高职思政课教材体系的改革路径——基于职业能力培养与行动导向的视角

行动导向教学法以项目任务为中心组织教学内容,有助于实现高职思政课教材体系向教学体系的转变。教学理念、教学过程、学习情境和教学方法等是教材体系向教学体系转化的有效途径。在以《思想道德修养与法律基础》课中,探讨从职业能力到行动导向教学体系的构建,可以全面提高学生的职业能力。     

Interviewer: ‘Are women and girls ever responsible for the domestic violence they encounter?’ Student: ‘No,well, unless they did something really,really bad …’

Research shows the ‘gendered nature’ of domestic violence, with Women’s Aid (a UK-based charity) estimating that 1 in 4 women are affected (2014). This paper reports on a project – funded by Comic Relief, completed by Nottinghamshire Domestic Violence Forum (now known as Equation) and evaluated by Nottingham Trent University. The project adopts a Whole School Approach in seeking to prevent domestic violence. Students at three secondary schools attended between one and five blocks of work, and special events. There is evidence of positive developments – with young people showing understanding of domestic violence as well as the margins between healthy and unhealthy relationships. However, not all students could reply ‘never’ to the question of ‘are women and girls to blame for the domestic violence they experience?’, remarking that if the woman had done something ‘really, really bad’ then violence might be justified. We argue that young people’s uncertainties need to be situated within the gender-unequal socio-contexts of contemporary society, and further call for a WSA to domestic violence prevention to be a compulsory part of the UK national curriculum.     

Chinese IR Sino-centrism tradition and its influence on the Chinese School Movement

The Chinese School Movement, which aims to create a Chinese theory of international relations, has developed over the last 30 years. It is usually portrayed as an ongoing effort by Chinese scholars to provide a theory that accounts for anomalies within Western IR theories. Despite its academic potential, the movement has made extremely slow progress in theory building. This slow progress is attributed to the prevalence of the Sino-centrism in Chinese IR which assumes the superiority of Chinese international experience in knowledge making and evaluation. This epistemological tradition rises, falls, and resurges in Chinese IR disciplinary history and finds its latest expression in the Chinese School Movement, which turns it into a pseudo-scientific enterprise. Under its influence, the Chinese School Movement is constantly applauded by Chinese IR scholars despite the difficulty in yielding scientific output. The most urgent task for Chinese scholars is therefore not to further strengthen the Sino-centrism tradition by searching for a unique Chinese understanding of international relations but to deconstruct it for better communication between Chinese and Western IR scholars.     

浙江省城市与农村初中生学校幸福感比较研究

研究浙江省初中生学校幸福感的总体特征，比较城市与农村初中生学校幸福感的差异。采用随机取样的方法对5353名城市和农村初中生进行问卷测查。结果表明：浙江省初中生的总体学校幸福感明显偏向于积极良好的一面，城市初中生的学校幸福感高于农村初中生，但经过三年的初中生活，城市和农村学生的学校幸福感都呈明显的下降趋势。     

艾略特小说的希腊悲剧式结构

乔治·艾略特是英国19世纪著名的批判现实主义女作家。她的小说主要描写英国中部的乡村生活,书中的人物及其命运浮沉成为转型期英国社会的一个缩影。1860年出版的长篇小说《弗洛斯河上的磨房》,被公认为是一部自传体性质的小说,是艾略特的代表作;1872年发表的《米德尔马契》则被认为是她创作生涯的巅峰之作。两部小说采用了希腊悲剧式的结构,分别讲述了三位主人公悲剧性的人生境遇,生动再现并深刻批判了19世纪英国乡村的社会现实,两部作品堪称形式与内容的完美结合。     

陕甘宁边区西北党校干部教育特点述论

西北党校(原名"边区党校")是陕甘宁边区党委开办的一所以培训地方性干部为主的干部教育机构,办学规模大、持续时间长,是延安时期中共地方干部教育机构的代表之一。在中共中央与边区党组织的指导下,西北党校在办学过程中逐渐认识到学员、教员与教材等方面的特殊性,坚持课程同学员相结合、教员同学员相结合,探索出一条"以地方性的问题知识"为教学重点的办学道路,创造性地贯彻了中共中央制定的所学与所用一致、理论联系实际的指示,把西北党校建设成为一个"有大局面"的正规学校。     

构建“中国学派”的观念困境:基于比较视野的分析

构建"中国学派"的国际关系理论是一个歧见丛生、远未成型、前景未卜的话题。即便如此,对于其已经表现出来的具有较大影响的观念基础进行反思并不为时过早。通过从两个角度对"中国学派"背后所体现的观念进行比较,可以发现,"中国学派"面临的观念困境在于:如果我们批判西方作为深层差异之外在表现成果的国际关系理论,是否会株连到该内核的其他优势方面?在主张中国观念价值的同时,如何避免其潜在的弊端与危害?在中国社会改革持续深入的背景下,只有在社会改革的进程中实现了文化、文明和思想层面的崛起及民族精神革新之后,才能为国际关系理论的"中国学派"提供思想的活水源头。换言之,对理论的建构者而言,与其循着西方国际关系理论的弊端而思考建构理论,不如立足于思考中国民众所面临的问题——关于如何塑造强大的积极的个体、如何保持民族持续的发展和进步,进而思考我们理想的世界是什么样的。这些问题虽然看起来与国际关系理论相去稍远,但却能够保证理论应用的品质及其价值维度。     

Examining Honneth’s Positive Theory of Recognition

ABSTRACT

In this article I examine Axel Honneth’s positive theory of recognition. While commentators agree that Honneth’s theory qualifies as a positive theory of recognition, I believe that the deeper reason for why this is an apt characterisation is not yet fully understood. I argue that, instead of considering only what it is to recognise another person and what it means for a person to be recognised, we need to focus our attention on how Honneth pictures the practice of recognition as a whole, which according to him works to make societies into places of greater freedom. This conception of recognition as a freedom-enhancing practice is supposed to provide a solution to a key problem of Frankfurt School critical theory, namely of how to determine the emancipatory practice in which critical theory is rooted, which becomes apparent as soon as one turns to the context in which Honneth originally develops his theory of recognition. At the end of the article, I offer a few reasons for doubting the overly positive picture of the practice of recognition that Honneth provides us with.     

Democracy in an Age of Tragedy: Democracy,Tragedy and Paradox

Abstract

Democracy and tragedy captured a delicate poise in ancient Athens. While many today perceive democracy as a finite, unquestionable and almost procedural form of governance that glorifies equality and liberty for their own sake, the Athenians saw it as so much more. Beyond the burgeoning equality and liberty, which were but fronts for a deeper goal, finitude, unimpeachability and procedural norms were constantly contradicted by boundlessness, subversion and disarray. In such a world, where certainty and immortality were luxuries beyond the reach of humankind, tragedy gave comfort and inspired greatness. The purpose of this article is to draw explicit links between democracy, tragedy and paradox. Given that tragedy's political ascendancy coincided with the birth of democracy in ancient Athens, we may assume that democracy was somehow, if not implicitly, tragic. But what was it that made democracy and tragedy speak so intimately to each other and to the Athenians who created them? The answer, at least the one which this article entertains, is paradox.