科斯定理与异地"排污权"交易案

我国首例关于"排污权"交易的案例,看似符合经济学有名的"科斯第一定理",即在产权界定后,无论产权归谁所有,均可达到资源的最优配置,实则并非如此."排污权交易案"严重违反了"科斯定理"的前提假定,是一种不正当的交易.在提倡科学发展观的今天,应严令禁止此类事件的发生.     

阿罗悖论的起源及其在实践中的应用

阿罗悖论是经济理论界的哥德尔定理。本文从历史与机制两方面详尽分析阿罗悖论的起源 ,认为在'剩余'产品社会出现后 ,由于自然约束的松弛 ,无论运用投票选择机制 ,还是货币选择机制 ,都无法在满足所有个人私有利益的前提下 ,从逻辑上导出社会整体利益同时也被满足的结论 ;'剩余'产品的出现及自然约束的松弛 ,是阿罗悖论出现的深层原因。文中还运用阿罗悖论对公平与效率的分离问题和确立中国社会主义市场经济体制的决策过程进行了分析。     

略论邓小平在改革中的创新精神

建设有中国特色社会主义事业是一场全新的改革,也是邓小平创新精神的体现。邓小平在改革中通过观念创新、政策创新、理论创新、体制创新,使中国的改革开放和现代化建设事业取得了巨大的成就。文章深刻地阐述了邓小平在改革中的创新精神及其重大意义,认真研究改革中出现的新情况和改革攻坚阶段的新特点。这对于我们学习和发扬邓小平的创新精神,不断将改革推向前进具有重要的指导作用。     

主体教学论初探

教学论取其研究性质来说具有理论性和实践性相结合的特征。它既要在整合各类相关理论研究成果的基础上,揭示整个教学系统在启动、实施、完结等各环节中各要素间相互联系的特点及其规律,又必须及时依据现实教育对教学的要求,有针对性地调整研究方向,总结实践经验,提出有助于教学实践的指导性建议。以主体活动、主体交往、主体发展为研究取向的主体教学论的确立,既是教育实践,也是教育理论发展的必然     

论中国特色社会主义理论体系的开放性

中国特色社会主义理论体系是开放的理论体系.在改革开放的实践中产生、发展,必将随着中国特色社会主义伟大实践不断丰富与完善.我们要深刻把握中国特色社会主义理论体系的开放性,在新的实践中不断谱写中国特色社会主义新的篇章.     

菲利普·罗斯《凡人》的精神分析学解读

当代美国犹太作家菲利普·罗斯的小说《凡人》,其死亡主题和对人性本能欲望的描述契合西格蒙德·弗洛伊德的精神分析学理论,即“死的本能”和“力比多”（Libido）说。     

人本主义理论视阈下的大学英语教学

大学英语教学应结合人本主义教学理论,做到以“学生”为中心,以“学习者”为中心,发挥情感因素对认知的促进作用。     

从“深层历史解读”到“思想构境”——由“拟文本”看文本对象在方法论创新尝试中的作用

＂拟文本＂意指读者在阅读某一文本时,留在文本或摘录式资料上的多种读书批注。它所承载的信息往往是随意与散乱的,缺乏固有的逻辑构架。因此,对拟文本的解读必然要求读者确立对于文本的主导地位,并不可避免地在解读过程中体现出理论生产的主体性,这恰恰为＂思想构境论＂提供了理论印证。＂思想构境论＂创立的目的就是要告别以还原或者逼近客观性为宗旨的传统文本解读方法,坦然承认任何解读都只是读者的一种＂创造性的生产＂过程。＂拟文本＂自身固有的特质与＂思想构境论＂主观要求之间的契合,凸显了文本对象与解读方法之间的辩证关系。     

Before theory comes theorizing or how to make social science more interesting

The basic argument in this article is that sociology and social science more generally are today severely hampered by the lack of attention being paid to theory. Methods – qualitative as well as quantitative methods – have proven to be very useful in practical research (as opposed to theory); and as a result they dominate modern social science. They do not, however, do the job that belongs to theory. One way to redress the current imbalance between methods and theory, it is suggested, would be to pay more attention to theorizing, that is, to the actual process that precedes the final formulation of a theory; and in this way improve theory. Students of social science are today primarily exposed to finished theories and are not aware of the process that goes into the production and design of a theory. Students need to be taught how to construct a theory in practical terms (‘theorizing’); and one good way to do so is through exercises. This is the way that methods are being taught by tradition; and it helps the students to get a hands‐on knowledge, as opposed to just a reading knowledge of what a theory is all about. Students more generally need to learn how to construct a theory while drawing on empirical material. The article contains a suggestion for the steps that need to be taken when you theorize. Being trained in what sociology and social science are all about – an important precondition! – students may proceed as follows. You start out by observing, in an attempt to get a good empirical grip on the topic before any theory is introduced. Once this has been done, it may be time to name the phenomenon; and either turn the name into a concept as the next step or bring in some existing concepts in an attempt to get a handle on the topic. At this stage one can also try to make use of analogies, metaphors and perhaps a typology, in an attempt to both give body to the theory and to invest it with some process. The last element in theorizing is to come up with an explanation; and at this point it may be helpful to draw on some ideas by Charles Peirce, especially his notion of abduction. Before having been properly tested against empirical material, according to the rules of the scientific community, the theory should be considered unproven. Students who are interested in learning more about theorizing may want to consult the works of such people as Everett C. Hughes, C. Wright Mills, Ludwig Wittgenstein and James G. March. Many of the issues that are central to theorizing are today also being studied in cognitive science; and for those who are interested in pursuing this type of literature, handbooks represent a good starting point. The article ends by arguing that more theorizing will not only redress the balance between theory and methods; it will also make sociology and social science more interesting.     

Die Sheldon die: The Big Bang Theory,everyday neoliberalism and Sheldon as neoliberal man

This article is about the very popular American sitcom The Big Bang Theory. It is focused on the ways that the economic assumptions of neoliberalism are made clear in the programme and how much of this process is linked to the character of Sheldon. I argue that Sheldon is a version of the literary trope of the fool. In this case, a person who is lacking in social skills and who therefore speaks the “truth” of his understanding of social situations. It is this understanding which, I argue is neoliberal. I am not arguing that The Big Bang Theory promotes neoliberalism. Rather, I am suggesting that, most probably unintentionally, the show lays out many of the key premises of neoliberalism, such as the importance of contracts, and enables audiences to consider these while laughing at the show.