从维柯到康德:前马克思时期的文化哲学

文化哲学发轫于18世纪,首推意大利思想家维柯。在质疑西方传统的形而上学时,维柯在《新科学》用"人类的形而上学"或者"人类心智上的形而上学"概念,以对抗科学理性的形而上学,创立了事实上的文化哲学。此后的康德认为,理性胜利的思想要远远高于只关心人的自然生存的本能。自然本身不包含人类事业的理性构造,达不到真正的"人"的目的。使人从自然物过渡为一个理性物的中介就是文化。康德关于文化的思考是从自然与社会之关系着眼的。康德的文化哲学理念是以人的社会性(类特性)为中心的。18世纪是"文化史观"的世纪,马克思面临的问题是:如何在新世界观的基础上批判地接受文化过程对人的形成意义,以及如何使之更科学化。     

庐山风景名胜区森林景观多样性现状分析与发展对策

在ARCVIEWGIS软件进行数据处理的基础上,针对庐山风景名胜区森林结构和类型单一、景观破碎化严重、郁闭度较大等问题,提出结合旅游项目,加强对森林景观的科学管理;根据优势度、破碎度与郁闭度综合情况,选择典型树种进行林相整合改造;发挥公众参与优势,严把质量关;加强森林资源保护等,提出森林景观多样性的发展对策。     

基于不同尺度下关中—天水经济区人类发展水平评价

人类发展指数是对一个国家或地区人类发展水平所取得成就的整体评估,用于反映一个国家或地区社会进步的程度。本文以关中—天水经济区为研究对象分别从市域和县域的角度分析了关中—天水经济区人类发展的整体水平以及空间格局。研究结果表明：①市域尺度下,关中—天水经济区人类发展指数的平均值为0.7,整体处于全国中下水平。②县域尺度下,关中—天水经济区人类发展水平呈现不均衡态势且区域差异明显。③影响关中-天水经济区人类发展水平的主要是经济因素。     

Executive Leadership and Social Innovation in Direct-Service Nonprofits: Shaping the Organizational Culture to Create Social Change

Direct-service nonprofits have taken on increasing responsibility in creating social change (operationalized through the concept of social innovation) within local communities. Qualitative interviews were conducted with executive directors to determine the factors within the intra-organizational environment that support an orientation toward social innovation. Findings show that aspects related to staff engagement and development and direction by the executive leadership team are particularly important. The findings provide a conceptual model of the varying intra-organizational dynamics that support the development of a social innovation-oriented organizational culture. This research offers a focus for social work education programs to equip practitioners with the skills needed in contemporary practice.     

Linking institutions and firm-level outcomes: the roles of diverse innovative capability profiles in Germany's economy

Traditionally, scholars of comparative capitalisms expect a solid link between institutions and outcomes, such as exporting and innovation. For Germany seminal approaches rely on an ideal-typical firm-level profile with strong innovative capabilities and high traditional institutional embeddedness. Current literature on firm-level diversity in Germany exposes that the empirical links between institutions, de facto firm-level profiles, and their outcomes are not well understood. An analysis of 988 German firms reveals no direct link between institutional variables and outcomes. A latent class analysis identifies five innovative capability profiles, which display diverse institutional embeddedness patterns and outcome levels. The prevailing profile conforms to several traditional expectations about the ideal-typical German firm-level profile. However, a second profile achieves similarly high export and innovation rates without traditional institutional embeddedness. The analysis shows the importance of diverse innovative capability profiles for the de facto links between institutions and firm-level outcomes within Germany's economy.     

School counsellors and cultural diversity management in Spanish secondary schools: the role of relations with other educators and intervention models used in care of immigrant students

During the last 20 years, the influx of immigrant pupils in Spanish schools has taken up much of school counsellors’ agendas. This leads us to reflect upon the status and role of educational guidance in terms of cultural diversity management, particularly focusing on two elements that may potentially help understand the situation: relations with other educational agents and the intervention model applied. The field work for this study was carried out during an academic semester in four secondary schools in Huelva. In addition to the analysis of official school documentation, remarks and field notes, semi-structured interviews were carried out and a discussion group was held with the four counsellors. Counsellors are trying to overcome an intervention model that is mainly therapeutic in nature and make space in their schedules for a way of working that is more focused on prevention and advisory services, incorporating the participation of other educational actors. But this is not an easy task. The possibility of generating changes would encourage better integration of cultural diversity in the life of schools, rather than treating it as a negative/deficit view, as an occasional issue, individual and isolated from the sum of school activities and other members of the education community.     

Artistic separation versus artistic mixing in European multicultural cities

This introductory article discusses the diversification of diversity in Europe. It then looks at the tension between ethnic separation and ethnic mixing in urban Europe in general terms. The next section elaborates on a similar tension in the field of popular arts. Finally, the article presents the main insights of the contributions to the special issue.     

Diversity and social cohesion

The issue of diversity, in its broadest sense, is discussed here in its relation to social cohesion, cross-cultural relations, ingroup–outgroup relations and educational interventions. The main thesis of the paper is that real social cohesion in an ingroup rests on the acknowledgment of and the dialog with the diversities of the members of the ingroup itself. And that diversity relating to the outgroup and to the various members of the outgroup is understood and accepted, given that diversity among the members of the ingroup is also understood and accepted. This way, cross-cultural relations within an ingroup and between the ingroup and outgroups are fostered, which partly contradicts some traditional assumptions in social psychology research, according to which social cohesion in the ingroup is accompanied by hostility toward the outgroup. A study we conducted in Italian schools on youths’ attitudes toward multiculturalism with the use of focus groups indicated that most participants have lost or have never experienced a feeling of general social cohesion. It also indicated that lack of social cohesion creates fear and that fear can provoke aggression. Some considerations are presented aiming to help teachers foster social cohesion and positive cross-cultural contact in their classes.     

当前农村人情文化的负面效应和正向功能——以温州农村为例

在我国的广大农村,无处不在的人情文化已成为一种人际关系创设与维持的常识与准则.人情作为一种传统习俗,是在长期发展过程中代代传承而逐渐积淀起来的文化现象,它以非正式的形式规定了农民所应遵守的行为规范和价值观念.在当前的温州农村,浓郁的人情文化显现不少负面效应,如加重农民经济和精神负担、容易形成狭隘封闭的圈子而有损道德建设、交易色彩浓郁有损社会公正、规则意识淡薄而有违法治精神.但是,当前人情文化依然被广大农民所认同,源于它也承担了较多的经济社会功能,人情来往是获得社会资源的重要途径,人情交往有经济协作功能、社会福利与民间互助功能、娱乐团聚和社会评价功能、行为约束和社会稳定功能等,只有辩证地加以分析和引导,才能扬长避短.     

Creation of culturally responsive classrooms: teachers’ conceptualization of a new rationale for cultural responsiveness and management of diversity in Hong Kong secondary schools

Presently, there are a growing number of ethnic minority students in Hong Kong schools. This article examines teachers’ views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students, and how the diverse learning needs of these students are being addressed. Qualitative data were collected from semi-structured interviews with 32 teachers from three secondary schools. This study shows that teachers struggle to conceptualize a new rationale for responding to cultural diversity. They develop a sense of intercultural sensitivity, promote cultural responsiveness to diversity, and strengthen the home–school connection. This article argues that, like students, teachers simultaneously engage in a cross-cultural process through which they learn the culture of ethnic minority students, relearn their own culture and reexamine the relevant rationale underlying cultural responsiveness. Finally, a framework for the creation of culturally responsive classrooms, based upon the teachers’ new rationale of cultural responsiveness, is proposed.