Democracy and university governance: One president's perspective

Is a collegial concept of decision making in a university sufficiently robust to ensure that the governance of the institution may be termed democratic? In the case of one Canadian university, the decision by faculty to enter into collective bargaining as a trade union demonstrated that a notion of democratic governance does not hold up under the pressures of confrontation among the groups comprising the total university community.     

企业工会在员工维权中角色缺失职能弱化的原因与对策

严格按照《工会法》及其他相关法律、法规规定的程序和方式选举产生工会委员会,与时俱进完善工会立法,要搞好工会自身建设,提升工会代表及工会委员会组成人员的素质,加强对工会权益行政保护与司法保护的力度,赋予工会在与企业交涉无效的情况下有组织员工与用人单位进行集体对抗直至罢工的权力等对策。     

Forty years in the union: Incubating, supporting, and catalyzing socially just educational change

North American teacher unions’ positive contributions to educational change have historically flown under the radar of educational policy makers, a situation that has been reified by recent attacks on public sector unions. In this article, I draw on social movement theory and an institutional case study of a self described social justice union to analyze teacher unions’ unique contributions to educational improvement. The primary product of this analysis is a cyclical model of union-supported, teacher-initiated educational change that codifies 40 years of social justice activism incubated, supported and catalyzed by a Canadian teacher union.     

Heroes,villains, or something in between? How “Right to Work” policies affect teachers,students, and education policymaking

Although the Janus v. AFCSME (2018) decision fundamentally changed the institutional context for U.S. teachers’ unions by placing all public school teachers in a “Right to Work” (RTW) framework, little research exists to conceptualize the effects of such policies that hinder unionization. To fill this gap, I exploit the different timing across states in the passage of RTW policies in a differences-in-differences framework to identify how exposure to a RTW policy affects students, teachers, and education policymaking. I find that RTW policies lead to declines in teachers’ union power, but contrary to what many union critics have argued, I find that efforts to weaken unions did not result in political opportunities for education reforms nor did they improve student achievement outcomes.     

新时代何以育智：作为一种方法的“学习对质”

“对质”一词来源于法学学科,但巧妙地回答了教育科学中对学生“要我学”至“我要学”转变后关于“我该如何学”的持续追问。“学习对质”是深化学生思考的重要方法,能够达成学生以思考为核心目的之学习,可回应新时代育智问题,助力新时代学生学习。通过系统阐述“学习对质”的概念、内容、形式和结果,可进一步厘清“学习对质”的独特内涵。而梳理当前学习理论和实践变革发展需要,可肯定“学习对质”作为学习方法存在的意义。此外,要实现“学习对质”,应发挥教师“学习对质”的引导作用和发展学生的“学习对质”精神、能力,使学生在教师的引导下更好地掌握学习方法,有效开展“学习对质”,“解构”并“重构”广义知识,积极扩展思维界限,不断提升终身学习能力,不断实现自我发展、自我成就、自我超越。     

权力的轮回--虚拟环境下的师生关系

信息社会中虚拟现实技术的发展导致了区别于真实世界的虚拟社会环境的诞生, 虚拟环境下师生关系将出现一些新变化。教育活动的强制性决定了师生关系的本质特征是对 抗。虚拟环境下师生关系由传统的“人———人”关系转变为“人———机”关系,因机器与人的不同 导致了虚拟环境下师生间的对抗更趋缓和隐蔽,表现为一种轮回式的权力流动关系:控制对方的 力量也将使自己被控制,最终使双方缔结成一种更牢固的对抗关系。但对抗的目的不是造成双 方的分裂与疏离,而是促使双方达致和谐共生,使教育活动更富活力。     

研究生“认同”困境的破解

近年来,研究生数量不断增多,研究生个体对整个研究生群体的认同程度却不断降低。他们的生活往往被拘囿在专业的界限内,与其他专业或外界的接触非常少,这就导致研究生们在认同上陷入了一种困境,即有“专业归属”,无“群体归属”。破解这一困境的关键在于发挥研究生会的作用,利用这一学生组织所具有的制造认同与归属的力量,搭建交流平台,建构“共同体文化”,进而让研究生在对公共生活的积极参与中,完成自己对群体的认同,走出认同困境。     

作为政治舞台的社会化媒体：框架建构与话语竞争

通过将中国社会化媒体视作政治舞台,分析在公共议题传播过程中产生的框架建构和话语竞争作用,考察不同政治行动者在此过程中扮演的角色,从而以此探讨这一符号化文本传播过程带来的理论启示。通过对新浪微博热门话题的内容分析可以发现,议题公众正在取代传统媒体成为社会化媒体上最重要的公共议题发起者和议程设置者;媒体话语仍主要在新闻专业主义的范畴运作,并试图通过专业化的框架建构延续自身的权威性;政府开始尝试在新媒体场域中直接向公众推送议程,但其生产的符号却被其他行动者转换为一种象征权力;意见领袖的主要角色在于策略性地运用框架建构扩大公共议题的支持基础,并与议题公众、媒体适时联动,共同推高公共议题的能见度。公民话语、精英话语和媒体话语的合围在一定程度上对官方话语构成了压力,但这一线上话语竞争的优势却并不足以改变线下的权力关系。     

论物权公示制度与交易安全的保护

物权变动和交易安全问题天然地联系着。物权公示是物权的重要制度；物权公示的原因在于对交易安全的保护；物权公示的效力体现着对交易安全的保护，特别是物权公示的对抗力和公信力对交易安全的保护有着重要作用；物权公示的价值就在于对交易安全的保护。     

Urban public space and the construction of social life: a social-pedagogical perspective

This paper addresses the question of what meaning urban public space has in relation to the process of children’s socialisation. It builds on data from qualitative research into the social-pedagogical meaning of three contrasting neighbourhoods in the city of Ghent. In this research, the neighbourhood was studied as a social and spatial context in which particular socialising practices are constantly constructed and reconstructed through the everyday social actions and practices of people, including children, and hence influence the socialisation processes of children. The research shows that different patterns influence the strategies through which children learn to deal with issues like diversity, otherness and unpredictability in different ways, ranging from excluding this diversity from the everyday lifeworld, through enclosing oneself within one’s own social group, to learning through the everyday confrontation with diversity.     

知情权与隐私权的冲突与衡平

现代社会,随着法制化进程的不断深入,知情权和隐私权由于其内涵的对立性和外延的模糊性而冲突不断并愈演愈烈。知情权与隐私权的冲突大体分为知政权与国家机关工作人员隐私权的冲突、社会知情权与公众人物隐私权的冲突、法人知情权与雇员隐私权的冲突以及公民个人信息知情权与其他公民隐私权的冲突。对于不同的冲突应区别对待,通过衡平以期使二权和谐运行。     

当代中国所有制的法律安排和历史启迪

当代中国社会，有必要在现有关于所有制的法律安排基础上，设定以公有制为主体、公私经济共同发展为所有制结构框架；生产要素所有制、财产所有制与生产资料所有制的提法都具有现实意义。这可以不断为深化改革和发展经济提供理论依据和公私统一的利益动力。     

Teaching and Research: What Balance for the Universities of the Twenty‐First Century?

The union of teaching and research in universities has a very long history with roots pre‐dating the Humboldtian conception of the research university. A major part of this union is personal, in the person of the academic staff member who has been trained through research and will invariably engage in both teaching and research in a university. Even researchers working in exclusively research organizations will have been trained in universities. Moreover, the research undertaken in universities will tend to be transparent, partly the result of the normal practices of academic freedom and of the traditions and procedures of university autonomy, and therefore, more likely to be the beneficiary of public trust than the research undertaken in research institutions, the latter tending to be viewed as more secretive and patron‐oriented. Although globalization may require universities to become enterprises of a non‐business type, along the lines of the medieval corporation, even this new paradigm will continue to require a proper balance between research and teaching, the one supporting the other.     

论《蝴蝶梦》中的两性关系模式

《蝴蝶梦》以“灰姑娘”模式把女主人公“我”被动引入男性生活世界,实际却沿袭将男性主人公作为环境因素引入女性世界的女性写作传统,“我”不仅具有显性的故事叙述者身份,也是整部小说的中心人物。作品中。以“我”与其他人物之间的社会伦理关系展现复杂交错的两性关系境遇,围绕符合父权制文化传统的“我”,揭示男女之间顺从、对抗或背离的关系状态。以“我”屈从、依附的被动身份向反抗、被依赖的主动身份转变,消解男权话语对女性单向控制的可能性,曲折传达作者对男女之间永远无法真正理解和沟通的两性关系观。     

法的相关矛盾解析

法的本质、功能和作用，是由它赖以产生并使之存在的条件所决定的，这个条件就是法要解决的特殊社会矛盾，这个矛盾就是人类社会最基础的关系——生产关系中人们既相互依存和合作，又相互对立和斗争的矛盾，这对矛盾构成了法产生、存在和发展的社会基础。人们既相互依存和合作。又相互对立和斗争这对客观矛盾反映在主观上，就形成了社会公共意志和社会个体意志的矛盾。进而外化为社会公共权力与社会个体权利(即权力和权利)之间的矛盾。从而形成了法。     

安徽省异质性区域图书馆联盟研究

由区域内的公共、高校及科研三大系统的图书馆组成的异质性区域图书馆联盟,对区域经济社会文化的发展所产生的效益是多方位的,也是同质性区域图书馆联盟所无法达到的。通过对中外异质性区域图书馆联盟实践研究,分析构建安徽省异质性区域图书馆联盟的必要性,并提出构建安徽省异质性区域图书馆联盟的具体策略。     

The Australian Education Union: A History of Opposing School Choice and School Autonomy Down-Under

In this article, I chronicle the recent history of efforts to broaden school choice in the Commonwealth of Australia and the opposition to these efforts put forth by Australia’s largest teacher union, the Australian Education Union (AEU). Evidence is presented on the positive effects that flow from the public funding of nongovernment schools and of the perception held by principals that less external regulation improves school functions. In spite of this, the Union continues to oppose choice efforts. I conclude that, at least in Australia, the influence of the AEU has placed impediments in the way of increased school choice and autonomy. Readers in other countries may draw their own conclusions from these observations in Australia.     

城市菜场的空间转换--一个微观层次的日常生活批判的视角

列斐伏尔的“日常生活”具有生动的态度,包含无穷的希望与可能。国内对列斐伏尔重视转淡的背景下,对社会“日常生活”的批判,具有非日常的意义。以上海为例,通过实地调查以及相关报道收集整理的方法,展示其作为公共空间转换的结果。菜场是微观层次的“混乱”场所,不断进行着各种社会力量的对抗与关系的调整,在某种程度上,可映射到社会层面,以小见大。进而阐明日常生活批判作为一个视角所反映出的社会变革发展微观层面的动力机制。     

关于构建教师教育网络联盟的建议

针对我国教师教育改革与发展过程中的问题 ,提出构建教师教育网络联盟的建议 ,并对其目标与原则、基本架构、运行机制、重点工程等问题进行研究 ,整合网络教育资源 ,构筑开放式的教师教育网络联盟及其公共服务平台 ,探索多样化的教师教育模式 ,推动教师教育的跨越式发展。     

Reconciling ourselves to reality: Arendt,education and the challenge of being at home in the world

ABSTRACT

In this paper, I explore the educational significance of the work of Hannah Arendt through reflections on four papers that constitute this special issue. I focus on the challenge of reconciling ourselves to reality, that is, of being at home in the world. Although Arendt's idea of being at home in the world is connected to her explorations of understanding, such understanding should not be approached as a matter of sense making, but in terms of ‘eccentric judgement’. For judgement to be eccentric, we must expose ourselves to otherness, which has to do with friendship if we understand friendship as a public rather than an entirely private matter. While political judgement requires a ‘being in the presence of others’ Arendt's views on thinking and its role in moral judgement indicate the necessity of solitude, of being alone with oneself. Rather than seeing this a process through which one calls oneself into question, I highlight the importance of the experience of being called into question, which I understand as the experience of ‘being taught’. I conclude that the educational significance of Arendt's work particularly lies in this link with teaching, and less so in notions of learning, reflection and sense making.