论教育苦难:教育学的公共关怀与道德担当

苦难一直是社会挥之不去的阴影,教育也存在苦难。而苦难在教育研究中却一直处于边缘化的地位。将"苦难"研究引入教育学领域,以期完整体现教育学的公共关怀和社会责任承担的精神,以引起学界对底层人民教育境遇和痛苦感受的关注和共识,使教育苦难最终得到权力光束的照耀和消除。     

忧患·变通·和谐——《周易》的人文意识与人文理想

自孔子视《周易》为“迁善改过”之书,从人道教训和生活智慧的层面解释卦、爻之义始,历代易学家,尤其是儒家学者,均把彰示其人文关怀视为研究《周易》的目的之一。这种人文关怀,表现为方方面面,兹就其中较为重要者略述如下：忧患意识《易经》作为一部形成于殷周之际的占筮之书,其目的是为了引导人们防患于未然,化险为夷,趋吉避凶。因而,在其卦爻辞中,包含了较为深沉的忧患意识。成书于战国时期的《易传》把这种意识概括为“明于忧患与故”。其曰：“《易》之为书也不可远,为道也屡迁。变动不居,周流六虚,上下无常,刚柔相易,…     

无辜之罪

Wu Lanlan turned sixteen just a few weeks ago.Anormal,young girl,she was maturing fast,broughtup as she was on a healthy diet and the cleanenvironment around her home.She lived with her parents ina large Soviet-style multi-apartment building in the suburbsof Shenyang in North China,with its freezing cold wintersand long days of white light.Lanlan saw herself as a young     

Kierkegaardian Implications of Punishment, Guilt, and Forgiveness for Education

Students have to be punished if they have made a serious transgression. Avoidance of punishment will lead to serious complications. But punishment is inseparably linked with guilt and forgiveness. The inability of individuals to forgive themselves was regarded by Kierkegaard to be an emanation of individual false pride, a kind of vanity. This type of despair, a psychological and spiritual disorder, is a serious and debilitating problem. The inability to escape this despair of forgiveness can lead to a loss of genuine humanness. Unchecked, this despair can lead to unrelatedness of self to itself and fear of the possibility of freedom. Thus the self-knowledge attainable in despair over the forgiveness of an offense would lead to what we would call a successful rehabilitation of the individual and his or her conjunct reintegration into society. Kierkegaard's ideas on punishment are interesting — historically and philosophically speaking — because they represent a softening of a harsh view of punishment by stressing the humanizing aspects of guilt and forgiveness.     

苦难与神义论

苦难问题是人的大问题。由于对待苦难的态度的不同，苦难也处于完全不同的地位。受理性主义的影响，旧有的神义论只从理性出发为上帝的辩护，从而有根本的缺陷。神义论应当从苦难问题出发讨论，这种基于苦难的神义论可以称之为“新神义论”。在新神义论的基础上，苦难的意义才得以揭示，基督神学作为“苦难神学”也有了可能性。     

内疚的界定和测量以及研究方法述评

作为人类高度社会化的负性自我道德情感体验,内疚是个体对自身经历的不良事件进行评价和认知的产物,同时也是影响个体后续行为的重要因素,它与个体的身心健康和社会化的发展有着非常密切的关系。西方心理学界对这一情绪进行了大量的研究。国内关于内疚的研究报告零星可数。对内疚的概念界定与测量、内疚态度的研究现状进行系统的阐述,有助于深入探讨内疚领域特有的问题。     

死刑制度和罪责自负

在一个法制社会,刑罚只会作用于被判处刑罚的罪犯。但事实上刑罚总是难免会以另外的方式波及罪犯的家人、朋友等。刑罚中最残酷的就是死刑,司法实践和法学研究应该更加理性和谨慎的对待每一个案件,做到既合法理也合情理。     

切肤之痛 痛定思痛——关于后殖民理论的思考

在经过后现代主义思潮冲击以后。西方文化中一切假想的“中心”意识和等级观念均被打破。在这新的多元共生之格局下。后殖民主义异军突起,但当今西方学术理论界对之有很大争议,有必要进行认真梳理。以推进探讨的进一步深入。     

Japanese Shame Culture and American Guilt Culture

Culture is an important factor contributing to the success of intercultural communication. In the east and west, there are many different cultures, among which Japanese shame culture and American guilt culture are two typical ones. Influenced by different cultures, these two countries have different characteristics, which reminds us that in intercultural communication culture should be paid much attention to.     

论教师的职业内疚感

伴随后课改时代的到来,教师参与教学变革的视点发生了变换,即从关注行为走向关注体验,其中教师的职业内疚感作为一种广泛而又重要的情绪体验更值得重视。本文探讨了教师职业内疚感的内涵与价值判定,进而分析了引发不同内疚感的根源,并对如何引导教师积极调适内疚提供了几方面的建议。     

认罪认罚从宽制度的上诉程序研究

认罪认罚从宽制度的上诉程序有其存在的正当性基础。在认罪认罚从宽制度的上诉案件中,被告人的上诉可能基于多种原因,但是基本可以分为两种类型:正当行使辩护权利的上诉与技术性上诉。为了达到正确定罪量刑的目的,需要对两者进行准确区分并采用不同的处理方式。如果属于被告人正当行使辩护权利的上诉,则应当予以保障;而对于技术性上诉,则可对此进行惩罚。在实践中,为了保障被告人的上诉权,应注意检察院抗诉权的正当行使以及二审上诉不加刑原则的正确适用。对于认罪认罚从宽制度的完善,建议设置上诉审查程序、特殊的二审程序,明确量刑从宽幅度、保障被告人知悉权等。     

扩招——机遇·挑战·责任

“扩招”在给中国高等教育带来了前所未有的发展机遇的同时,也带来了巨大的挑战和担负更大的责任：作为专业特色突出的高师音乐教育,应逐步适应扩招所带来的压力,强化办学的社会责任感,建立起一种新的教学体系。     

政府治理、社会责任投资与企业社会责任:博弈与实现机制

企业社会责任的实施状况是企业、政府与社会三者之间博弈的结果,实现机制是企业、政府、与社会三方利益互动机制。基于政府、社会与企业社会责任的博弈分析,探析企业社会责任实现机制的政府治理策略和措施、中间组织建设和社会责任投资意识培养以及企业自身履行社会责任行为。     

痛苦着曾经的快乐——看奥斯卡·王尔德的《快乐王子》

奥斯卡·王尔德是唯美主义的代表人物,他的童话《快乐王子》很好地表现了他唯美的思想,但也对现实进行了揭露,只是也是一种唯美式的拯救。在这篇童话中有美的过程,也有着非幸福快乐的结局。     

Responsibility,Moral Judgment and Moral Obligation

Abstract

This paper describes the evolution of the just community approach from Lawrence Kohlberg's earliest educational theorizing to the most recent experimental applications. The just community approach represents Kohlberg's most mature theory of moral education and has been the subject of intense research since 1975. Although Kohlberg initially recommended the discussion of moral dilemmas as a means of promoting moral development, he envisaged a far more radical and comprehensive approach. Inspired by a kibbutz school that successfully combined democratic and collectivist values, Kohlberg and his colleagues initiated a series of experimental programmes in public high schools. Evaluation of these programmes indicates that they establish cultures conducive to the development of socio‐moral reasoning and action.     

Disrupting White Privilege: Diving beneath Shame and Guilt

Abstract

The persistence of white privilege and escalating racism in the United States challenges religious educators to analyze the roots and destructive potential of both. This article draws on historical and contemporary analyses in dialogue with personal reflection and the oral histories of two leaders who seek to recognize and live beyond their own privilege. The purpose of the study is to describe the landscape of white privilege and analyze the intersections of public and personal dynamics. The analysis reveals the educational potential of personal narratives and structural analysis in understanding and transforming white privilege into humble work for justice.     

责任的类型、特征与作用

在马克思主义人学视野中,按照客体的不同,责任可以分为对自然的责任、对社会的责任、对他人的责任、对自我的责任以及对人类的责任;按照内容的不同,责任可以分为经济责任、政治责任与文化责任;按承担责任的层次,可以分为因果责任、法律责任和道德责任。人的具体责任虽然各不相同,但是又都具有平衡性和非对称性、功利性和超功利性、历史性和时代性、强制性和自觉自愿性等特征。责任在人的一生中发生着重要的作用,对人生有着十分重要的意义。