Building socialism: from ‘scientific’ to ‘active’ Marxism

Abstract

Historical materialism envisages law-like tendencies (‘scientific’ Marxism) promoting the development of productive forces and, concurrently, a political praxis (‘active’ Marxism) requiring human intervention. These positions give rise to conflicting interpretations of Marxism: first to understand society, second to change it – to abolish economic exploitation. The twentieth century witnessed a shift in the locus of the contradictions of capitalism to the economically dependent territories of the imperial powers. Socialist parties, when in power and adopting a Leninist political praxis, furthered modernisation and were successful in reducing economic exploitation. The paper addresses the relationship between the scientific and praxis components of Marxism in contemporary global capitalism. It considers post-Marxist interpretations of the changing class structure, the rise of identity politics and the evolving nature of capital. Forms of domination, oppression and discrimination (bureaucracy, patriarchy, racism, militarism and credentialism) give rise to their own distinctive forms of power relations. It is contended that they should not be equated with Marx’s crucial insight into the nature of economic exploitation. Many current Marxist (and ‘post-Marxist’) writers adopt a ‘scientific’ position emphasising the inherent contradictions of capitalism. The author claims that without appropriate political praxis, the resolution of such contradictions is unlikely to transcend capitalism.     

建国初期陕西旧有学校的接管与改造

接管旧有的教育是中国新民主主义革命的一项重要任务。建国初期,陕西省完成了接管旧的公立学校、接收私立学校、接办教会学校,为建立陕西省社会主义的新教育奠定了基础。     

陶行知校长学的七个命题探析

陶行知校长学是陶行知结合具体的办学管校实践系统阐释校长工作的思想体系。它主要由七个命题构成：一、校长是学校的灵魂，务必有高尚的品行；二、校长要有使命感、责任心和同情心：三、校长要有自己独立的学校观；四、校长要敏于行，做一个行动的校长；五、校长要有创造意识和创造能力；六、校长要做民主的倡导者和领导者；七、校长工作是一项专门事业，需要也值得校长全身心地投入。     

论新时期公安院校形象设计

公安院校形象设计是公安院校寻求广泛社会支持、提高综合竞争力、满足不同社会群体心理诉求的总体规划。设计良好、有特色的高校形象,要在确立办学理念的前提下,通过行为识别系统规范学校运行,通过视觉识别系统提升学校形象,并根据情况分别采用以传播媒介为主、以交际为主、以服务为主、以自我完善为主等不同的模式。     

学校需要更多的情感教育--对马加爵事件的教育学反思

目前学校教育对情感教育的相对忽视是导致马加爵事件发生的重要原因,应该充分认识情感教育的必要性和重要性,加强情感教育内容、方法等的系统研究,在各级各类学校中实施情感教育并确保取得实效.     

从控制论视阈看文化在社会发展中的作用

作为特殊意识形态的自然科学技术,无论从社会演进的宏观动力机制看,还是从其微观动力机制看,都对社会发展具有决定性作用。社会意识形态虽然在宏观动力机制上处于从属的地位,但从微观动力机制上考察,对历史进程发展的迟速则具有决定性意义。     

关于东固与井冈山根据地历史联系问题的考辨

土地革命战争时期,东固革命根据地与井冈山革命根据地是否存有联系的问题,史学界一直存在不同的见解。根据前人研究成果和相关史料佐证,早在1928年,东固与井冈山革命根据之间就建有联系。红四军主力出击赣南,并最终与江西红二、四团在东固的会师,是两支革命力量进一步加强融合。     

SCHOOLS AS COMMUNITIES: THE RELATIONSHIPS AMONG COMMUNAL SCHOOL ORGANIZATION,STUDENT BONDING,AND SCHOOL DISORDER*

Research has indicated that school factors such as communal school organization and student bonding are predictive of school disorder, with greater communal organization and greater student bonding leading to less delinquency and victimization. Data from a nationally representative sample of 254 public, nonalternative, secondary schools were used to examine structural equation models representing hypothesized relationships among communal school organization, student bonding, and school disorder. The hypothesis that communally organized schools would have less disorder held true for teacher victimization and student delinquency, but not for student victimization. In addition, the hypothesis that the relationship between communal school organization and school disorder would be mediated by student bonding was supported for student delinquency, but not for teacher victimization.     

《毛泽东思想概论》中"两个建议"的史实质疑与论证

我国高等院校党史教材和国内诸多史书论著,普遍认定“毛泽东思想两个建议”的史实。通过对《毛泽东思想概论》、《彭德怀自述》等有关“两个建议”史实不同版本的比较论证分析,可得出“中央革命根据地第五次反‘围剿’战役后期的两个战略性建议,不是毛泽东提出来的”史实结论,否定国内史学界近半个世纪以来所认定的普遍观点。     

党校优质教育培训需要优秀理论工作者

党校优质教育培训是党校可持续发展的生命线,优秀理论工作者的唯实创新是实现党校优质教育培训、永葆党校生机的源泉;党校注重优秀理论工作者的培养,有赖于主观能动性的发挥与教学保障机制的和谐统一。