客体视角下的公共组织权威 --兼论公众对重塑公共权威的作用

随着人类社会的发展,公众的地位和作用日益凸显,导致传统的公共权威运作模式发生合法性危机,引发公共管理模式的转换。面对公众的崛起,领导者必须清醒地认识到,良好的权威主客体互动是以成熟的权威客体为前提的,同时,还要充分估计公众对权威运作过程的影响。一方面,要进一步提高权威主体对公众重要性的认识,另一方面,要加强对公众的教育,塑造合格的权威客体。     

近代法理念的萌动——西方人文主义法律思潮探析

在欧洲文艺复兴和宗教改革的历史图景中,蕴含着理性和人文精神的近代法理念开始萌动,对人文主义法律思潮的形成起到了催生作用。在这股强劲的潮流中,涌现出了一大批杰出的人文主义法学家,尤其是在16世纪的法国。他们开拓了一条从历史角度研究法律精神的道路,成为近代启蒙运动思想家乃至其后历史法学的先驱。     

信息化时代高校思政课教师权威角色的嬗变与重构——兼论马克思主义大众化视域下高校思政教育话语建构

信息化时代加剧了意识形态领域的竞争,使高校思政课教师权威受到冲击。探讨信息化时代高校思政课教师权威的现状、存在问题及其成因,理清思政课教师权威与思政教育话语的内在关系,提出高校思政课教师权威的路径选择和对策建议,成为推进马克思主义大众化的关键环节。     

语境研究的人文主义趋势

现当代的语境研究轨迹显示了对人的意义主体地位和解意特征的逐步认识,呈现出日益明显的人文主义倾向.语境研究经历了逻辑分析学、日常语言学、认知语用学和诠释学的发展阶段.逻辑分析学对语境的研究属于绝对的、客观的本体意义研究,否认人在意义建构中的主体地位;日常语言学的语境研究开启了语境研究的人文主义转向,开始强调意义对意义主体的依赖和意义主体间的交际互动:认知语用哲学和诠释哲学则明确指出人是语言主体,在语境研究中处于核心地位,并就此对人进行心理的、动态的个性化和实践性研究.因此,语境研究经历了由忽视人的语言主体性的、对意义的静态研究转向了重视人的社会和个性特征的动态研究,这种转变体现了语境研究的人文主义发展趋势.     

司法权威的结构解析

从法律规则运作的层面看 ,司法权威的结构主要是规则、司法主体和司法裁判等权威环节组成的相互作用、不可分割的有机整体。司法权威的结构性集中体现为法律规则及原则的权威由应然到实然的转化过程。其中程序权威、解释权威既是联结法律规则权威和司法判决权威的不可或缺的中介环节 ,又是司法主体和司法判决权威的表现形式 ;而程序权威又与裁判者的中立性和当事人的平等诉讼地位密切关联。应该按照司法权威的结构性要素改造我国的整体诉讼结构。     

社会工作专业教育课程设计模式的人文主义取向

社会工作专业教育课程设计模式的讨论与探索对于本土化社会工作专业人才的培养规格相当重要。尽管在西方社会工作专业教育发展的历程中出现过很多有特色的模式,但专业本身的性质决定了社会工作教育课程设计模式必须更多的强调实践与反思。本文认为人文主义取向是建构当下适合中国本土化和符合社会工作专业人才培养目标教育模式必须要考虑的主要因素。     

对道德权威的再认识

道德万能论与道德无用论代表两种对传统道德权威不同的审视结果;政治权威对道德领域的渗透,使道德权威变质为一种权威道德;政治权威树立道德权威的过程,抹杀了个人的理性精神;现时代道德权威的缺失,呼唤树立一种合理的新道德权威。这种道德权威应从人们普遍遵守的道德底线出发,注重培养人们的自由观念、民主意识、科学精神,遵循人道原则、公平原则、进取原则。     

邓小平党的权威建设思想探析

邓小平党的权威建设思想是邓小平党的建设思想的重要组成部分,党的权威就是指党的领导能得到人民的广泛认同、信仰、忠诚和服从,它主要体现在党具有使人们信从的政治力量和政治威望,它是一个政权得以存在和发展的前提和基础。我党作为执政党必须不断巩固和加强党的权威建设,这就要求我们在执政中要不断增强党的执政绩效,不断增强意识形态的理论说服力,树立良好的执政形象,把党的权威建立在法律基础之上。     

道德个体的孤独与道德权威的尴尬

面对当前的社会道德生活,无论是鼓噪道德正在复苏,还是惊呼道德已滑入万劫不复的深渊,无不表明我们的社会道德已陷入异常的困境,集中表现为道德个体的孤独与道德权威的尴尬.道德个体的孤独反映的是一种内指型道德困境,而道德权威的尴尬意在表达一种外指型道德环境资源困境.积极向外寻求依托制度伦理的力量以加强外指型道德环境资源的权威性,从而解决内指型道德个体的孤独,最终实现道德个体与社会道德博弈中的互惠共享,增强道德的力量.     

全面从严治党视域下维护中央权威问题探析

维护党中央权威是新时代推进全面从严治党向纵深发展的核心问题。要切实维护党中央权威首先必须要深刻理解党中央权威的核心要义,也需要正确认识维护党中央权威的必要性和澄清维护党中央权威过程中可能会产生的错误认识,多管齐下把维护党中央权威贯彻和落实到实处。     

Young Chinese Children's Authority Concepts

Using multilevel analyses, we examined the influence of domain (moral, conventional, and personal) and the familiarity of different authority figures (mother, teacher, person in charge, and stranger) in public, school, or home settings in 123 four to seven-year-old Chinese children ( M   =  5.6 years) in Hong Kong. Children affirmed authority more for moral and conventional than personal events, based primarily on punishment avoidance and conventional justifications. Children judged that they should obey mothers more than all other authorities and the person-in charge in the associated setting and the teacher more than strangers. At school, teachers were seen as having more authority over moral and conventional events than mothers whereas at home, mothers had more authority than teachers over all issues. With age, children increasingly evaluated mothers' authority as generalizable across contexts for the moral event; reflecting the importance of familiarity, mothers were seen as having more authority to extend her regulation outside the home, including for personal events, than teachers' authority outside the school.     

职权为什么必须被行使?——为"职权"的法律意义而辩

在我国的法理学中,法院等国家机关的职权被认为具有"必须被行使"这个含义,理由就是"不行使就是违反法定义务、要受到制裁"。这种解释的背后隐藏了一种独立于法律的事实意义上的国家(机关)观念,一方面只是一种职权的政治学、社会学概念,另一方面又与现今普遍被接受的法治理念相悖。因此,需要一种符合法治理念的国家观,并以此为基础重新解释职权的法律性质,确定一种职权的法律概念。     

权威和自律：无政府主义与共同体的历史较量

共同体的稳定发展需要权威的支持,无论这个权威是个人、组织和国家,但没有权威的维系,共同体是很难存在下去的,而无政府主义者反对共同体,认为共同体的存在是对人的控制、支配和压迫,不管怎样,人总是要生活在社会中,这种社会在某种意义上,也是共同体。这样看来,无政府主义者反对共同体的观点本身存在着悖论。     

Authority Concepts Among Children and Adolescents in the Island of Macao

We examined the reasoning of children and adolescents in the island of Macao regarding the bases of legitimate authority across social contexts. We asked 101 children in 3rd, 5th, and 7th grades to evaluate the authority of persons issuing commands to children in two events. In one, persons with varying combinations of authority attributes issue a command that resolves a turn‐taking dispute between children in school. In another, persons with varying social positions issue a command to children to stop playing ball across three contexts: school, home, and a public park. Results show that, although young Macanese reason in many ways similar to American children, social position may be a less important legitimizing authority attribute for them than for American children.     

Korean and American Children's Concepts of Adult and Peer Authority

The primary purpose of this research was to examine Korean children's concepts of authority. Children's judgments about commands of persons with varying age, social position, and knowledge were assessed. 48 subjects from the first, third, and fifth grades were presented with portrayals of persons giving children commands regarding two types of events: fighting and a game rule dispute. Subjects evaluated the legitimacy of commands and chose between different persons giving opposing commands. With regard to a command to stop fighting, subjects accepted the legitimacy of adult and peer authorities, as well as an adult without a position of authority. Subjects rejected commands that failed to prevent harm even when given by an adult authority. With regard to a game rule dispute, subjects most heavily weighted knowledge in evaluating the authority commands. The findings show that Korean children do not have a unitary orientation to adult authority, and have implications for an understanding of individuals' conceptions in the context of a cultural ideology emphasizing reverence for authority. A second study, with a group of fifth graders from the United States, was conducted to determine how the game event task or cultural influences accounted for some differences between previous findings in the U.S. and the findings with the Korean children. The second study showed that whereas the U.S. children mainly respond in ways similar to the Korean children, the U.S. children gave more priority to pragmatic considerations; the Korean children gave more priority to the attribute of the authority's knowledge.     

先秦管理权威论

许多先秦学者在研究管理问题时,对管理者管理权威的形成进行了探讨,分析了民众为何需要受人尊崇的管理权威的深层原因,提出了管理者权力和地位是源于民众利益的需要的见解,指出了管理者要树立管理权威离不开民众的支持和拥护这一根本基础.     

多元权利基础、公权力权威与良法之治

推进中国法治进程 ,并不仅仅是法律制度的简单植入或法律体系的建构 ,也不仅仅是“依法治理”对秩序的促动 ,而关键在于重构国家与市民社会的良性互动关系。即大力推进市民社会自主性 ,以多元社会权利来平衡和制约国家权力 ,缩减国家权力职能和建立其合法性权威 ,并弘扬正义法精神以实现良法之治。只有这样 ,以权力制约和权利保障为核心取向的法治秩序才能最终确立起来。     

从矿区政府到地方政府:中国油田地区条块关系的形成与演变

条块关系是由“条”与“块”分别承担的任务之冲突程度决定的,条块关系的演变也是由任务之间的冲突变化所导致的。如果中央政府需要下属政府机构同时完成多项任务,那么,多项任务之间的冲突将导致条与块的形成,而且,其冲突的严重程度决定了条块关系的特征,即决定了条块结合程度的高低。进而言之,任务之间的冲突程度上升将推动条块结合程度下降;反之,将导致条块结合程度上升。这一观点来源于多任务委托—代理理论,在本研究中得到了油田地区条块关系的支持,即可以解释在六个设市的油田地区条块关系的形成与演变。     

Knowledge is a Dangerous Thing: Authority Relations, Ideological Conservatism, and Creativity in Confucian-Heritage Cultures

Throughout history, the generation, exercise, and dissemination of knowledge are fraught with dangers, the root causes of which are traceable to the definition of authority relations. The authors compare Greek myths and Chinese legends, setting the stage for a metarelational analysis of authority relations between teacher and students and between scholar‐teachers and political rulers in Confucian‐heritage cultures. These two relations are rooted in ideological conservatism. They are related in a higher‐order relation or metarelation: Political control and the definition of the teacher‐student relationship reinforce each other in consolidating authoritarian values. Thus, ideological conservatism shapes educational philosophy and socialization. It conflicts with present demands for creativity in the service of knowledge‐based economies. Hence, a major issue in cultural change to be addressed concerns the dilemma between maintaining authoritarian control and enhancing creativity.     

Dilemmas in Creating an Intern/Field Instructor Supervision Group in a School Setting: Thoughts on Role and Authority

ABSTRACT

Being guests in a host system, a school-based health program (SBHP), presents social workers with complex challenges that underscores the need for regular, supportive supervision. Group supervision is especially useful in bridging this gap, reducing isolation, and uniting a social work team dispersed across four different schools. This article reports on efforts to strengthen a social work component in a four-unit SBHP through the creation of a bi-weekly supervision group. Due to the hierarchical mixed membership of field instructors, interns and program administrator, this group addressed challenges and opportunities around role, authority, and power dynamics.