坚持从公安工作实际出发以素质教育为目标深化公安教学改革

当前,必须坚持从公安工作实际出发,以素质教育为目标,深化公安教学改革。具体做法是以加强实践教育为突破口,促进教育全面改革;以德育为素质教育的核心,改革教学内容和方法;优化教学手段。 公安教学改革;;素质教育;;公安工作实际;;教学内容;;教学方法;;教学手段;;德育     

沉默权与中国刑事诉讼

中国现行法之所以没有确认被追诉者的沉默权,有政治、诉讼制度、社会现实和文化传统等多方面的原因;在中国建立沉默权制度。既要从价值判断上明确其必要性,又要充分考虑到可能面临的技术难题;但从社会的宏观背景来看,中国建立沉默权制度的艰巨性远远超过技术设计和价值判断的范围,必须特别注意相关制度的建设和程序规则的完善。     

Group Homes for Problem Youth:

No abstract available for this article.     

The Moral Community and Immigration

In “Which American Dream Do You Mean?” David Stoll never justified his assumption that Guatemalans who want to immigrate to America have a moral claim on our attention. The “conversation” he describes really involves only Americans as only they are held responsible for immigration. Some advocates justify immigration on the basis of rights while others appeal to compassion, but both assign all responsibility to rich Americans and none to the sending societies. A huge moral asymmetry separates the West, which is assumed capable of achieving civic values from the non-West, which is not. Americans hunger for a more candid conversation about how to distribute the responsibility for immigration. That is essential to legitimizing immigration policy and preserving the civic character of American society.     

Dimensions of Conscience in Mid-adolescence: Links with Social Behavior, Parenting, and Temperament

The purpose of this study was to determine whether aspects of conscience cohere into broader dimensions and to examine how these broader dimensions of conscience relate to parenting, temperament, and social behavior. One hundred and thirteen adolescents (M age = 15.88 years, 51% female) completed measures of sympathy, guilt, empathic anger, shame, moral reasoning, and internalization. Factor analyses revealed two dimensions of conscience: moral affect (which included guilt, shame, sympathy, and empathic anger) and moral cognition (which included internalization and prosocial moral reasoning). Parental discipline related to both dimensions of conscience, albeit in different ways. High levels of parental inductive discipline and low levels of parental power assertion were associated with high levels of moral affect, whereas high levels of persistent discipline were associated with increased moral cognition. High negative reactivity, however, was only associated with high levels of moral affect. In general, higher levels of moral affect were associated with prosocial behavior and moral conduct during bullying. Higher levels of moral cognition were associated with less participation in bullying, more altruistic behavior, and more frequent helping of the victims of bullying. The discussion focuses on the dimensions of moral conscience in adolescence.

Understanding Democracy as a Prerequisite for Spreading Democracy

The cultural underpinnings of American democracy are discussed with emphasis on ideas made famous in Max Weber’s, The Protestant Ethic and the Spirit of Capitalism. In particular there is emphasis on the way America built upon the British cultural tradition so that the American working class would not be dependent upon bread and circuses offered by a political elite, a tradition in Europe dating back to the Roman Empire. Instead cultural emphasis on moral integrity and the self-respect of the American working class, the underpinnings of moralistic individualism as a key component of democratic culture in America but not necessarily in many other parts of the world, is emphasized. These ideas are elaborated with discussion of a certain decay of these values in present-day America, and the problems the American government has had in conveying the importance of these values to other nations seeking to democratize partly under our influence.

精神激励和刚性考核并举切实加强"阳光收入"后的队伍管理工作

上海公务人员实施"阳光收入"后,在公安队伍思想和队伍管理上产生了新的问题和矛盾.精神激励是柔性管理,刚性考核属硬性规范,刚柔并济,双管齐下,才能切实加强队伍管理工作.要正确运用精神激励的柔性管理方法来进一步凝聚警心、激励士气;推进以动力型考核为抓手的刚性考核机制,有力促进队伍管理的正规化建设.     

重说真理的普遍性与价值的普世性

普遍真理与普世伦理的根据都只能在人那里寻找,前者着眼于人的话语形式的普遍性,后者立足于人性中的普遍性情感要求。但是,多样性、差异性就是生活本身,探求多样中是否存在某种一致、差异是否可能达成某种统一尽管是哲学追问的不懈动力,但实际上这种"一致"、"统一"可能只是经验性的假设前提。     

荀子对儒家道德教化思想发展的理论贡献

荀子继承了儒家重视道德教化的传统，对道德教化问题进行了较为系统的论述。他在中国思想史上第一次明确提出并使用了“教化”这一概念，从人类社会生活的需要出发对道德教化的必要性进行了论证，提出并论证了礼法并用的道德教化方法，突出了师友在道德教教化中的作用。在儒家道德教化思想的发展和完善中，荀子做出了重要的理论贡献。     

论我国青少年道德教育的视域转换

时代特点和新时期青少年思想道德建设的形势和任务,要求弘扬青少年的主体性。青少年道德教育的实践反思,确证了道德教育与道德学习的辨证关系。我国青少年道德教育要实现从“重教”向“重学”的视域转换,由“教会顺从”转向促进青少年主体性道德人格的生成,由成人化设计转向为青少年量身定做,由重说教转向重青少年的体验,由单向控制型师生关系转向多(双)向互动交往型师生关系。