自由与责任:论教师教学自主

教师教学自主是教师在课堂教学活动中的自主。它包括两部分:自由与责任。其中,自由是指教师作为教学主体理应拥有教学自主权,是外在的自主,它要求教师应享有教学自由、不受外力干涉;责任则表现为教师教学的自主性,是内在的自主,它要求教师应具有自主教学的能动性与主动性。本文结合当前教师专业发展与课堂教学现状,对教师教学自主的内涵、影响因素以及实现路径进行了探讨。     

Framing human rights: exploring storytelling within internet companies

This article explores human rights storytelling within two of the dominant internet companies, Google and Facebook. Based on interview with company staff as well as analysis of publicly available statements, the article examines how human rights are framed, made sense of and translated into company norms, products, and governance structures. The paper argues that the companies’ framing in many respects resembles that of the United States’ online freedom agenda, celebrating the liberating power of the internet and perceiving human rights as primarily safeguards against repressive governments. The companies see freedom of expression as part of their DNA and do not perceive any contradiction between this standard and business practices that may impact negatively on users’ freedom of expression, such as terms of service enforcement. Likewise, there is no sense of conflict between the online business model and their users’ right to privacy.     

Social work and pastoral counseling: Empowering each other

ABSTRACT

This article addresses the divergent outcomes which can result from counseling services offered pastorally versus clinically. As faith leaders often have greater direct access than social workers to supporting religious populations, it is important to explore the intersection between religious pastoral support and clinical social work. Presenting six scenarios from the author’s own experiences as both a rabbi and social worker, this article processes each scenario first through the pastoral lens of an Orthodox rabbi, followed by the clinical lens of a social worker or other mental health professional. The client outcomes which are produced from each modality are radically different. This contrast demonstrates the distinction between the goals, values, and training of each profession, and highlights importance for future work to be done in linking religious and pastoral training to mental health services, as well as broadening the scope of cultural competence for social workers and therapists who may engage with tight-knit religious populations.     

自由与责任:网络空间伦理诉求及其实现策略

习近平在世界互联网大会上的主旨讲话中指出,互联网把世界变成了“鸡犬相闻”的地球村,改变着人们的生产生活,有力推动了社会发展;同时,他又指出,网络空间不是“法外之地”,并明确提出了加强网络空间治理、规范网络空间行为等要求.网络的虚拟性、开放性和交互性,既给人们提供了自由的空间和舞台,又对人们的道德要求和责任担当提出了更高的要求.行为主体网络信息的自由表达有其必要的边界和限度,网络行为中的责任担当对规范网络空间和现实社会的有序发展存在着积极的应然价值,自由与责任构建了网络空间最基本的伦理诉求.     

The ILO and the right to strike

The author argues that the June 2012 challenge by the ILO Employers' group to the hitherto generally accepted view regarding the right to strike under the Freedom of Association Convention, No. 87, is at odds with the historical understanding of the framework in which the Convention is embedded. She demonstrates how the ILO constituents have consistently recognized that there is a positive right to strike, which is inextricably linked to – and an inevitable corollary of – the right to freedom of association. The article also analyses the relative roles of the ILO supervisory bodies in this regard.     

Meaning of Political Controversy in the Classroom: A Dialogue Across The Podium

The abstract value of academic freedom is enjoyed (or not) in concrete settings, as interactional and emergent experiences. We examine classroom political controversy in our experiences, understandings, and values, using grounded theory methods and collective autoethnography by a team of five teachers and students. Our data were generated through electronic and face‐to‐face dialogues. Our analysis, guided by a symbolic interactionist and constructionist framework, yields a picture of Controversy in Action, whereby we navigate Barriers to Open Discussion and Costs of Controversy. Results highlight insights into taken‐for‐granted meanings unexamined in day‐to‐day classroom interaction. We attend to the relevance of the local context in which our classrooms are embedded and the interactional, meaning creating work that goes on in those classrooms, as we negotiate controversy.     

《无字》:男神镜像的创生与颠覆

《无字》饱含了张洁的生命和感情,是其思想与艺术积累的一次总爆发。《无字》对于张洁创作的意义,在很大程度上呈现为对其创作中的男神镜像的建构和解构。张洁创作中的男主人公由"男神"到魔鬼的蜕变是她内在矛盾冲突的多向呈现,这多向呈现可作为研究张洁思想性格变化的依据,她的思想性格的矛盾冲突又形成她文学创作的种种新面貌。     

关于精神生活史研究的若干问题

以满足人的精神需求为特征的培育、影响人的心理、意志、情绪和心境的各种活动的历史,即是人类的精神生活史。精神生活史的研究内容,应该包括信仰生活、文化生活、礼仪活动、娱乐生活、社会交往活动等五个方面。开展精神生活史研究,有着重要的现实意义和学术价值。     

公共政策视域下的强制缔约

强制缔约制度是现代契约法为践行契约正义而对契约自由进行的归位性限制,其存在领域和对弱势群体的保护范围并不具有对应性,民生依赖和公共政策需要才是产生该制度的直接动因。在实务和学理认识中,应将强制缔约和其他性质法律关系的区别予以澄清,对强制缔约的学术分类进行科学认识有助于准确司法。     

反思女性:《弗兰肯斯坦》女性形象分析

《弗兰肯斯坦》中女性形象丰富、寓意深刻,折射出这部作品所蕴藏的玛丽.雪莱极具洞察力的、极具远见性的女性观,其中包括对十九世纪初西方女性的生存状况、女性的奴化与反抗意识以及对女性出路的深刻反思。