论与时俱进的马克思主义

马克思主义具有与时俱进的理论品质。马克思、恩格斯、列宁、毛泽东、邓小平和江泽民同志 ,都是解放思想、实事求是 ,不断推动理论创新的光辉典范。他们从不教条 ,从不僵化 ,总是与时俱进 ,总是根据历史条件的变化不断发展和完善自己的理论 ,从而才有马克思列宁主义、毛泽东思想、邓小平理论、“三个代表”重要思想这些伟大科学成果的诞生。在当今中国 ,我们必须保持与时俱进的精神状态 ,坚持用发展着的马克思主义指导新的实践     

《唱论》——民族声乐渊源之探索

元代燕南芝庵的《唱论》，记载了我国古代的歌曲题材、演唱形式及当时所流行的部分曲目；分析了从古代流传至当时的各种声乐演唱技巧，以及形形色色的歌曲和演唱者声乐演唱中存在的大量问题。它是我国一部集声乐之大成的史料性著作。联系当前民族声乐高度发展的状况，对这部史料性论著进行新的评介，旨在追根溯源，以求促进我国声乐艺术的发展。     

Youthful Violence: Problems and Prospects

This is a study of 758 adolescents, aged 13 to 18 years, randomly selected from two public high schools in the South. The purpose is to examine the relative relationships between several predictors and violence in two age groups (ages 15 and younger versus 16 and older), and to investigate interactions between several of the predictors within these age groups. As hypothesized, there are differences in which factors predict violence according to age, and interactions between these predictors also differ between the two age groups. The social work practice implications of these findings are discussed.     

中国农民就业困难理论研究失误的表现

造成农民就业困难的原因很多 ,如 :工业化战略的失误、养儿防老是一个现实的问题、农民家庭新出生人口成长成本过低等 ,但是理论研究上的失误是其中最重要的原因 ,因为理论是行动的指南 ,从八个方面进行分析 ,以推动在农民就业困难问题研究上的理论创新。     

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.     

挤出效应理论的简单回顾--兼议我国是否存在挤出效应

我国近年来的积极财政政策是否产生了挤出效应,理论界对这一问题有不同的看法,这种分歧促使人们对挤出效应理论进行探讨,并分析我国的积极财政政策是否存在挤出效应.     

高校思想政治理论课建设面临的挑战及对策

文章分析了高校思想政治理论课建设面临的四个方面挑战,提出了在新的形势下重新审视思政课的地位与作用、在大思政格局下进一步加强思政课建设、推进教学改革、加强思政课教师队伍建设等措施,进一步增强思政课的针对性和实效性。     

孙犁论知识分子的人格塑造

晚年孙犁对极左路线形势下,以及80年代中后期商品经济环境中知识分子人格样态及各种人文现象的审视独具中国特色和时代精神,充分体现了传统文化与＂五四＂精神的有机融合,传统人格理论与现代知识分子的精神对接,文化渊源与当下社会的相互关照。提出重塑有道德力,非＂依附＂性,具＂思想力＂的新型知识分子人格。     

《汉书·艺文志》视角下的杂家之学

<汉书·艺文志>是审视杂家本来面目的独特视角.解读<汉志>杂家,不难看出,杂家源于"议官",兼通诸家,以"王治"为主导思想,以诸家之学为"王治"之用;同时,杂家"杂取各家"的包容性特征也成为<隋书·经籍志>以后目录学著作中杂家涵义讹变的主要原因.     

高校思想政治理论课实践教学模式构想

思想政治理论课实践教学环节,是课程教学的辅助、配套和延伸,其教学模式应能充分调动学生主动参与的积极性,有效促进学生的全面发展和综合能力的提高。其具体方式有与教学内容、教学方法改革相一致的课堂内的实践教学活动,精心设计的第二课堂活动,与社会经济政治文化紧密联系的社会实践活动,与日常管理相结合的养成教育活动,等等,具有多样性特点。