涉农专业大学生思想政治理论课实践教学模式创新——以河南科技学院“I-V-S-S”模式为例

实践教学是高校思想政治理论课的重要内容。近年来,国家非常重视大学生思想政治理论课实践教学,并出台相关文件加以落实。作为一所以农业为传统专业的高校,河南科技学院结合自身优势,在涉农专业实施"I-V-S-S"思想政治理论课实践教学模式,取到了较好的效果。     

从事市场经济活动应具备的美德——解读《道德情操论》第六卷

《道德情操论》第六卷＂论有关美德的品质＂考察并论述了仁慈、谨慎、正义三种美德。这三种美德都是市场经济参与者应具备的,这些美德应该推动市场经济的发展,结合《国富论》解读亚当.斯密对这三大美德的论述,可以更加清晰地证明这一点。     

Rights Spaces: An Exploration of Feminist Approaches to Refugee Law

The exigent needs of refugee women necessitate feminist attempts to use legal mechanisms, however imperfect, to their benefit. However, the temptation to overestimate the importance of feminist gains in this realm must be avoided due to current constraints within the international refugee regime. Most forcibly displaced persons never reach the borders of western countries to claim asylum. Moreover, western 'refugee-receiving' countries are effectively closing their borders to migration claimed on strictly humanitarian grounds. Therefore, while feminists have successfully claimed a place for refugee women within protective rights mechanisms, they have been granted only a small portion of what is already extremely finite territory. Given this troubling state of affairs, I suggest that although proven avenues within refugee law must not be abandoned, the time is right for the sustained exploration of new and creative modes of engagement within refugee rights discourse. In this vein, the second half of the paper draws extensively upon the work of feminist legal theorist Jennifer Nedelsky to suggestively consider some possible alternatives for feminist theory and praxis.     

The Organisation and the Mouth of Hell

FLESH

‘We are now beginning a two week consultation period—but let me say this [finger raised for emphasis)—if you are not for this project [dramatic pause) you ought to be looking for a move elsewhere’. (Announcement preceding a post‐1992 university restructuring, April 2002)

‘Hang on. I am just parking the car. I am walking into the building. I am now entering the mouth of hell…’ (Conversation with a friend who was calling from his mobile phone as he entered his workplace)

‘My heart sinks every time I have to go there. It takes away your spirit’. (Former colleague writing about her experiences of going to work)

‘I am nailed to the desk at the moment…’. (My email to friend in another institution) ‘Your email was full of Catholic imagery’. (Reply)

‘We live on that border, crossroads beings, crucified beings’. (Kristeva, 1987 Kristeva, J. 1987. Tales of love, Edited by: Roudiez, L. New York: Columbia University Press.  [Google Scholar]: 254)     

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).     

Weaving Sociology into New Zealand Social Work Education

Social work students and practitioners often struggle to apply sociological theories to practice situations. This is made difficult because the application of sociological theory for social work is still a contested area. To assist students and practitioners articulate and explain sociological theory in their social work practice, this paper introduces a practical teaching model—one that is theoretically rich and simple to use. The authors have used this model to teach sociology for first year New Zealand social work students, with pleasing results. Taught in the foundation year of degree study, we show that there is utility for this model throughout social work education, most notably in policy, research and practicum courses. Teaching sociology is not without its challenges, and these are discussed. We argue that this model offers students and practitioners a straightforward ‘nuts and bolts’ method that can easily be drawn on in class and in practice to guide sociological theorising. Further, societal and personal value tensions can be reflectively teased out. Importantly, the model allows for sets of sociological analyses to be rendered explicit for the practitioner, their colleagues and their clients.     

Becoming an Ally: Breaking the Cycle of Oppression (2nd edn)

Abstract

In the present context of “get tough on crime” and “back to criminal justice” campaigns that continue to dominate political agendas throughout Australia, critics point to the inadequacy of “welfarist” or reformist criminological and sociological theories that have informed interventions in the past and reinforce the need for “retributive justice” models of penal policy. The present paper examines historical evidence on the role of the human sciences in juvenile justice administration during the 1940s, a formative time when psychiatric, psychological, and social work expertise came together in the form of the Children's Court Clinic in Victoria. It suggests that contemporary critiques about the failure of the welfare model of juvenile justice inadequately capture the historical functioning of expertise in justice administration and the real extent to which the welfare model as “actual rehabilitative intervention” was ever implemented.     

A Smoking and Health Fair: Implementation and Evaluation

Abstract

A two-day health fair that focused entirely on the tobacco smoking habit was organized. Participating agencies offered information on smoking effects, cessation programs, and health screening to fair visitors. A visitor questionnaire indicated that the fair was successful in attracting both smokers and nonsmokers and that each group found information that was perceived as helpful. Issues involved in coordinating the project are discussed and suggestions for future smoking and health fairs are offered.     

PUBLIC PEDAGOGY AS CULTURAL POLITICS: STUART HALL AND THE CRISIS OF CULTURE

This article argues that Stuart Hall's work provides an important theoretical framework for developing an expanded notion of public pedagogy, for making the pedagogical central to any understanding of political agency, and for addressing the primacy of public pedagogy and cultural politics in any viable theory of social change. Hall's work becomes particularly important not only in making education crucial to the practice of cultural studies, but also in providing a theoretical and political corrective to recent attacks on cultural politics, which cut across ideological lines and include theorists as politically diverse as Harold Bloom, Richard Rorty and Todd Gitlin.