通过高等教育"第二课堂"开展社会主义法治理念教育的模式分析

社会主义法治理念教育如何在高校开展是一项重大课题,而如何通过第二课堂展开教育活动则是一项探索,本文提出应该以多种多样的第二课堂活动为载体,紧紧抓住法治理念教育的实质,把社会主义法治理念教育和高校课外活动结合起来,履行高校培养具有社会主义法治理念的高素质大学生的使命。     

焦虑--影响外语学习的重要情感因素之一

焦虑作为重要的情感因素之一在外语学习中产生着非常重要的影响。国内外很多学者对焦虑及外语学习焦虑进行了研究。外语学习焦虑有正、负两方面影响,其外在表现是焦虑的一般表现,但也有其特殊表现。     

先秦时期国家安全思想述论

尽管先秦时期没有出现“国家安全”这样的术语,但是随着中国早期国家结构与天下秩序的逐步形成和完善,先秦时期的国家安全思想也已经初具雏形。政治安全思想可以概括为居安思危,有备无患;敬天保民,明德慎罚;正名奉法,殊途同归;以内驭外,召远修近。经济安全思想可以概括为富民利民,恒产安国;重农抑商,务本利国;开源节流,裕民足国。军事安全思想可以概括为重视国防,强化军备;用兵有道,谋略制胜;文武结合,法纪强军。社会安全思想可以概括为民为邦本,本固邦宁;敦行教化,家国和谐;储粮备荒,稳定社会。先秦时期的国家安全思想既具有鲜明的时代特色,也具有鲜明的中国特色,其基本特点大致可概括为天人合一,敬天重民;内外兼备,家国并重;以德为尊,以和为贵;战争如疾,谋略至上。先秦时期的国家安全思想奠定了中国此后两千多年来国家安全思想的基调,其中有不少内容具有超越时空的价值,对进一步丰富和完善新时代总体国家安全观的内涵,构建具有中国特色的国家安全理论体系,具有重要的现实意义。     

Explaining Quality Management in the Danish and Swedish Public Health Sectors: Unintended Learning and Deliberate Co-Optation

This article examines the development of diverse quality systems in the otherwise quite similar Danish and Swedish public health sectors. After decades of numerous piecemeal medical and managerial quality development programs in both countries, a nationwide mandatory accreditation system was introduced in the Danish health services in 2009. Nationwide quality indicator projects are also found in Sweden, but there has been political attempt to introduce a compulsory system. This article seeks to explain this difference. It argues, first, that resistance from the medical professions blocked the introduction of compulsory, nationwide quality systems in both countries for decades. Second, the implementation of the Danish accreditation system was triggered by a combination of unintended policy learning produced by local reforms in two counties and of the Ministry of Health’s carefully orchestrated policy process that served to co-opt critical voices in the medical profession.     

To address or not to address the violent past in the classroom? That is the question in Côte d’Ivoire

In the aftermath of violent conflict, divided societies have to answer the important question of whether, when and how to address their country’s violent past within their educational system. Whereas some scholars within the field of peace education and transitional justice argue that addressing the violent past in the classroom is important for fostering mutual understanding and empathy among future generations in order to prevent conflict recurrence, other scholars are more sceptical about the need and feasibility of addressing the violent past in schools. They emphasize the possible negative impact in terms of increased tensions within schools and within society more generally. The current paper makes an important empirical contribution to this debate by analysing the views and perceptions on this matter of 984 secondary school teachers in Abidjan, the largest city and de facto capital of Côte d’Ivoire – a country that was recently torn apart by ethnic strife and violent conflict. It emerges that while so far most teachers have shied away from addressing their country’s conflict history in class, it also appeared that many of the teachers were actually in favour of breaking this culture of silence.     

Culture,community-oriented learning and the post-2015 development agenda: a view from Laos

This article critically interrogates current policy-sector approaches to culturally sensitive development and the manner in which culture has been conceptualised within the post-2015 development agenda-setting process. By providing a brief interpretive summary of academic debates surrounding culture and development, an analysis of how ‘culturally sensitive’ practices have been pursued within the policy sector, and an examination of the insufficient consideration given to culturally sensitive development within post-2015 agenda setting, I argue that much uncertainty remains around how to translate complex academic understandings of culture and development into policy responses. Following this, I provide one case study drawn from the small, low-income country of Laos to suggest possibilities as to how culturally sensitive development may be better conceptualised and implemented within a post-2015 global development era.     

Best Practices in Civic Education: Lessons from the Journal of Political Science Education

The Journal of Political Science Education (JPSE) provides over a decade of research on political science pedagogy, featuring empirical research documenting best practices in the field. This article provides an overview of JPSE-published research on the topics of civic education and engagement. It summarizes the number and scope of articles on this topic and highlights key findings from the journal’s first 12 years. This comprehensive overview of past research is designed to facilitate high quality future research. A detailed exploration of past research provides a useful “jump start” for teacher-scholars eager to advance the scholarship and pedagogy of engagement.     

How NATO remembers: explaining institutional memory in NATO crisis management

This article introduces an argument for how institutional memory of crisis management operations develops in North Atlantic Treaty Organization (NATO). Scholars of European security and of international organisations have examined organisational learning, but have yet to explain its precondition: institutional memory. In a context of increasing turnover due to defence budget cuts, it remains unclear how shared knowledge of strategic errors is acquired. This article finds that the NATO secretariat facilitates practitioners’ use of informal processes for contributing to institutional memory in response to the constraints of existing formal learning processes. These formal processes, including a lessons learned centre and a lessons learned database, inadvertently disincentivise practitioners from contributing such knowledge as using them can incur reputational costs. Drawing on NATO documentation and interviews with 27 NATO elite practitioners, the paper provides evidence that practitioners instead share knowledge through three informal processes: interpersonal communications, private documentation and crisis simulations.