农村义务教育阶段培育和践行社会主义核心价值观研究

农村义务教育在我国义务教育体系中占有重要地位,特别是对于拥有9亿多农村人口的我国来说,农村义务教育关系到每一个农村家庭子女的成长和成才,关系到农村经济振兴战略,更关系到国家和民族的未来。对农村义务教育阶段培育和践行社会主义核心价值观的必要性以及在这一过程中存在的困境进行深入研究,并据此提出相关的应对策略,能够使农村义务教育在社会主义核心价值观的指引下持续、快速、全面、健康地发展。     

英汉思维方式对语言结构的影响

思维方式对语言的结构有哪些影响?本文从形合与意合在句法上与章法上的不同表现,论述了英汉两种语言在结构和表达方式上的不同,并通过实例归纳出一些具体做法,供同行进一步探讨。     

山西农村社会治安问题的社会学思考

山西农村社会治安问题主要表现为 ,邪教和非法宗教活动猖獗 ,治安和刑事案件数量攀升 ,宗族和流氓恶势力比较突出 ,群体性事件呈增多趋势 ,种植毒品现象比较严重。从社会学的角度看 ,其成因和对策可以从社会变迁、社会分层、社会流动、社会心理、社会控制五个方面进行分析     

网络工期成本优化技术

本文提出利用列表和在表上逐步进行修改,最终得到工期成本优化问题的最优解的方法。该方法的特点是直观、易于操作。     

突出创新思维培养 强化综合素质教育——艺术设计教育教学改革探讨

本文分析了当前艺术设计教育普遍存在的问题,强调艺术设计教学的特殊性,提出了艺术设计人才培养的新思路、新办法。     

《学衡》论学者精神与责任

《学衡》杂志以“论究学术 ,阐求真理 ,昌明国故 ,融化新知”为宗旨 ,对 2 0世纪初期的学术弊端提出了严厉批评 ,并在此基础上呼唤对真正的学术精神的追求 ,即自信、自得、贞操、求真、审慎、创造、社会关怀和追求文德之精神 ,同时提出了学者对于前人、今人和世界的责任。     

Race and opportunity in a public alternative school

This qualitative case-study explores questions about the stratifying role of public alternative schools created for ‘at-risk’ youth by analyzing the school experience of students who attend a single continuation high school and the process of student enrollment and referral to that school. Drawing on the concept of whiteness as property, this article demonstrates how the continuation high school maintained and protected the property functions of whiteness through acts of symbolic violence and the systematic removal of non-white students from the school district’s mainstream high school. Instead, students were placed in a substandard alternative school lacking in material and intellectual resources. Furthermore, teachers, counselors, and administrative staff at the mainstream and continuation high schools alike drew upon the racial ideology of merit to rationalize the overrepresentation of non-white youths at the study school and to ‘deracialize’ the student referral process.     

从生态思维方式三个视角分析社会主义核心价值体系

社会主义核心价值体系已成为学术界研究的热点。如何从新的角度深入理解社会主义核心价值体系,是研究走向纵深的必然要求。通过生态思维方式,基于生态学研究理论与方法,运用开放性、预见性、和谐性的思维视角解读社会主义核心价值体系,领悟普遍联系性、永恒发展性、对立统一性等特征。运用生态思维方式解读社会主义核心价值体系,具有一定的理论价值和实践意义。     

‘They were constantly on the losing side of things’: the pedagogical power of an African-American teacher candidate bearing witness in teacher education

The stories of students and teacher candidates of Color (Just as singular racial/ethnic identities are capitalized (i.e. African-American, Asian, Latina, Native American etc.), I capitalize Color to honor the various identities that many ‘non-white’ people hold near and dear. I recognize the nuances in doing so- such as the reality that the term ‘people of Color’ actually erases identity while the term also highlights a shared experience (though also nuanced) of being ‘non-white’ in a white supremacist society.) hold powerful lessons and insights for teacher education programs and educational reform efforts. Yet, rarely do educators and policy-makers solicit or critically engage the educational narratives of these stakeholders. In particular, research confirms that we know little about how students’ of Color educational experiences are impacted by race(ism) and culture and how those experiences subsequently inform their ideas about teaching. This study, framed by critical race theory (CRT), examines an African-American (African-American is used intentionally here as this is how Ariel identifies racially.) teacher candidate’s racialized K-12 and postsecondary school experiences to more fully understand the connection between lived experience and developing teacher identity. Ariel’s story reflects her own school experiences; her focus on her peers’ school experiences when asked about her own; and how those experiences, informed by race and culture, contribute to her development of pedagogy. Analytical considerations illustrate that memory and remembrance, witnessing and bearing witness, and testimony are deliberate and powerful acts in the development of pedagogy and should be central to teacher education curriculum.     

Traditional,Problem-Solving and Critical Theory: An Analysis of Horkheimer and Cox's Setting of the ‘Critical’ Divide

Abstract

Robert W. Cox's dictum that ‘(t)heory is for someone and for some purpose’ (emphasis in the original) is said to be the most-quoted line in International Relations (IR) theory. Yet whilst this spurred a revolution in critical thinking in IR, it echoed a far older conception of Critical Theory advanced by Max Horkheimer in the 1930s that claimed there is ‘no theory of society?…?that does not contain political motivations'. Both sentiments emphasize the relation between knowledge and human interests, and yet both formulate two distinct—though allied—ways of approaching ‘critical’ theorizing. In order to understand the similarities and differences in their approaches, this paper draws out three loci of difference between Cox and Horkheimer regarding the question of emancipation: (i) the epistemological relation between ‘critical’ and ‘Problem-Solving’ (Cox) or ‘Traditional Theory’ (Horkheimer); (ii) the emphasis placed on transformation and historical process; and (iii) the importance of intersubjectivity in how each approach emancipation. It is argued that by actively combining critical (dialectical) approaches across the social sciences, broadening human agency through civilizational dialogue, and retaining a commitment to emancipatory (and visionary) political futures based on human association, that Critical International Theory can maintain ongoing relevance in IR.