论任鸿隽的科学文化观

任鸿隽是中国探究和传播科学文化的最早的先驱者之一。他对科学文化的研究,涉及科学的特性和目的、科学方法、科学精神、科学与道德及人生等最能体现科学文化内涵的几个方面。他认为,科学精神是科学的本原和真诠,科学有益于道德和人生。任鸿隽丰富多彩的科学文化思想,有助于人们从科学本身吸取科学的智慧,领悟人生的真谛。     

论事物内涵的中间成份与质变的中间状态

宇宙万物,于存在对立成份的同时,还存在中间成份,它是宇宙事物实现对立统一的基本要素。其中,“度”具有一定的幅度,形成过渡期间,这时,事物处于质变的中间兼容状态。     

试析罗庆春双语诗学的批评方法

研究彝族著名诗人、学者罗庆春的诗学,不能规避的是对其诗歌批评方法的研究与分析。罗庆春在研究少数民族诗歌的创作及发展时,既运用了社会历史批评、审美批评等传统意义上的文学批评方法,也借鉴了心理学批评、原型批评等现代批评方法,为其较为成熟的诗学体系的构建提供了有力的支撑。     

Combining key elements in training and research: Developing social work assessment theory and practice in partnership

This paper is based on a joint project between staff from a university department of social work and a local social services department and is jointly written by the four people involved. It reports on the development of a package of training and research over the past 5 years designed to improve standards of assessment in the work of child and family social workers employed by the authority. It analyses the positive reception given to the project both from practising social workers and from management. It contends that this model of combining theory, training, research and practice can and should be used more widely as a basis for supporting and developing professional social work. It discusses the introduction of a theoretical framework which anticipated the new national framework for assessment, but which has been used to critically assess it (as well as other models of assessment), and has involved experienced workers in their evaluation.     

Motherhood,Apple Pie and Interprofessional Working

This article seeks to challenge the uncritical and often benign way in which interprofessional practice is considered within social work and other social professions. In particular the article highlights issues concerning definitions, structural solutions, interprofessional education, the assumption of consensus, the lost voice of the service user, the potential for unnecessary surveillance and some ideas of what distinctly good interprofessional working might look like. This article is not an attack on interprofessional practice per se but an attempt to go beyond the ‘motherhood and apple pie’ nature of much of the current debate.     

Social Workers Can e-Learn: Evaluation of a Pilot Post-Qualifying e-Learning Course in Research Methods and Critical Appraisal Skills for Social Workers

Social workers are increasingly encouraged to become research minded and integrate research findings into their practice. However, there is a paucity of high-quality accessible training for social workers in research methods and critical appraisal skills. We developed an e-learning version of an MSc degree module to widen access to this kind of training and this paper presents the findings of an evaluation of a pilot of this e-learning course. To test the effectiveness of the e-learning environment in delivering research methods and critical appraisal skills training to social workers in comparison with a classroom group, we adopted a mixed methods approach which comprised concept mapping exercises, semi-structured interviews and evaluation questionnaires administered to the e-learners (n = 3) and a classroom comparison group (n = 12). Our analysis of the students' concept maps revealed no conspicuous differences in the quality of student knowledge changes that were a consequence of the mode of teaching delivery. The e-learners met the learning outcomes of the module to the same extent as the classroom group and were highly satisfied with the mode of delivery. Although this was a small pilot, it provided tentative evidence that social workers can use e-learning to develop evidence-based practice skills.     

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.     

Critical Thinking in Social Care and Social Work: Searching Student Assignments for the Evidence

The ability to think critically would appear to be a defining feature of competent social work practice. Yet the way practitioners develop critical thinking and how it is taught and assessed within educational establishments is unclear. This paper explores one key aspect of the learning process; the way critical thinking might be evidenced in the transition from Further Education to Higher Education. The assignments produced by students undertaking the HNC in Social Care and year one students at the initial stage of the BA Social Work programme in Scotland were examined. The findings suggest that students working in social care environments and year one students on the BA Social Work course were able to evidence some critical thinking; however, it was generally quite minimal and limited to certain categories. Whilst there are likely to be diverse opinions within Scotland as to how the new four‐year honours degree in social work is implemented in terms of teaching, assessment and learning, a valuable opportunity may be missed if critical thinking is not a core feature and meaningfully aligned to students' experiences at Further Education and Higher Education.     

Centacare in the Northern Territory

Abstract

At the present time, social work in England finds itself at the crossroads. Against a backdrop of economic globalisation, it has been caught up in New Labour's modernising policy discourse that has recast social justice in terms of opportunity, inclusion, and “choice”. More recently, this has been extended by the introduction of a “respect agenda”, a reaction to the loss of community cohesion and the rise in antisocial behaviour. In the present article, two alternative paradigmatic responses are explored reflecting a debate between evidence-based practice (EBP) and critical practice (CP). These may be juxtaposed because they offer different visions of what social work could become in the future while providing two important reference points against which current practice may be judged. Whereas the former has been depicted as a “search for certainty” that largely complements the modernising discourse, CP works with both certainty and uncertainty in the quest for more emancipatory change. In practice, English social workers may manage such contradictions by looking down both roads and incorporating elements of both in their practice: adopting elements of EBP to justify their interventions and become more research minded while embracing aspects of CP to engage with structural issues that lie at the root of injustice.     

“Something Amazing I Guess”: Children's Views on Having A Say About Supervised Contact

Abstract

This paper reports on a small-scale, qualitative study on children's perspectives about their participation in decision-making processes regarding supervised contact. The paper begins with an overview of the study and a summary of findings in relation to four key research questions framed around the idea of children having a say, that is, children's views and perspectives of their participation in family law decision-making processes. These key questions include: What are children's experiences of having a say? What are children's understandings of having a say? Did children want a say in the decision for them to have supervised contact? How did having (or not having) a say feel? Discussion focuses on what importance children place on having a say in family law matters, a finding that is contrasted with children's experiences of marginalisation and exclusion from decision-making processes and of ambivalence and reluctance sometimes expressed around having a say. Children's idea of having a say as taking place in and through particular forms of dialogue and conversation, thus enabling the recognition of children and respect for what they have to say, are also explored. We conclude by reflecting on the implications of the study for professionals working in family law