人学与当代中国社会发展

人学是我国现代化建设和社会发展的必然产物和内在要求,是解决当代中国社会发展中许多重大问题的理论前提.人的塑造与人格转型,对人的理解,人的素质,人的能力评价,人性,人的能力与个性,人的发展与代价,人的存在方式、需要、利益与价值,日常社会生活中的核心文化理念等问题的解决,都需要人学以提供理论基础和前瞻性的指导.所以,人学在我国当代社会发展中有着重大的意义.     

Social work research: the state of the art (or science)

This paper provides a critical review of current trends within social work research methodology. The paper identifies three influential contemporary perspectives in social work research: empirical practice, pragmatism and participatory/critical research. It identifies the different approaches taken by each perspective to what should be researched, how it should be researched, and how truth claims should be evaluated. By exploring the linkages between methodology, social work and wider social and political changes, the paper argues that research is an intensely political rather than a neutral activity.     

Community capacity and micro-economic development: a study from Peru

A secondary analysis of survey data collected in 1999 was conducted to explore the associations between community capacity and micro-economic development in 20 communities of Peru's mountain region. Elements of community capacity are human capital, social capital and organisational resources. Indicators of micro-economic development are annual household income in soles (Peruvian currency) and perceptions of changes in income and property. Findings revealed that human capital was the most significant predictor of income. Social capital was a significant predictor of the belief that amount of property had increased but not a significant predictor of the belief that incomes had increased. Participation in a development programme for a year or more was the only significant predictor of all three indicators of micro-economic development.     

The development and management of social workers in Ethiopia: A situational analysis

Social protection has become a policy of choice to address rising vulnerabilities and inequalities in Africa. Successful implementation of social protection polices requires proliferation of competent social workers. This article first abstracts elements of an emerging international norm in a comprehensive system for the development and management of social workers and then reviews the extent to which Ethiopia has introduced these elements. It reveals that Ethiopia is in a very early stage in putting in place almost all identified elements of such a system. Recent measures that the Ethiopian government is taking to address this gap are highlighted by way of conclusion.     

Social development and the status quo: professionalisation and Third Way co‐optation

Gray M. Social development and the status quo: professionalisation and Third Way co‐optation Int J Soc Welfare 2010: 19: 463–470 © 2010 The Author(s), Journal compilation © 2010 Blackwell Publishing Ltd and International Journal of Social Welfare. Social development is a massive undertaking that has spawned a multitude of organisational forms. It nevertheless remains an ambiguous term and ill‐defined area of work, though some social development practitioners have succeeded in making small‐scale local differences in particular situations. While largely a tool of the status quo, some believe that social development has transformative potential and provides valuable space to confront inequalities and deprivation. In this article, I argue that in contemporary neoliberal environments social development is being co‐opted by Third Way politics and professionalisation processes. As it professionalises through the creation of professional structures and educational systems, it is becoming increasingly like social work, despite arguments that it is as an alternative approach to poverty and social exclusion. In the process, it is losing its transformative, critical edge, and morphing into a neoliberal, social investment approach that absolves government of its responsibility for the welfare of citizens.     

简论素质及素质教育的实施

从素质教育与应试教育的区别出发,阐述了在基础教育中修正"应试教育"的必要性,提出实施素质教育首先要转变价值观,使受教育者得到全面和谐的发展;其次要充分发挥学生的主体作用,走出课堂,走出灌输,走出学校;再次要注重学生个性发展,强调身体和心理的双重健康.     

我国音乐教育与音乐文化协同发展探析

音乐教育与社会音乐文化有着密不可分的关系,它们相互依存、相互扶持.因此,将民族音乐、流行音乐、民俗民间音乐引进并融入中小学音乐课堂,让当代青少年学生更为全面、更为直接地接触中国社会音乐文化,感受其博大精深,激发他们的民族自豪感和爱国热情,有利于培养更多、具有深厚社会音乐文化底蕴的优秀人才,有利于弘扬和发展社会音乐文化,更快地促进音乐教育的发展.     

South Africa: the challenge of social development

Following South Africa's transition from apartheid to majority rule, the country's new government declared its intention to implement a macro-development approach, known as the Reconstruction and Development Programme, which would promote economic growth and, at the same time, raise the standards of living of the country's impoverished majority. This programme was accompanied by the publication of a White Paper on developmental social welfare. Both give expression to social development ideas which had previously been popular in international circles and which were being resurrected by the 1995 United Nations World Summit. This article discusses South Africa's engagement with social development and examines the challenges facing its attempts to implement this approach. The lessons learned from South Africa's experience of formulating and implementing social development policies and programmes can inform similar efforts elsewhere     

Singapore: social development, housing and the Central Provident Fund

The high rates of economic growth and significant improvements in standards of living recorded in East-Asian nations such as Singapore in recent decades has attracted increasing attention from social policy scholars in the industrial countries. Many believe that the experiences of these countries offer useful lessons for the Western welfare states. This article examines social security and housing policies in Singapore and shows how both were an integral part of a wider commitment to promote economic development. The article suggests that Singapore provides a good example of a developmentalist approach to social welfare that successfully harmonises economic and social objectives.     

道德个体与环境代际正义的实现

在个体、群体与类三种主体形态中,个体是最真实、最直接的存在者,它近距离地影响着人与环境的关系以及当代人与后代人的关系,要实现环境代际正义,道德个体的塑造至关重要,需要从自觉个体走向自由个体,从认知个体走向价值个体。     

Estimating the Effects of Residential Mobility: A Methodological Note

This article reviews the methodological challenges of estimating a causal association between mobility and children's cognitive, social, emotional, and physical development. Utilizing a comprehensive set of empirical articles published in the past 25 years that employ quantitative methods, it describes the limitations of previous studies and the innovative ways that researchers have attempted to deal with them. The concept of mobility is inconsistently operationalized along four dimensions: school versus residential, distance, timing, and frequency. Imprecise operationalization conflates different forms of mobility, which have differential effects on development. Attempts to estimate a causal association between mobility and development suffer from three sources of bias: selection, contextual shifts, and contemporaneous instigating events. (a) Methods that account for unobserved differences between mobile and nonmobile children have consistently shown smaller or even positive effects of mobility. (b) Moving can have a positive or negative effect on children's ecological contexts in ways that are systematically correlated with child development. (c) Moves are frequently catalyzed by changes in family structure and employment. The article concludes with recommendations for future research. Researchers should continue to engage fixed- and random-effect, matching, and instrumental variable techniques, each of which makes the question of causality explicit.     

知识社区、价值基点、制度自觉——关于哲学社会科学创新的若干思考

如何推进哲学社会科学创新是“十二五”期间的重大课题。把握哲学社会科学创新的社区逻辑,厘清阻碍哲学社会科学创新的价值矛盾,探索实现哲学社会科学创新的制度路径,对于推进我国哲学社会科学的基础创新、整体进步意义重大。     

Knowledge Community,Value Base and System Consciousness: A Reflection on Innovation in Philosophy and Social Sciences

如何推进哲学社会科学创新是 “十二五” 期间的重大课题。把握哲学社会科学创新的社区逻辑, 厘清阻碍哲学社会科学创新的价值矛盾, 探索实现哲学社会科学创新 的制度路径, 对于推进我国哲学社会科学的基础创新、整体进步意义重大。关键词: 哲学社会科学 创新发展 知识社区 价值基点 制度自觉

An important task in the period of 12^th Five-year Plan is to promote innovation in research in philosophy and social sciences. In order to fulfill this task, we need to grasp the logic of the knowledge community, clear up value conflicts that hinder our progress, and map the route of system change in this field.     

Minimal Risk in Pediatric Research: A Philosophical Review and Reconsideration

Despite more than thirty years of debate, disagreement persists among research ethicists about the most appropriate way to interpret the U.S. regulations on pediatric research, specifically the categories of “minimal risk” and a “minor increase over minimal risk.” Focusing primarily on the definition of “minimal risk,” we argue in this article that the continued debate about the pediatric risk categories is at least partly because their conceptual status is seldom considered directly. Once this is done, it becomes clear that the most popular strategy for interpreting “minimal risk”—defining it as a specific set of risks—is indefensible and, from a pragmatic perspective, unlikely to resolve disagreement. Primarily this is because judgments about minimal risk are both normative and heavily intuitive in nature and thus cannot easily be captured by reductions to a given set of risks. We suggest instead that a more defensible approach to evaluating risk should incorporate room for reflection and deliberation. This dispositional, deliberative framework can nonetheless accommodate a number of intellectual resources for reducing reliance on sheer intuition and improving the quality of risk evaluations.     

The role of law in welfare reform: critical perspectives on the relationship between law and social work practice

This article considers the complex relationships between law, welfare policy and social work practice, in order to address the question of what role legal frameworks might play in achieving welfare policy and professional practice goals. It traces how law has developed as a core component of professional practice, and challenges some of the false expectations placed upon it. It then draws on findings from an international knowledge review of law teaching in social work education to propose a model for understanding how professional practice incorporates legal perspectives, and proposes ways in which legal frameworks can provide positive and constructive vehicles for accountable practice.     

论中国社会发展的特殊道路 --中西文化比较分析

同许多西方国家相比,中国的农业社会及其向工业社会转化过程中,有着自己特殊的发展道路,这主要是中国特殊的历史文化传统造成的.中国有着特殊的社会经济结构与经济模式,特殊的国家政治体制与政治规范,特殊的思想意识形态和民族精神.中国的这种特殊的发展道路也决定了我国必须选择一条不同于西方的、有中国特色的现代化道路和现代化模式.     

高教研究的社会责任与高教研究主体的使命

高等教育研究的社会责任内涵主要包括：关注社会发展,服务于社会;预测高等教育可能面临的问题,引领社会发展;紧贴高等教育实践,促进改革与发展;加快高等教育学科建设,为理论创新作贡献;遵循研究中的伦理道德规范,保持高教研究队伍的纯洁性等方面。高教研究主体的使命包括提高以高等教育理论为对象的研究、以高等教育现象为对象的研究和以高等教育实践为对象的研究。     

产、学、研携手:加快中国出版教育发展的路径选择

伴随中国出版业的转制,急需培养高层次、复合型、富有国际竞争力的出版人才。但是,目前的出版教育却滞后于出版产业的发展。主要表现为:对现代出版产业缺乏理性认识、学科地位未确定、培养模式滞后、课程设置错位、师资队伍专业结构不合理、教材可选择性太小、教学方法偏重课堂讲授,等等。所有这些,已成为制约我国出版产业发展的瓶颈。鉴于出版教育内在结构具有产、学、研“三位一体”的特殊性,加快中国出版教育的发展,必须三者携手,发挥各自的优势,整合出版资源,形成相互促进、良性共生的和谐关系,才能适应现代出版产业的国际竞争,为中国出版产业的跨越式发展提供有力的人才支持。     

政务公开政策的法理基础

20世纪末 ,中国共产党提出的“依法治国”的基本治国方略被载入中华人民共和国宪法 ,这是中国社会主义法制史上的一座里程碑 ,也是中国建设法治国家万里长征的第一步。在 2 1世纪的中国 ,尽管法治的道路是漫长而艰辛的 ,但“依法治国”的信念却是不能动摇的。如何从各方面加速法治的进程 ?如何处理法治与社会发展的关系 ?本刊特邀六位法学界的知名学者 ,就这一问题进行讨论。公丕祥认为 ,应该凭借自身基于本民族需要和条件的创造性行动来创设现代司法文化与制度。徐显明认为 ,2 1世纪中国法治的发展 ,将取决于我国平等权、财产权、自由权、生存权、发展权这五大权利群的整体进步与发展。卓泽渊认为 ,改革与发展、冲突与互动、和平与稳定将是影响中国法治乃至整个社会发展的重要外在因素。徐祥民认为 ,在当下中国 ,选择的法治只有经过一个演进的过程、尤其是宪法的良性运行和公民法律文化的建设 ,才能成为稳定的、良好的法治。温晓莉认为 ,实现现代法治价值 ,建立一个符合法治精神的宪法制度框架 ,并在充分肯定法治的决定性作用的前提下 ,将法治与德治、制度建设与道德建设很好地结合起来 ,是 2 1世纪中国法治建设的主题。赵正群认为 ,公民的得知权及与其相应的政府说明义务构成了政务公开政策的法理基础     

Theory and social work: A conceptual review of the literature

This article presents a conceptual review of the literature concerning social work and theory. Based on analysis of 93 research studies, drawn from literature in English published between 1968 and 2016, the review considers the many ways that theory is conceptualised in the literature, and asks meta‐theoretical questions about how and why different conceptualisations arise. The article examines definitional questions and ambiguities concerning the use of theory, extant research on the use of theory by social workers in practice, hostility expressed regarding theory in social work, the theory/practice divide and perspectives that emphasise theory's utility or functionality. The article points at some methodological and ethical limitations concerning current research, and summarises dominant, as well as less prominent, versions of what counts as theory within the social work discipline, before finally suggesting that further meta‐theoretical research is needed.