论大学生的职业选择

随着高等教育规模的不断扩大,大学生面临的社会竞争日趋激烈,在就业过程中所表现出的一些现象反映出大学生对于“如何进行职业选择”这一问题还缺乏足够的思考。从大学生“如何进行职业选择”入手,对影响“职业选择”的因素及如何开展“职业选择”进行了分析,以期对大学生能有所启发和帮助。     

Public Values in Risk Debates

Both the issues inherent in regulation of specific risks and the contexts in which such regulatory processes occur are often characterized by confusion and controversy. Tools based on multiattribute utility measurement (MAUT) can help to clarify public values in risk debates and thus to facilitate option invention and decision making. Stakeholder group representatives, in interaction with an analyst, structure their values relevant to the problem into a value tree. The analyst prepares a common tree, iterating until all stakeholder representatives accept it. Stakeholders express their values as weights on the common tree. This provides a basis for option invention and negotiation. The paper presents three illustrative applications.     

《骆驼祥子》:一个农民进城的故事

《骆驼祥子》的故事,是一个进城农民的故事。祥子的身份,经历了一个从进城农民到城市游民的转换,他的遭遇及精神危机,固然是特定时期社会生活的产物,但从根本上说,又是中国现代化过程中那些进城农民将要长期面对的问题。在新的历史条件下,重读《骆驼祥子》,不仅可以使我们更透彻地了解作品,而且也将帮助我们认识当代生活,尤其是那些与农民进城有关的问题。     

高等教育大众化对江苏中小民营企业文化的影响

江苏中小民营企业在上世纪末的二十多年中,发展缓慢、质量不高,而且苏南苏北发展不均衡。这虽然有历史因素、地域环境、区域经济的影响,但更多的是受文化的影响。本世纪以来,随着高等教育政策的调整,先进的文化、教育环境为民营企业的发展创造了条件。众多的高校毕业生进入中小民营企业,成为企业生产、经营、管理的中坚力量和企业科技、文化的生力军,在构建企业现代文化体系、改变传统企业文化中,发挥了积极的作用,促进企业在良性轨道上健康发展。     

明清之际民主价值观的展现

作为政治制度的民主与作为价值观的民主并不是一回事。为了克服君主专制集权的弊端 ,具有现代精神的民主价值观在明清之际得到了展现。民本、权力制约、政治参与三个民主价值观的原则在当时有较多的体现     

马克思主义价值论的哲学思考

马克思主义哲学始终贯穿价值论思想。马克思主义价值论体现在其世界观理论中,丰富了哲学世界观的理论内涵。价值论体现在马克思主义认识论中,使认识具有能动性。马克思主义价值论是唯物史观的思想根据。     

Adolescent Perceptions of Appropriate Parental Reactions in Moral and Conventional Social Domains

Research suggests that adolescents' ratings of the appropriateness of parental reactions are influenced by several constructs, including adolescents' perceptions of the type of parental reaction, the emotions felt by the adolescent and parental intentions. However, little is known regarding how these constructs are differentially predictive of appropriateness in different socialization contexts. One hundred and twenty‐two adolescents (mean age = 16.87 years) answered questions regarding past situations in antisocial and prosocial contexts, and in moral and conventional domains. Different parental reactions were reported across moral and conventional domains. In addition, the appropriateness of parental responses varied across domain. Namely, in antisocial contexts, parental responses of yelling and punishing were seen as more appropriate in moral than conventional domains. In prosocial contexts, no action from the parent was seen as less appropriate in conventional than moral domains. In addition, adolescents' perceptions were more strongly associated with adolescents' ratings of appropriateness in conventional than moral social domains. These findings highlight the importance of considering both moral context and social domain when examining adolescents' perceptions of appropriate parental reactions and internalization of values.     

商品价值的动态性及其系统化描述

本文对商品价值的本质、价值量的规定以及影响价值变化的因素作系统分析,提出用"有序度"来描述商品价值的动态变化的观点,对劳动价值论的科学性和局限性也作了辩证说明.     

新时期大学生价值取向透视及其反思

大学生的价值取向是影响大学生决定行为目标、选择行为方式以及解释人格形成的核心因素。作者通过问卷、访谈等调查方法,了解了新时期大学生价值取向的现状和成因,积极要求入党,但政治理想、信念模糊,民主、平等、自由意识较强但功利、利己思想严重;认同要靠自己的努力取得成就,但现实主义思想凸显,赞赏助人为乐的精神,但观念意识与实际行为不一致。并提出了对大学生进行价值观教育的策略:净化社会环境,引导学生正确认识社会,加强理想、信念和信仰教育,改革“两课”教育形式,提高教育质量。     

Education effects on authoritarian-libertarian values: a question of socialization

Over the past decades an authoritarian–libertarian value dimension has become increasingly important to electoral behaviour across western countries. Previous analyses have shown that education is the most important social antecedent of individuals' positions on this value dimension; high education groups tend towards the libertarian pole and low education groups tend towards the authoritarian pole. It remains an open question, however, what aspects of education cause this relationship. The article examines a range of explanatory models: a psychodynamic, a cognitive, a socialization, and an allocation effects model. The results strongly favour the socialization model in which the relationship between education and authoritarian–libertarian values is explained as a result of differences in the value sets transferred to students in different educational milieus. The value differences between the educational groups should thus not be seen as reflecting economic differences between the groups but rather as the result of a more fundamental value conflict.