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.     

美国中小学校园安全策略研究

美国在中小学校园安全管理方面,注重校园安全立法,强调校园安全管理的系统性、有序性和事故防范的主动性。美国的各级教育行政部门都将学校安全保障作为自己的一项重要职责,为学校在人力、物力、财力等方面提供较为充分的支持,对中小学生的安全教育已经成为一种常态教育和生存技能教育。除开展演习之外,美国中小学校会聘请常驻校园警察,以帮助学校制订适合其自身特点的校园安全计划,处理校园安全事故,开展对学生的安全教育和技能培训。此外,美国的中小学校还重视发挥社区、家长和志愿者在维护校园安全中的作用。     

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。     

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。     

Mapping School Geographies

Abstract

Uncovering issues of school safety, both perceived and real, requires research that probes students' perspectives. This paper tells the story of a comparative research project initiated in an English education methods course. The study was conducted in two high schools and utilized mapping and surveying to determine students' perceptions of school safety within the context of their own campuses. The findings, with relevant strategies for using critical literacy to involve students more directly in the conversation, have implications for classroom teachers and other school-related personnel who seek site-based interventions.     

Characteristics of School Violence and the Value of Family-School Therapeutic Alliances

Abstract

This article discusses the problem of school violence and the fear about school safety that have been reinforced by extensive news media coverage of the recent series of school shooting incidents. Various factors associated with school violence are addressed, including sociocultural influences on adolescents that pose a challenge to counselors and therapists working with this clientele. In order to reduce violence and aggression in schools and to ease concerns about safety, steps must be taken not only by schools but also by parents and communities. Families can play an important protective role in minimizing at-risk behavior by young people. In fact, many of the most effective youth violence interventions include family components. Several of these programs are described as well as a number of collaborative approaches that demonstrate the potential synergy of school counselors and family therapists working together. With the addition of more courses in family dynamics in counselor education programs, school counselors will be in a better position to collaborate with family therapists in helping reduce violence in the nation's schools.     

Safety Matters

Abstract

As a result of Columbine and other events, states and districts across the United States have responded with vigor to a call for a renewed focus on school safety. This paper examined one such effort undertaken by Harrison County Public Schools, located in West Virginia. The district received federal funding for surveillance equipment used to enhance safety efforts at middle and high schools, as well as to coordinate a collaborative relationship with local emergency responders. This paper used qualitative and quantitative measures to examine the impact of this project on teachers and administrators in the district. Results indicated that a substantive focus on school safetyincluding surveillance equipment significantly impacted perceptions of safety. However, administrators should consider the impact of school culture when implementing these new changes.     

Carrying a Weapon to School

ABSTRACT

Eighth and tenth grade students (n= 1,619) reported on exposure to risk and protective assets in their day-to-day lives. The relationship between carrying a weapon to school and risk and protective factors in the home and school ecological domains was explored through logistic regression conducted separately by gender. Environmental control in the home, one factor previously unexplored in the context of resiliency to interpersonal violence-related risk behavior, was incorporated into the analysis. Results support previous research that suggests school violence prevention efforts should address both risk and protective factors in multiple ecological domains. Further, results suggest violence prevention efforts should be sensitive to gender differences, and that additional research is necessary to clarify the role of environmental control as a factor influencing youth resiliency to violence.