民进党民粹式政治动员对台湾政治的消极影响

民进党自成立以来,逐渐形成了一种以选举动员为主要路径的民粹式政治动员模式。这种政治动员模式对台湾岛内民主政治造成了一定的消极影响,主要表现在四个方面：省籍（族群）身份认同与公民身份认同的矛盾,选举文化＂劣质化＂,政治内耗与冷漠,对社会的割裂效应。同时所导致的国家认同危机也对两岸统一产生负面影响。     

论科学发展观与中国传统民本思想的渊源

民本思想是源远流长的中国优秀传统文化,贯穿于中华民族几千年的文明发展史。科学发展观是马克思主义中国化的最新成果,它是马克思主义与中国实际相结合的产物,同时也是与中华民族优秀的传统文化相结合的产物。在对中国传统民本思想内涵深入分析的基础上,概述了科学发展观中包含的以人为本理念对中国传统民本思想的时代继承与超越创新。     

Recruiting,Redefining, and Recommitting: The Quest to Increase Socioeconomic Diversity at Amherst College

While many selective and moderately selective schools have attempted to increase the numbers of low-income students and students of color in their student body, few have successfully done so. In this qualitative case study, I examine the efforts of an elite, private, liberal arts school, Amherst College, as it increased the socioeconomic diversity of its student body, and I highlight the College's comparative success in this endeavor. Using Bourdieu's social reproduction theory as an analytic frame, I argue that Amherst's success is a result of its historic commitment to diversity and equality as well as its contemporary initiatives and the combination of multiple efforts that transcend simple rhetoric. These initiatives include widening the applicant pool by intensifying recruitment efforts and broadening definitions of merit, hiring a dynamic president as the voice and leader of the diversity movement, and garnering widespread institutional support. This article also includes a survey of the status of low-income students and students of color in the nation's colleges and universities over time and a brief history of diversity trends in higher education since World War II.     

习近平的亲民观探析

习近平同志的亲民作风如一缕春风吹拂神州大地,在传递正能量的同时带给人民群众以信心和鼓舞。亲民思想在我国有着悠久的历史渊源,厘清其发展脉络,有助于我们深入认识习近平的亲民观。传统文化中的民本思想、马克思主义群众观、党的执政理念和历代领导人的亲民思想是习近平亲民观的重要理论来源,习近平同志丰富的人生阅历和从地方到中央的施政实践活动,为其亲民观的形成和确立奠定了坚实的实践基础。在发展的关键期和改革的攻坚期,习近平同志爱民、靠民、利民、全心全意为民服务的亲民观具有重要的理论价值和实践意义。     

民主领导——马基雅维利对民众主义的共和主义的补充

一、引言我们正在逐渐地进入克劳奇所说的“后民主”(post-democracy)时代。各个社会正在迅速朝向完全的宪政民主转变,因为据说自由选举能够促使政府对其行为更负责任和更具有回应性。然而,公民们却在逐渐成为一群消极且无序的人,只会间歇性地回应由政客和极端分子提出的博人眼球的话题。     

Philosophy across the Curriculum and the Question of Teacher Capacity; Or,What Is Philosophy and Who Can Teach It?

Pre‐college philosophy has proliferated greatly over the last few decades, including in the form of ‘philosophy across the curriculum’. However, there has been very little sustained examination of the nature of philosophy as a subject relative to other standard pre‐college subjects and the kinds of expertise an effective philosophy teacher at this level should possess. At face value, the minimal academic preparation expected for competence in secondary philosophy instruction, compared to the high standards for teaching other subjects, raises questions and concerns. In this paper I make some provisional observations about the subject of philosophy and how it is taught from p4c through to the post‐secondary level. I begin by examining the concept of ‘philosophy across the curriculum’ and offer a working analysis of the main features of philosophy's form and content that enable us to determine its relevance to, and difference from, other subjects. Next, I examine and critique what I term the ‘populist’ conception of philosophy, which correlates to lower expectations of teacher training, and use my own experience of teaching philosophy across the curriculum to shed doubt on the viability of this approach. In the third section I consider what I term the ‘autonomous’ conception of philosophy, which correlates to more stringent expectations of teacher capacity, and explain why it is preferable to the populist conception with some qualifications. I conclude by reflecting on how philosophy compares to other subjects that are advanced cross‐curricularly and argue for more training of high school philosophy teachers.     

Jewish Education and American Jewish Education,Part II

In this series of articles, I explore the history of Jewish Education magazine with particular emphasis on its intersection with the history of American Jewish education and American Jewish life more generally. I isolate major themes and issues that preoccupied the magazine's editors and writers, and analyze how their discourse sheds light on their individual aims, values, and philosophical outlooks, as well their collective efforts at educational reform. I am particularly interested in elucidating how Benderly's disciples sought to reinterpret their mentor's vision in a changing American Jewish environment and why this vision was at best only partially realized.     

Cognition in history: A British perspective

In this article, I trace the teaching of history in schools from the subject's establishment as a university discipline in the 1870s through the crisis in school history in the 1960s. A number of factors prompted this heart searching: the questioning of the heavy emphasis on British national history, the changing nature of the discipline, and the increasing emphasis on technical and scientific education. The response of history educators was profoundly influenced by the views of Bloom (1956) and his associates, with their concern for taxonomies of educational objectives, and of Bruner (1960), with his stress on the need for teachers and students to be clear about the underlying principles that give structure to the subject; these ideas provided the organizing structure for the main history curriculum development project of the 1970s, the Schools Council History 13-16 Project (SCHP). Research into children's historical thinking based on the Piagetian developmental framework, however, seems to suggest that the SCHP was setting itself impossible goals; children were not really able to construe history in the ways the project demanded much before the age of 16. More recent research, which has adopted a different methodology, has advanced a much more optimistic view and points to the potential of children for real historical thinking. I conclude by examining the recently imposed History National Curriculum and the extent to which its assessment arrangements are underpinned by research, and I speculate on the likely effects of the new regime on the teaching and learning of history in England and Wales.     

Civic Education and the Rise of Populist Nationalism

Belief in the fundamental importance of civic education for democracy has been long-standing. But if educators can agree that schools have an essential role to play in preparing students for informed engagement in civic and political life, they cannot seem to agree on what that means. The very same efforts that are applauded by some are viewed as misguided by others. The result for schoolchildren has been a mostly watered-down notion of civics that emphasizes good character and patriotism over critical thinking and engaging with multiple perspectives. At the same time, the number of young people worldwide now willing to entertain nondemocratic forms of government is on the rise. For example, nearly a quarter of U.S. youth aged 16 to 24 believe that democracy is a “bad” or “very bad” way of governing. About 70% of millennials do not think it is essential to live in a country governed by democratic rule of law. This article examines the ideological tensions that underlie civic education policies and practice in a time of rising populist support for anti-democratic forms of governance.     

The duality of scientific ethos: Deep and surface structures

Aristotle's concept of ethos is primarily one based on civic duty, and as such loses its specificity when extended to the scientific forum. By adapting Aristotle's traditional concept of ethos to contemporary social norms of science, a link can be established between classical theory and contemporary practice. In this essay, I use Robert Merton's theory of the normative conditions of science to perform a meta‐critique of the use of ethos in four case studies. This meta‐analysis reveals the dual structure of ethos as reflected in a surface structure of style and a deep structure of argument.     

Biography,Identity, and Inquiry: The making of teacher,teacher educator,and researcher

This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns.     

Ethnic Cleansing,Yes; Genocide,No: Textbook Coverage of Ethnic Violence in the Former Yugoslavia

The ethnic violence that occurred in the former Yugoslavia during the mid-1990s has become one of the defining events of recent history. As such, today's students should develop an awareness of the history of that situation and its implications for contemporary society. Because textbooks provide the structure of most high school history courses, an analysis of textbook coverage of the Bosnian and Kosovar situations should provide critical information regarding what students learn about the events that occurred in those regions. This article analyzes how six frequently used history textbooks cover ethnic violence in the former Yugoslavia, thus providing data regarding what students learn about those situations.     

Putting working-class mothers in their place: social stratification,the field of education,and Pierre Bourdieu's theory of practice

This article explores how a small sample of working-class mothers encounters the field of education. In the management of family and their children's schooling, mothers bring to bear and replicate ways of knowing that are embodied, are historical and that offer many-sided insights into profoundly stratified societies. Here I draw on Bourdieu's theory of practice as a heuristic device and focus only on the field while leaving in suspension his other conceptual arsenal. Bourdieu argued that understanding the social space in which interactions occur is pivotal, characterised as it is by ‘permanent relationships of inequality'. This study shows that mothers bring to the field their embodied history, their habituated practice, and their access to capitals. The women I interviewed know the precariousness of how they occupy the field of schooling, negotiated through a matrix of intersected positionings and classifications that are embodied.     

Industrial–Organizational Psychology and the Practice of Performance Improvement

This article provides a historical overview of industrial–organizational (I‐O) psychology and its relationship to the field of performance improvement (PI). I‐O's history is initially described within the context of the broad science of psychology. Key points of intersection between I‐O and PI are identified, including the behaviorist movement and I‐O psychologist Dr. Thomas F. Gilbert. The article then briefly reviews the typical training for doctoral and master's‐level I‐O students and concludes with observations regarding the field of PI from the viewpoint of an I‐O psychologist.     

Creating the “International Mind”: The League of Nations Attempts to Reform History Teaching, 1920–1939

After the First World War, the League of Nations, through its International Committee on Intellectual Cooperation, attempted to reshape the teaching of history in its member states. The League's supporters realized that its long‐term success depended in part on supportive public opinion and that this, in turn, had implications for education. Aware of the strength of national loyalties, the League sought not to abolish the teaching of national history but to suffuse it with the spirit of the “international mind.” To this end, the League promoted revision of history textbooks and curricula, retraining of teachers, and rethinking of teaching methods. National governments responded by including some study of the League in history curricula but ignored the League's broader plans. Nonetheless, the League's attempt to internationalize the teaching of history opened up a debate that continues today as schools seek to strike a balance between claims of national and global history.     

The Reform of History Textbooks and Its Future Trends

In the 1990s, amid the surging tides of reform in China, the editorial board of history in the People's Education Publishing House released a set of history textbooks for junior high school nine-year mandatory education (hereafter, the new textbook). This set of textbooks has now been in use for a few years. It has been evaluated positively by teachers, students, and experts, and has also been officially approved by the State Education Commission. Since the early 1950s, the People's Education Publishing House has compiled many sets of textbooks on various school subjects for our country's primary and secondary schools. We have gained a great deal of experience, but we have also learned quite a few lessons. The new textbook is a bold and creative innovation created on the basis of previous textbooks. As the chief editor of the new textbook, I want to talk about our experiments and explorations, hoping thereby to exchange views with our colleagues both at home and abroad.     

Drugs,discourses and education: a critical discourse analysis of a high school drug education text

This paper examines a high school drug education text using critical discourse analysis (CDA) to discern its underlying ideological commitments and political dispositions. I begin with an overview of CDA and why it is a suitable methodology for my work, and then provide a brief history of drug education in North America. Next, I consider some of the primary discursive features of a Canadian eighth-grade drug education teacher's manual called Making Decisions. I continue with a focused interrogation of a student ‘fact sheet’ on hallucinogens, and conclude with some educational implications of my research. Paying careful attention to features such as genre, syntax, interdiscursivity, and lexicalization, I question core assumptions made by both a drug education text and the broader medical, public health, legal and drug policy discourses from which it draws.     

Introduction,background, and international perspectives: Korean history,culture, and education

Ogbu's (1988) “cultural model of success” guides us in understanding one's success through historical, cultural, structural (normative), and situational factors. Perceptions of schooling and achievement are related and affected by these important factors. Therefore, this chapter gives an overview of the study, its purpose and significance. Background literature on South Korea, such as its demographics and history, is used to introduce the influence of culture on South Korean education. Finally, a brief history of Korean education provides a context for the study.     

Hannah Arendt,education, and the question of totalitarianism

The aim of this paper is to consider the ways in which Arendt's writings on totalitarianism act as a warning sign for political and miseducational circumstances in the USA. Because the term totalitarianism has been used imprudently (largely in the mass media) to express repressive conditions in so-called models of democracy, this paper seeks to both clarify and raise questions concerning its meaning as a form of nation-state-sanctioned power and/or economic-technological force. This analysis draws largely from Arendt's definition of totalitarianism expressed as an antipolitical phenomenon characterized by terror-ruled ideological indoctrination which destroys both the public realm and the private identities. I contend that analyses of twentieth-century totalitarianism are significant to today's unprecedented questions and circumstances germinating in and having significance beyond the USA. I also describe the difficulty of action under extreme conditions. In the last analysis, I deliberate on the site of education as a totalitarian coercion.