马克思人权批判思想的方法论探析

马克思人权思想与西方古典人权思想在方法论上的区别在于：前者坚持社会历史唯物主义,后者则是形而上学理性主义.具体表现在人权本源问题上的先验论与实践论,人权实现上的分离论与辩证论的分疏.基于方法论上的不同,马克思人权思想的旨趣从以抽象人权、价值人权、普遍人权为内容的应然人权转移到了以具体人权、事实人权、特殊人权为内容的实然人权.但这种转移并非是对应然人权的简单否定,而是一种批判.     

以实践思维方式重释历史和逻辑一致的方法

历史和逻辑一致的方法是从德国引入中国的，德国最先提出这个方法的是黑格尔，马克思恩格斯则有另一种表述。我国的著述却都沿用着黑格尔的表述，似乎根本不知道马克思恩格斯对这一方法从形式到内容都作了“颠倒过来”与“扬弃”之事。马克思恩格斯以实践为基础阐明了这一方法的内涵与关系，他们自觉地把这一方法纳入实践思维方式之内，并给出了掌握运用这一方法的三个方法论要求。     

Scaffolding and the zone of proximal development: A problematic relationship

For nearly four decades, a variety of social science disciplines have assumed that the zone of proximal development (ZPD) and the metaphor of scaffolding reflect more or less the same process. However, we will argue that any similarity is at best partial and at worst superficial. Equating the processes adds nothing to Vygotsky's general theory and in fact may weaken and dilute the robustness of the theory. To make the non‐equivalence case, the paper first presents an overview of Vygotsky's approach to psychology that includes an expansive discussion of the ZPD not only as the activity in which instruction leads development, but also as the key to his approach to experimental research. This is followed by a critical review of the relevant statements that have appeared in the literature on the nature of scaffolding, its presumed link to the ZPD and that brings to the fore the inadequacies of the metaphor itself that disqualify it as an equivalent process. While the ZPD can be understood to include the kind of interaction that is described in the scaffolding literature, it is a much broader and far more robust process than scaffolding, as is made apparent when the two processes are compared, which is the focus of the concluding section of the article. In the comparison we summarize the analyses presented, especially with regard to the implications and relevance of the metaphors underlying each concept.     

女性受压迫与女性解放——马克思的方法论视角

马克思虽然没有详细论述男女不平等．但认为女性受压迫的根源应该从生产和再生产的社会历史背景中去寻找,只有这样才能找到男女不平等的真正原因。因此,马克思的方法论是分析资本主义的历史进程和女性压迫的重要基础,要把握资本主义条件下女性受压迫的决定因素必不可少地要遵循马克思的方法论。     

职业院校实施GMS培育技术技能型人才实践研究——以江苏联合职业技术学院常州卫生分院为例

随着社会经济的快速发展和国家职业教育改革的不断深入以及现代职业教育体系的加快建设,职业院校高素质技术技能型人才的培育显得尤为重要。把职业院校技术技能型人才培养的责任纳入现代管理哲学的视野之下,既能够明确职业院校应承担的社会责任,也为现时代职业院校应承担的社会责任提供竖实的哲学理论基础。江苏联合职业技术学院常州卫生分院在学校管理中探索性地引入GMS,突出“以人为本,以制度为辅,以创新为目标”的辩证统一的哲学管理理念,对职业院校践行现代管理哲学理念,实施规范有效的质量管理,培育高素质技术技能型人才,起到有益的探索作用。     

对公共管理研究方法中定量推崇的批判

追溯公共管理理论的起源与演进,以理性思维为基础的定量分析始终是公共管理研究的重要方法,并越来越受到推崇.但是公共管理话语体系的模糊性以及对“理性人”假设的质疑使得在公共管理中推崇定量分析失去必然性.更为重要的是,研究方法的选择与学科的价值取向密切相关.如果公共管理的价值取向就是“效率优先”,推崇定量分析并无不妥.随着新公共服务理论的兴起,当公共管理的价值取向为“公平优先”,更多关注“民主平等、公民参与”时,过分推崇定量分析可能会偏离公共管理的价值理念.     

马克思的社会变革理论及其哲学基础

马克思既是哲学家,同时也是社会理论家。马克思的社会理论是从社会活动中的个人开始的。人的全面发展即是社会发展的基本要求和体现。社会发展更多时候是通过社会变革实现的。社会变革过程中有内在的规律性存在。马克思的社会变革理论有其哲学基础。这一基础从马克思主义理论本身看就是马克思主义哲学,即辩证唯物主义一元论。这一哲学被运用于社会历史之中就成为历史唯物主义;从现代哲学看就是实在论,尤其是科学实在论。     

方法论与生活世界 舒茨主体间性理论再讨论

舒茨从对个体行动的意识分析出发,基于胡塞尔的现象学与伯格森的意识哲学,对韦伯所建立的社会科学概念体系作了一个意义基础的建构工作,并进而运用理想类型的方法发展出了自己的社会世界的图景。在这一工作中,对他者问题的处理涉及了一系列深具社会学意涵的问题,而其核心则是主体间性问题。对主体间性之可能性这一问题的探讨,从社会思想史的传统脉络来看,不仅关涉社会学如何可能的问题,在舒茨的努力下,更成为了一项通过以我群群体为基础的、有意义的生活世界这一概念来回答近现代以来社会学的核心方法论问题--社会如何可能--的基本追求。     

‘Teaching should be observed’: a critical consideration of the issues involved in including teaching observation in the inspection of social work education

Social work education in England will have a new regulator from 2019. According to official sources, this is ‘as part of wider reforms to improve confidence in social work and raise the status of the profession’. In the background of any changes to social work education are the reports by Croisdale-Appleby (2014) and Narey (2014). Both reported that the existing regulatory regime was inadequate and made a combined total of 40 recommendations for improvement. Specifically, on the subject of social work teaching in higher education institutions, Narey expressed concern about both the content and quality and recommended that the teaching should be observed. If the incoming regulator were to introduce direct observations of teaching in inspections it would represent a new development. Previous regulators have not adopted this method. This discussion paper reviews selected literature on what teaching observation can and cannot achieve as an inspection method. It reflects on how social work education might gain if inspectors observed teaching. However, it also argues that to be a meaningful and credible process teaching observations need to take heed of a range of interrelated issues which, if not thought through properly, will invalidate the whole exercise.     

话语分析之于法律文化研究拓新

中国法律文化研究由勃兴而忽亡,研究结论不能合理解释当代法律文化现象是根本原因,方法论没有革故鼎新是主要症结。文化是一套规则体系,话语是一种权力支配规则。流于"貌阅"而不能深入挖潜的研习定势下,学者们不免惑于统治者编造的中国法律史叙事话语。儒学意识形态下道德决定论为核心的话语体系支配了人们对中国传统法的"真理"性认识和价值判断。源于批判语言学的话语分析方法,有助于人们穿越意识形态的遮蔽,解读、诠释或重现文本与话语的文化内涵。