关子再造学习型政府与社会科学发展的深度思考

学习型政府,是一切科学领导和科学发展的基础和前提。现代经济就是学习型经济,因此,领导者知识素质的高低,直接决定着发展中国家经济发展的质量。施行领导是一个知识的输出过程和知识的应用过程。只有在不断地学习先进知识的过程中,政府领导者才能不断地提升自己的价值理性和工具理性。后发优势是晚发型国家和地区的一种重要资源,但没有学习,就没有后发优势。建设学习型政府,就是一次政府组织的再造过程,也是对政府领导者素质的再造过程。     

The role of educational strategies in human development： An example of using key word method in teaching Arabic as a second language in Malaysia

This paper is an attempt to discover and recognize the important role of educational strategies in developing human capital in which they become positive agents of human society, such as academic achievement, intellectual abilities, interpersonal skills and also self-esteem. These will be measured using a survey instrument that classifies learning performance via test scores, to test the hypothesis that learning a language will lead to comparable positive self-development, but indirected language learning will affect academic achievement negatively. Therefore, key word methods in learning Arabic language will be used as directed Arabic language learning to measure the significant correlation to both academic and non-academic development of the learners in which the effectiveness of mnemonic strategy in vocabulary memorization is associated with the self-consciousness and personal psyches of the learners. Consequently, they appreciate the knowledge and values they gained from their learning activities, which help them to perform better than students who did not use this type of learning strategy in learning Arabic language. Teachers, on the other hand, would also able to observe the important impact of Arabic language learning on learners＇ academic performance and personality development. Therefore, education is simply a process of acquiring a new knowledge in creating an environment in which students and teachers learn something for themselves.     

中国共产党党建思想发展研究

建党90年来,党的历代领导核心都对党的建设进行了艰辛的探索,并形成宝贵的党建思想。这些思想既一脉相承又各有侧重,毛泽东在全面推进基础上突出思想建党,邓小平在解放思想基础上突出制度建党,江泽民在与时俱进基础上突出执政建党,胡锦涛在科学发展基础上强调学习建党,结合时代发展总结历代领导核心的党建重点思想对于总结党建规律具有极其重要的理论意义和现实意义。     

Pedagogy and deliberative democracy: insights from recent experiments in the United Kingdom

A growing body of research suggests the existence of a disconnection between citizens, politicians and representative politics in advanced industrial democracies. This has led to a literature on the emergence of post-democratic or post-representative politics that connects to a parallel seam of scholarship on the capacity of deliberative democratic innovations to ‘close the gap’. This latter body of work has delivered major insights in terms of democratic design in ways that traverse ‘politics as theory’ and ‘politics as practice’. And yet the main argument of this article is that this seam of scholarship has generally failed to explore the existence of numerous pedagogical relationships that exist within the very fibre of deliberative processes. As such, the core contribution of this article focuses around the explication of a ‘pedagogical pyramid’ that applies a micro-political lens to deliberative processes. This theoretical contribution is empirically assessed with reference to a recent project that sought to test different citizen assembly pilots around plans for English regional devolution. The proposition being tested is that a better understanding of relational pedagogy within innovations is vital, not just to increase levels of knowledge, but also to build the capacity, confidence and contribution of democratically active citizens.     

Drug Trafficking, the International System, and Decision-Making Constraints: A Policy-Making Simulation

The classroom simulation laid out in this article can help international relations educators to identify compelling linkages between the abstract global theories and concepts typically analyzed in an introductory international relations or international political economy course and what most students have experienced as a 'local,' even deeply personal issue—illicit drugs. By role-playing an international drug cartel intent upon advancing the global production, trafficking, and consumption of illicit drugs, students will see the world as it increasingly appears to non-state actors—as effectively borderless. By assuming the role of consultants to the U.S. drug czar, students experience for themselves the often vexing decisional constraints that hamper the ability of governments to respond effectively to transsovereign challenges. By offering a primer on constructing and running this simulation, the article contributes to a growing literature within the discipline that advocates and supports moving away from traditional lecture methods of teaching toward approaches that advance discussion-based, interactive, and participatory learning.     

Defining Success in Negotiation and Other Dispute Resolution Training

This article describes three types of negotiation courses and asks what range of goals is usually achieved in such courses from the overlapping perspectives of organizers, teachers, and participants. It then translates Benjamin Bloom's categories of educational goals into aspirational goals for any negotiation course.     

Teaching for Implementation: Designing Negotiation Curricula to Maximize Long-Term Learning

Most negotiation students — and their instructors — aspire to develop negotiation skills that they can transfer to real-world contexts beyond the classroom. Instructors can maximize the likelihood of long-term learning through transfer-oriented curriculum design. Curriculum design elements likely to support lasting and flexible learning include (1) articulation of clear, performance-oriented goals; (2) careful selection of a range of learning activities tailored toward those goals, including activities that promote schema development and adjustment, activities that promote behavioral skill development, and activities that reinforce explicit theoretical understanding; (3) provision of multiple opportunities for constructive feedback from a variety of sources; and (4) the facilitation of self-reflection and metacognition.     

Teaching Mediation as Reflective Practice

This article contributes to a growing body of research about how to effectively teach mediation by considering how best to use role-plays in the mediation classroom to encourage reflective practice with a particular emphasis on the role of the teacher as a facilitator of reflective learning. The author suggests that the process of teaching mediation as reflective practice starts with teaching as reflective practice and emphasizes the importance of teachers' critical self-reflection. The article provides some examples of how teachers can encourage students to engage in reflective learning and develop their skills as reflective practitioners for their continued professional development.     

试论联手打造继续教育公共服务共享平台

首都职工素质教育工程开创了由工会、政府、社会教育机构联手开展职工培训的新模式。充分整合优质资源,搭建方便、快捷、实用、有效的继续教育公共服务共享平台,建立完善的运行保障机制,创新职工培训模式,开展灵活多样的培训形式,对于首都经济社会的快速发展,维护职工群众的学习权、受教育权和发展权,加快推进职工队伍知识化进程有着至关重要的作用。     

Dividing the Oils: Dynamic Bargaining as Policy Formation in the Nigerian Petroleum Industry

In academic studies of the interface between developing countries and large multinational oil corporations, scholars have noted that over time and through repeated interaction, the developing countries tend to negotiate better outcomes for themselves: they progress along a learning curve by incrementally improving their outcomes through bargaining and strategic interaction. This phenomenon can be demonstrated in a number of oil-rich developing countries. Nigeria's case, however, is more complex. During the two decades following its independence, the state successfully negotiated for more control over—made strides in the developing of the skills necessary to manage—its petroleum industry, as our model would predict. Then, in a puzzling late-1970s-to-mid-1980s change of course, the government abruptly gave back concessions, undermined local entrepreneurial endeavors, and repealed indigenization laws. This paper combines, in the analytic narrative tradition, the case study method with an extensive form game; it applies a dynamic bargaining model to Nigeria's historical experience, demonstrating that Nigeria improved its outcomes and ascended along the "bargaining learning curve," only to reverse policy and "unlearn," with serious consequences for the Nigerian population. Even so, the demonstration of both successful and improved outcomes in past negotiations give evidence that Nigeria could once again ascend its bargaining learning curve if the government were to re-commit to such a policy.