反思与整合:构建当代多民族构成的中华民族道德文明

中华文明千百年的发展与和谐是靠了各个民族的自我规范、自我制约和自律机制才形成的。在历史的长河中,中国56个民族优秀的传统道德观念汇聚成了中华民族的道德文明。不应囿限在“孔孟”或“儒家”的圈子里来谈中华民族的伦理道德遗产,而应从更广的角度来梳理和研究中国各民族的优秀道德文明,各民族都应该相互吸取传统的优良道德观,只有进行整体意义上的中华民族优秀道德整合,才会使中华民族的文明和民族精神不断焕发出生机。     

关于安乐死的立法和思考

安乐死是当今世界公众关注的热点之一 ,涉及道德、医学、法学和社会学等领域 ,由于对于人是否有权决定结束自己的生命的看法不一致 ,法律上明文规定允许安乐死的尚不多。荷兰的立法代表了安乐死立法的发展方向 ,启示我们对于安乐死的深入思考 ,从保障人权和有利社会的高度对待安乐死的问题     

一部人性呼唤的高等教育力作--<高等教育现代化的反思与建构>评介

高等教育现代化的本质是什么 ,它与社会现代化有何差异 ,人在现代化过程中的地位如何等问题 ,都是目前人们较为困惑的。张应强教授的著作《高等教育现代化的反思与建构》一书对这些问题作了明确回答     

谈王灼《碧鸡漫志》的审美标准--兼与颜飞林先生商榷

王灼于《碧鸡漫志》中提出了“中正”这一音乐思想。在王灼的心目中,“中正”二字其本意,实际上是谈乐律,而颜飞林却把这二字视为对词的审美标准,可谓风马牛不相及。其次,颜先生认为“雅”是王灼对词的审美标准之一,也并不无史料依据。再次,补充了五点为颜先生所忽略了王灼对词的审美标准。     

对弘扬科学精神的哲学思考

本文试图从哲学角度对弘扬科学精神作整体性的考察,首先分析了倡导科学精神在我国的历史线索,然后提出科学精神是一个多元的概念,应对其作广泛的系统性的理解,并分析了科学精神的系统结构,以及在我国宣传和倡导科学精神的侧重点。     

Bridging the Theory–Practice Gap in Social Work Education: A Reflection on an Action Research in China

This article explores the background to, and issues associated with, the implementation of Personal Development Planning (PDP) within Higher Education (HE). Consideration of issues for social work educators follows as the authors seek to ground policy change in practice and debate issues so that reflection is not ‘little more than a mantra’ but rather a ‘model for practice’ (Kuit et al., 2001, Active Learning in Higher Education, vol. 2, no. 2, pp. 128–142, at p. 129). Although educators have arguably always used a variety of strategies to encourage student reflection and evaluation of their learning experiences, implementation of PDPs codifies and institutionalises individual student reflection and the production of associated outputs. This is evidenced by the production of guidelines to promote what is billed as a core educational process by Universities UK, the Standing Conference on Principals, the Quality Assurance Agency (QAA) and the Learning and Teaching Subject Network (LTSN) Generic Centre. As social work academics consider and respond to the challenges associated with the re‐specification of programmes to meet new award requirements they might usefully reflect on the challenges PDP brings, and integrate responses into programme specifications. Avoiding fragmentation and duplication, for example around the personal tutor system and role of staff in PDP, is important for both social work students and staff within complex and, at times, contradictory organisational contexts such as Institutes of Higher Education (IHE).     

Teaching Critical Reflection: A Tool for Transformative Learning in Social Work?

In an Australian Bachelor of Social Work degree, critical reflection is a process explicitly taught in a fourth year subject to students who have returned from their first field placement experience in agencies delivering social work programmes. The purpose of teaching critical reflection is to enable social work students to become autonomous and critical thinkers who can reflect on society, the role of social work and social work practices. The way critical reflection is taught in this fourth year social work unit relates closely to the aims of transformative learning. Transformative learning aims to assist students to become autonomous thinkers. Specifically, the critical reflection process taught in this subject aims to assist students to recognise their own and other people's frames of reference, to identify the dominant discourses circulating in making sense of their experience, to problematise their taken-for -granted ‘lived experience’, to reconceptualise identity categories, disrupt assumed causal relations and to reflect on how power relations are operating. Critical reflection often draws on many theoretical frameworks to enable the recognition of current modes of thinking and doing. In this paper, we will draw primarily on how post-structural theories, specifically Foucault's theorising, disrupt several taken-for-granted concepts in social work.     

Social Work Sense and Sensibility: A Framework for Teaching an Integrated Perspective

The divisions between ‘micro practice’ and ‘macro practice’ are often traced to historical splits between the originating strands of the social work profession. These splits have been reified in social work education and in institutional settings that largely focus on particular aspects of practice. We argue that this split has been overly polarized and, more importantly, disregards the science and ethics of social work—what we call the sense and sensibility of the profession. Science requires that we recognize the complexity of human activity; ethics require that we alleviate individual suffering and work to attack its root causes. Social work sense and sensibility interweave expectations that practice, policy, theory and research understandings must all be informed by, and inform, ethical social work practice. This bridging framework can help educators respond to calls for connecting all levels and types of social work practice.     

Social Work within a Community Discourse: Challenges for Teaching

This paper considers the continuing debate about the relationship between social work and community work. We write about our collaboration as educators, one from a social work background and the other from a community work background and discuss the challenge of teaching community work to social work students in a way that is relevant for contemporary practice, and that embraces community work principles and values. Our paper explores Ife's framework of competing discourses of human services and discusses how it has helped us to articulate our thinking and teaching practice in the Irish context. For us, the framework integrates social work and community work within a community discourse that provides a language transcending disciplinary boundaries. This approach represents a means of familiarising students with the community work process and enabling them to take action on issues of social justice. The framework represents four competing models of human service delivery: the managerial, the market, the professional and the community. We discuss how we use this conceptualisation to teach and engage students in a process of critical reflection. The paper discusses methods we use to undertake this process, and the development of our teaching practice over the last two years.