创立马克思主义人生价值论的思考

从实践的需要和理论的发展看,实现人生价值观的系统化理论化,创立马克思主义人生价值论,是一项极其重大而紧迫的理论任务。目前我国人生价值论研究尚处于起步阶段,有待于通过深入研究使之成为系统精密的科学。我们必须以马克思主义为指导,以广义劳动价值论和广义剩余价值论为基础,系统研究人生的一切主要方面和主要过程,创立一套马克思主义人生价值论。     

高校行政管理人员工作价值观与敬业度的关系研究——以福建省高校为例

笔者随机抽取福建省4所高校200名行政管理人员为被试进行问卷调查,结果发现：（1）女性高校行政管理人员休闲自由工作价值观得分显著高于男性,地位威望得分则显著低于男性。（2）研究生学历以上的高校行政工作人员内在价值和休闲自由得分显著高于本科学历人员。（3）未婚高校行政人员在内在价值和休闲自由2种工作价值观得分上显著高于已婚者;已婚无孩者在人际关系工作价值观的得分显著低于未婚者和已婚有孩者。（4）高校行政人员职务越高,越看重工作中的晋升、薪酬和福利等外在价值、人际关系和利他因素。（5）内在价值、利他、外在价值、地位威望4种工作价值观与敬业度总分存在非常显著的正相关关系。（6）声望地位和外在价值2种工作价值观对敬业度起正向预测作用,休闲自由工作价值观起负向预测作用。根据研究结果,建议从增强个人归属感、建立合理的薪酬制度、构建完善的培训体系和建立有效的考核激励机制4个方面着手提升高校行政管理人员的敬业度。     

从价值观差异看汉英寒暄交谈

寒暄交谈是一种表示应酬的辅助性语言,具有缩短交际者之间的社会距离和维持人际关系的社会功能,也是社会生活和文化的真实反映。汉英寒暄交谈深层次上受制于东西方两种价值观。从价值观的道德取向、人际关系取向、时间取向、审美取向、金钱取向方面探讨汉英寒暄交谈的差异,以窥价值观对语言的渗透。     

当代未成年人价值观教育的基本理念与策略

本研究对安徽省合肥、芜湖、马鞍山、淮北、巢湖、安庆、黄山、宣城等8个城市(农村)的2426名未成年人进行了价值观的调查与比较分析,探讨了当代未成年人价值观的演变现状,分析了其原因,提出了价值观教育的基本理念与策略,祈望对引导当代未成年人价值观的发展有所帮助。     

从价值观的嬗变看技术创新的生态化转向

生态危机本质上也是一种价值观危机,技术创新的传统价值观在当代种种现实问题面前已经失去了原来的合理性,面临着各个层面的调整与转变。技术创新价值观的嬗变在理论和实践上的最终结果都将是技术创新的生态化转向。     

对教育价值生态观的探索

教育价值常常影响教育发展的方向,选择什么样的教育价值取向是我们必须反思的问题.本文通过对教育价值影响因子的梳理,分析了各种影响因子在价值关系链上的位置,以此对流行的教育价值取向存在的问题进行分析,发现问题的症结是各种影响因子没有得到协调平衡的发展.因此,要走出目前的困境,     

高校青年教师社会主义核心价值观认同与培育机制研究

社会主义核心价值观是当代中国共产党人着力推进马克思主义中国化历史进程所得出的弥足珍贵的理论创新成果,它需要全社会的普遍认同和践行。对高等学校而言,青年教师社会主义核心价值观培育的重要任务,是着力引领青年教师在马克思主义中国化视域下高度认同社会主义核心价值观的同时,在强化硬任务意识、加强组织领导、建立培育和激励制度、纳入学校文化建设和融入师德建设等方面建立并不断完善青年教师社会主义核心价值观培育的工作机制。该研究将进一步推动高校青年教师社会主义核心价值观培育工作的发展。     

Environmental Justice and Social Work Education: Social Workers' Professional Perspectives

Environmental injustice is a growing human rights issue as climate change and environmental degradation rapidly increases. As a social justice problem, it is relevant to the social work profession, yet not integrated into our curricula. This study of 373 social work professionals found that environmental justice is a significant practice issue across broad client populations and that professionals felt unprepared to address it. Qualitative and quantitative data revealed high levels of client exposure to environmental hazards with little power to change it. Respondents reported dissatisfaction with their education to help them understand environmental issues. Moreover, they indicated that they would like to see environmental justice integrated into social work education and better-prepared graduates entering the profession. Implications for practice and education are discussed.     

Changing Gears: Shifting to an Environmental Perspective in Social Work Education

This paper seeks to add to the growing literature on environmental social work education which suggests the need for a fundamental rethinking of the humanistic values and theories informing social work to embrace concerns relating to environmental degradation and climate change. For the most part, social work's interest in the environment to date relates to human needs. Of most concern here is the over-representation of people in poverty and subsistence among those impacted by deforestation and climate injustice. However, even here the emphasis is on the human experience of environmental and climate change when this is an outcome of human actions and structural inequalities. The paper begins with an overview of the theoretical terrain of environmental thought before examining issues in relation to perspective transformation and the implications for under- and post-graduate curriculum development.     

Practice educators’ experiences of facilitating and assessing student values and ethics learning: constructing dialogue

This study explored the experiences of practice educators in facilitating and assessing student values and ethics learning. Three practice educators in the North of England were invited to explore their experiences through semi-structured, in-depth interviews. Responses were coded using Interpretative Phenomenological Analysis. Interventions to manage discontinuities between students’ personal and professional values were explored alongside the rationale for holding these two as separate entities. Using a pedagogically informed concept of professional self-location, findings that illustrate both difficulties and successes with these strategies are presented within two major themes, Conceptualisations of Personal and Professional Values, and Constructing Dialogue. The critical functions that dialogic learning serves in the practice educator repertoire are discussed, along with recommendations for the training, support and continuous professional development of practice educators.