论高职院校和谐德育体系之构建

高职院校是我国高等教育的重要组成部分,构建和谐德育体系是高职院校人才培养目标的本质要求。在构建过程中,要牢固树立和谐德育体系理念,坚定指导思想,认真分析高职院校德育工作现状,不断创新德育工作的机制和方式方法。