人类命运共同体构想的三维审思：逻辑起点·现实基点·思想源点

人类命运共同体构想作为马克思主义中国化的最新理论成果,是在积极反思人类生存现状的基础之上,对世界未来发展形态的一种前瞻性擘画。总体观之,作为“类”存在的人的主体自觉以及马克思主义“类”思想是人类命运共同体构想的逻辑基点, 现代“人类交往”方式的演进与普遍发展是人类命运共同体构想的现实基点,中国传统文化中的“和合”理念是人类命运共同体构想的思想源点。逻辑起点、现实基点与思想源点共同构成人类命运共同体构想的生成之源,对其系统、深入的阐释与审思则是我们学习、领悟、实践这一伟大构想的重要环节。     

参与式方法在中国的发展沿革

参与式理念和工作方法曾是20世纪90年代直至21世纪初中国发展界的必备工具,但却在当前大规模的扶贫攻坚、乡村振兴中销声匿迹了。是什么原因导致了其在当初的风行,又是什么原因使其不再为今日的社区发展工作者所认知和使用?本文通过回溯中国参与式发展的历程,试图对这些问题进行解答,进而指出,这一套农村工作和社区发展的理论方法当初之所以行之有效,自有其内在的合理性。中国共产党一直信奉和遵行以人民为中心的发展理念,群众路线是党的生命线,人民群众的需求就是中国共产党人的奋斗目标,“没有调查就没有发言权”,在推进国家治理能力和治理体系现代化的当下,参与式理念和工作方法应该重新焕发生机,成为社区工作的必备理念和工作方法。     

Japanese Sociology in a Global Network. Internationalization,Disciplinary Development,and Minority Integration in the Road Ahead

The dual trajectories of Japanese sociology and Japan itself are poised at a watershed moment in their shared history. In recent years, Japanese sociology has enlarged its international presence in unprecedented fashion and the Tokyo Olympics have positioned the global spotlight on the entire nation of Japan, making it an opportune moment to reflect on the future of Japanese sociology in connection to Japanese society by way of internationalization. This article draws on the author's reflections on the latest 92nd Japan Sociological Society Annual Conference in the context of recent socio‐structural and intellectual transformations in counterpart sociological cultures in Anglo‐America. Drawing on three theorizations of disciplinary development by Abbott, Connell, and Burawoy, this article articulates two dimensions (socio‐structural and intellectual) with which to examine (i) what Japanese sociology can contribute to improve the internationalization decolonization, and pluralization of global sociology; and (ii) what global sociology can do to advance Japanese sociology's public contribution to improving and preserving LGBTQ minorities' societal well‐being.     

Beyond ‘developmentalism’: A relational and embodied approach to young children's development

This article begins by discussing ‘developmentalism’, one of the key debates that has characterised the current theoretical impasse in the development of childhood studies. I use Norbert Elias's concept of the relation between love and learning as a foundation to develop the way in which young children's development is a non-linear, temporal and embodied process. I argue that we need to develop a relational approach that moves beyond some of the binary divisions between ‘nature’ and ‘biology’, drawing on concepts from particular theoretical traditions that have been under-utilised, particularly the relational school of psychoanalysis and the work of Maurice Merleau-Ponty.     

Multimodal representational gestures in the transition to multi-word productions

The aim of this study was to analyze the use of representational gestures from a multimodal point of view in the transition from one-word to multi-word constructions. Twenty-one Spanish-speaking children were observed longitudinally at 18, 21, 24, and 30 months of age. We analyzed the production of deictic, symbolic, and conventional gestures and their coordination with different verbal elements. Moreover, we explored the relationship between gestural multimodal and unimodal productions and independent measures of language development. Results showed that gesture production remains stable in the period studied. Whereas deictic gestures are frequent and mostly multimodal from the beginning, conventional gestures are rare and mainly unimodal. Symbolic gestures are initially unimodal, but between 24 and 30 months of age, this pattern reverses, with more multimodal symbolic gestures than unimodal. In addition, the frequency of multimodal representational gestures at specific ages seems to be positively related to independent measures of vocabulary and morphosyntax development. By contrast, the production of unimodal representational gestures appears negatively related to these measures. Our results suggest that multimodal representational gestures could have a facilitating role in the process of learning to combine meanings for communicative goals.     

The complexity of diversity and importance for equitable philanthropy

The current U.S. climate of racial and social injustice has prompted a renewed call for diverse and equitable ways to rethink community philanthropy. Community foundations are vehicles for community philanthropy which offer vast benefits for social improvement and community development. The board of directors ensures these organizations fulfill their mission, making decisions on funding priorities and holding the organization functionally and fiscally responsible. Drawing on constructs of diversity and representative bureaucracy and a case study of Florida community foundations, we suggest that diversity is understood in different ways and the presence of diverse board members may be linked to advancing the interests of diverse communities and in achieving outcomes that assist in the needs of certain social groups. Increased understanding of diversity can improve foundation and philanthropic effectiveness and bring broader social change by promoting equity and social justice among community‐based philanthropic organizations.     

The Northeast-Northwest Collaborative Adoption Project

SUMMARY

One of the exciting new directions in family research is the examination of shared and nonshared environmental processes underlying the learning of cognitive, literacy, and social-behavioral skills. The adoption design is a powerful method for testing theories regarding environmental mechanisms. In this paper, we describe the Northeast-Northwest Collaborative Adoption Project (N2CAP), an ongoing adoption study in which we are examining the role of parenting environments generally, and parent-child relationships more specifically, in the development of cognitive, reading and social-emotional outcomes in childhood. The goal of this study is to identify environmental influences that impact children's cognitive and social-emotional development using a genetically sensitive design, and to further the development of models of genotype-environment processes.     

Adolescent Socialization in Rural Appalachia: The Perspectives of Teens,Parents, and Significant Adults

ABSTRACT

The purpose of this qualitative study was to explore the social networks of Appalachian adolescents to understand socialization strategies and goals. A total of 46 interviews were conducted with five families (mothers, fathers, and adolescents) and 11 socialization agents the families identified as exerting significant influence in the lives of the adolescents. Interviews were transcribed and then analyzed using principles of grounded theory. Five themes developed from the interviews: the importance of community to the socialization process, adult involvement and support, adolescent monitoring, teaching respect and responsibility, and adolescent autonomy. Results suggest the need for in-depth investigation of adolescent development within a variety of cultural and social contexts to more fully understand these processes.