全球治理视角下中国与中亚地区绿色合作:现状与前景

当今世界正面临复杂的全球治理危机,其中生态环境危机已成为全世界国家和人民发展的共同威胁。在国际政治和经济秩序都发生深刻变化的背景下,中国提出旨在实现人类低碳和可持续发展的绿色"一带一路"倡议。绿色"一带一路"作为全球治理的新型公共产品,是对全球治理理念的改革性创新,是对人类生存与发展问题的全面而深刻的思考与探索,也是中国与中亚国家推进"一带一路"合作的重要路径。中国与中亚地区绿色合作起步不早,也面临诸多问题,了解合作现状与现存问题有利于中国在推进绿色"一带一路"合作时,实现统筹安排和精准定位,切实提高合作效率,提高域内国家人民的福祉,最终实现构建人类命运共同体的最终目标。     

中国共产党坚持胸怀天下的内在逻辑、世界意义与实践要求

坚持胸怀天下是中国共产党百年辉煌成就的重要历史经验,贯穿中国共产党的百年奋斗历史征程,体现了一个马克思主义政党致力于全人类解放的宽广胸怀、雄心壮志、坚定信念和战略思维方式,彰显了中国共产党的使命自觉和责任担当。中国共产党坚持胸怀天下具有深刻的内在逻辑,包含了党对中华优秀传统文化的继承和弘扬的历史逻辑,包含了党对马克思主义理论的坚持和发展的理论逻辑,涵盖了党对无产阶级历史使命的担当和作为的价值逻辑。坚持胸怀天下体现了党的全球视野,具有深厚的世界意义,有助于推动回答世界之问“世界怎么了、我们怎么办”,有助于推动回答时代之问“人类向何处去”,有助于推进世界的和平与发展。同时,坚持胸怀天下在新时代要求推动建设新型国际关系,坚决维护公平公正的国际秩序,关切人类前途命运,推动构建人类命运共同体,创造人类文明新形态,引领和推动人类现代化进程。     

出口导向、浮动恐惧与全球经济失衡

在国际收支货币分析方法的基础上,推导一个主权货币作为国际储备货币条件下全球经济失衡的模型,从出口导向、浮动恐惧、国际美元储备和美元环流角度对全球经济失衡进行分析。把全球的国家分为储备货币国和非储备货币国。由于存在“浮动恐惧”,非储备货币国对储备货币国往往采用事实上的固定汇率制。非储备货币国如果希望通过出口导向战略来促进经济增长,则需要以非储备货币国国内信用创造或国际储备不断增长为条件。在经历了20世纪80年代后多次金融危机,越来越多的国家不再采用国内信用创造增长的方式而采用积累国际储备的方式来促进经济增长,这导致了非储备货币国的国际储备越来越多。同时,根据储备货币国家和非储备货币国家的对应关系,储备货币国的经常账户会产生逆差。非储备货币国家的国际储备又通过资本和金融账户流回到储备货币国,储备货币国产生了大量的对外负债。这种情况的持续导致了全球经济失衡。     

全球经济及其理论辨析

由关贸总协定、世界贸易组织、世界银行、欧共体、美洲自由贸易区等国际协定和跨国公司体现的世界经济一体化是由私有化进程和打破区域垄断的自由主义经济目标推动的不可逆转的趋势。在这一过程之中经济和经济学成了世界的结构信息。经济学的两个预设———自私自利的经济人和人的世界———非人世界的二元论是全球经济的深层理论基石。经济人的实践活动造成贫富不均 ,二元论把人溺爱成肆无忌惮地破坏环境的动物。人类应该冷静思索这一新的世界形势 ,提出合理对策     

论全球文化与民族文化

经济全球化必定推动文化全球化的到来。全球文化是在全球范围内流传广泛和深远的、先进的、占主导地位的文化。民族文化是一个民族国家在长期的历史发展过程中所积淀的民族精神和民族观念。全球文化不是同质和一元文化 ,而是由各民族的先进文化所组成的多元的和异质文化。文化全球化是由西方发达国家所主导的文化扩张 ,从而 ,全球文化和民族文化会发生冲突。要建立全球文化新秩序 ,西方发达国家必须以平等的方式对待世界各民族文化 ,同时 ,发展中国家必须不断创新本民族文化 ,把本民族文化融入全球文化之中     

全球化的伦理视角

全球化在世界经济、国际政治、全球文化等层面引发了一系列伦理问题。建立于多元文化主体之道德共识基础上的全球伦理有望为这些问题的化解提供必要的支持 ,而公民道德教育在全球伦理秩序的形成中将扮演极为重要的角色。     

党员干部的"三观"教育

对党员干部进行经常性的"世界观、人生观、价值观"教育,是在新的历史条件下按照"三个代表"的要求加强党的建设的需要,要把这项工作贯穿到社会主义现代化建设的全过程.     

Book Reviews and Notes

Although student deliberation of public issues is recognized as a vital component of democratic education, little research focuses on the range of perspectives available to students during such deliberation. Social justice and legitimacy demand a wide range of inclusion, choices, and perspectives during student deliberation. This article contrasts soft versus deliberative democratic education, where the range of perspectives is correspondingly narrow or broad. Unfortunately, research shows that social studies textbooks promote soft democratic education by privileging dominant cultural representations, ideologies, and metanarratives of American exceptionality. This article presents content analysis as a method for identifying the range of civic and cultural perspectives in curricula. Once these perspectives are identified, social studies educators can revise curricula to increase inclusion and strengthen student deliberation. To illustrate this method, the author examines two sets of instructional materials. While on opposite opposite sides of the ideological spectrum, the sets are similar in their narrow range of perspectives concerning controversial public issues.     

Four Public Declarations of the Revolutionary Period

In our complex, interdependent world, it is critical that educators prepare students for global citizenship. One way to develop students’ awareness and understanding of the world is through global literature. Through exposure to this type of literature, students gain multiple perspectives and learn about the social, political, and moral conditions under which people around the world live. They also develop respect and understanding of socially and politically oppressed peoples and learn why it is important to promote social justice. The authors discuss global literature for elementary students and describe an example of a lesson taught in a third-grade classroom using these books. Finally, the authors share the outcomes of the lesson based on their observations and analysis of the students’ oral responses and written reflections.     

‘Water divide’ in the global risk society

In contemporary society, which is also defined as global risk society, the water crisis plays a controversial but decisive role in comparison with other kinds of risk (health care, environmental, financial, warlike). However, the sociological debate does not confer to the world water crisis the right significance: the essay precisely highlights this lack and focuses on the hypothesis that it could be also connected to the lack of interest that mass media agenda-setting shows to this issue. The result is that, in most cases, industrialized countries show an irresponsible approach towards a resource which is so precious for the simple fact that it is exhaustible. Furthermore, the advantages of both development and globalization are not equally distributed from a geographic point of view, and the gap between the ‘rich’ and the ‘poor’ is getting deeper and deeper also within this phenomenon. According to the author's perspective, it would be reasonable to talk about a water divide and assume a sustainable development capable of dealing with the overall problem of drinking water availability, its quality, its public access, with a view to democratic management and the sharing of this resource.