‘Back to our Roots?’ Re-visiting psychoanalytically-informed baby and young child observation in the education of student social workers

While there is a well-established literature on psychoanalytically-informed baby and young child observation in social work education, little has been published recently. This paper reviews the rationale for its use, evaluating its impact on students’ learning in the light of contemporary policy and practice contexts facing social work education. Analysis of feedback gained from a recent cohort, identifies three ways in which learning through baby and young child observation contributes: firstly, students encounter and learn about the complexity of child development from the direct experience of observing and secondly, observing facilitates the development of important skills for practice; students’ ‘use of self’. Thirdly, through observing, students describe how they develop the capacity to take-up and sustain a professional role. Well-structured teaching and learning through observation is therefore shown to provide a rigorous, theoretically-grounded contribution to the training of university-based social work students entering this complex and challenging professional field.     

Exploring narratives of education: disabled young people’s experiences of educational institutions in Ghana

Disabled young people in many low and middle-income countries experience significant levels of educational exclusion due to disabling social and physical environments and are more likely to be illiterate than their non-disabled peers. Most social sciences and development literature, however, tends to homogenise the educational trajectories of disabled young people and focuses predominantly on the perspectives of educationalists, development experts and carers in assessing educational needs and institutions. Consequently, the experiences of young people across multiple categories of social difference, and their agency in shaping their own educational trajectories, remain largely unknown. This article contributes to filling this gap by exploring the educational narratives of young people with different impairments in mainstream, special and integrated schools in Ghana. The article shows how exploring individual narratives provides new insights into the educational needs of and ‘appropriate’ education for disabled young people in the Global South.     

当前我国加强和完善社区管理和服务体系研究

加强和完善社区管理和服务体系具有重要意义。目前,我国街道办事处的职能不明确,条块分割,社区居委会行政化严重,社区公共服务亟待提高和完善,城乡社区服务资源严重不足,社区工作者人数少,工作任务重,社区工作专业化水平不高。因此,要发挥基层政府的主导作用,积极推进街道管理体制创新,健全基层群众自治制度,创新社区管理模式,完善社区公共服务体系,增强街镇和社区实力,推动我国社会工作的社区化。     

中国发展的政治基础——以人民民主为中心的考察

中国发展离不开中国政治在其中的作用。在中国的政治逻辑中,人民民主既是国家的形态,也是国家的目标。它多维度地定义和规范着国家的结构、运行与发展,从而使中国的国家与社会生活既遵循民主与现代化要求,又遵循中国的自我意志。只要中国能够在现有的制度框架下,以人民民主为取向,时刻保持政治与经济的有机互动,自觉地进行政治建设,推进民主发展,中国的未来发展不仅不会引发政治问题,相反还能从中国独特的政治体系中获得有效的动力和保障。原因在于:一是中国的经济与社会发展已完全迈入现代化的轨道,已成为一种不可逆的发展;二是中国的政治体系具有现代性,而且其本质上是开放的,因而具有很强的适应性和发展性,否则,中国是不可能创造今天这样的发展局面的。     

人本德育研究的唯物史观向度

以人为本是当代德育研究的核心话语与崭新范式。目前关于人本德育的理论探索主要是一种限于德育系统内部的抽象理念阐释与具体方法策略构建的研究模式,它尚未真正触及人本德育的根本性问题(如人本德育缺失的社会根源、人本德育实现的根本条件等)。人本德育研究的视角需要有所突破。从唯物史观的角度来看,政治与德育的关系问题是人本德育的根本性问题,而意识形态与人类基本价值的辩证统一是人本德育实现的根本性条件。只有站在唯物史观的高度,才能有效解答人本德育的根本性问题,才能为人本德育奠定彻底、完整的理论基础。人本德育研究唯物史观向度的确立不仅具有必要性,而且具有可能性。     

从汉语中的时间名词看汉民族对时间范畴的认知

时间名词是一个民族对时间范畴认知的印记。仅从汉民族对记时时间和对持续时间的认知两个方面的探究,就可以发现汉民族对时间范畴的认知是多角度、多方式的,也是相当精细的。     

周恩来民族地区民生思想研究

共和国第一任总理周恩来鞠躬尽瘁为人民,用一生践行"真正为人民谋福利"的信念。他为改善民族地区人民生活殚精竭虑,不仅提出了许多真知灼见,而且亲自领导了民族地区民生建设。本文从政治、经济、文化等几个方面,概括周恩来的民族地区民生思想。     

论文化哲学的方法论意蕴

文化哲学所具有的独特性,绝不仅仅表现为一系列新颖的理论观点,方法论革新与进化也是其所追求的重要理论主旨。虽然文化哲学的样态多样,但其方法论原理清晰可辨,主要体现为"从人与文化的关系切入"、"凸显历时意识"、"追求整体取向"和"强调价值诉求"。这一方法论原理具有深刻的实践应用意义,可以作为理论框架分析多种具体对象。     

新世纪前后中国文学版图中的“宁夏板块”

“宁夏文学”在中国当代文学史上占有一席之地,始于社会主义新时期。20世纪80年代,张贤亮以其饱经沧桑和忧患之后的慷慨悲歌征服了大江南北。张贤亮的小说创作,不仅提升了宁夏文学总体的创作水平,也为宁夏文学在中国文坛赢得了美好声誉。进入20世纪90年代,宁夏文学在略事犹豫和徘徊之后,终于在新世纪前后,再次向中国文坛奉献了“宁夏青年作家群”。这一创作群体的崛起,不仅给新世纪前后的中国文学界吹来一股清新怡人的创作之风,而且,这一与广阔深厚的中国古老土地和“中国经验”血脉相连,并因此取得了不凡文学业绩的青年创作群体的成功,也充分证明,在市场经济条件下,居于偏远地区的文学创作事业,只要领导得法,调动有方,是可以走在全国前列的。     

Core self-evaluations mediate the association between leaders' facial appearance and their professional success: Adults' and children's perceptions

Although the link between facial appearance and success is well established, the mechanisms responsible for this association have remained elusive. Evolutionary theory suggests that perceived leadership characteristics should be important for men's self-concept. Drawing on implicit leadership theory and evolutionary perspectives, we therefore examined the associations between first impressions based on facial appearance, core self-evaluations (CSEs), leadership role occupancy, and career success among a sample of working men. In Study 1, we found that CSEs mediated the relationship between individuals' facial appearance and measures of their success as leaders. In Study 2, we replicated these results using children's ratings of facial appearance, thus suggesting that basic properties of the targets' faces communicated their leadership ability more than the perceivers' life experience or acquired knowledge. These results suggest that people may use facial appearance as a diagnostic tool to determine the leadership ability of others.