Politics and Education

(Mr Maclure was asked to write on the question he poses in the first sentence of the article)     

Politics and Education

This paper examines the question of whether the period since German unification has been one of reform in the education system of Germany. It outlines the developments in secondary education in Germany since 1990, and argues that the changes in the eastern federal states do not represent reform, but rather a restoration of the less than ideal educational structures that have been in place for so long in the western federal states.     

Education and the Politics of Envy

ABSTRACT:?

This paper addresses the somewhat neglected topic of envy and its relationship to education and social inequality in Britain. Drawing on the work of Rawls, Runciman and Crosland, the paper proposes a distinction between envy as a vice and ‘justified resentment’ aroused by perceived injustices in the social distribution of primary goods, including education. Various pejorative uses of the term ‘the politics of envy’ in UK politics are examined. The conditions necessary for a politics of justified resentment are then analysed. Current developments in higher education in the UK are discussed with reference to signs of the emergence of new social resentments among the relatively highly educated. Prospects for a wider politics of justified resentment are assessed in relation to a range of emergent policies and priorities of New Labour in government.     

高校思政课程与“课程思政”协同教育研究

伴随我国高等教育改革的进一步开展,高职院校的各个专业都能设立较为齐全的课程体系,其中就包括高校思想政治理论课。习近平总书记指出,应将思想政治工作融入教学全过程,使专业课程与思想政治课程同向同行。但是部分高校在教学过程中依然不能很好地将专业课程与思想政治课程有机结合,尚未形成协同效应。文章将对这一问题开展调查,并探索构建“课程思政”与思想政治课程相协同的育人体系。     

思想政治教育是素质教育的灵魂

江泽民同志在《关于教育问题的谈话》中强调：“要切实加强对学生的思想政治教育、品德教育、纪律教育、法制教育”;“要加强对青少年学生进行爱国主义、集体主义、社会主义的思想教育,帮助他们树立正确的世界观、人生观、价值观”。...     

素质教育与政治课教学

随着改革的深入和竞争的加强，提高学生的素质已成为我国教育面向21世纪的主题。因此，思想政治果教师在提高自身素质的同时，也必须努力使自己的教学工作向素质教育目标迈进，在课堂教学、社会实践和考试机制上进行实验和创新。     

论心理健康教育与思想政治教育的结合

思想政治教育是思想政治工作的一项重要内容，在新的形势下，思想政治教育必须不断改进和创新，才能完成其历史使命。把心理健康教育与思想政治教育有机地结合起来，运用心理教育的方式。根据不同的心理问题采取讨论、疏导等方法，提高思想政治教育的针对性和实效性，这可以说是改进思想政治教育工作的一条新途径。     

现代思想政治教育中情感教育的机制和规律

情感教育机制是指情感教育运行过程中各构成要素按一定的组合方式而形成的机理和运行方式。情感教育规律是情感教育过程中诸要素之间的本质联系及其矛盾运动的必然趋势。情感教育的运行机制主要包括体验机制、生活机制、情境机制、情感认同机制。情感教育的实施规律主要有情感互动规律和情理交融规律。     

Voices in Education: Politics and Teacher Education

Abstract

This research examined the legal climate regarding admissions and retention in teacher preparation programs as well as the current practices of selected programs. The study utilized legal/archival research and an on‐line survey of 27 universities. Findings indicated that the legal parameters regarding admission and retention fall under the expectations established for other types of professional training. University officials have great latitude to make professional judgments. The survey found that most institutions have formal admission and retention policies, though the admission policies are more fully developed. Many universities reported having formal policies to consider student dispositions for teaching, though no single policy is used by more than one third of the universities surveyed (most employ informal means). Conclusions include that teacher preparation programs have more legal latitude than is being employed for admission and retention decisions, and it is recommended that the field establish professional norms for retention policies and assessing student dispositions for teaching.     

The Politics of Standards and the Education of Teachers

A number of industrialized countries around the world are in the process of creating new directions for education, focused on elementary and secondary schools and the preparation of teachers in universities. Those directions, it has been suggested, will enhance not only the education of children and adolescents, but will lead to expansive improvements in people's social and economic well-being and will advance our technological capacities. Teacher educators and K-12 teachers are now in the midst of coming to grips with a new approach to the education of prospective and veteran teachers. While I am not sanguine about earlier attempts to improve the quality of teacher education programs, I also believe the current emphasis on national standards for P-12 teachers and university faculty in the United States and elsewhere must be challenged and critiqued. Standards Based Teacher Education (SBTE) relies on a set of ideas and commitments that needs to be both understood and critiqued. The SBTE process has approved sets of aligned external standards that encompass specific kinds of performances, outcomes and dispositions, and are linked to accreditation requirements. The process of teaching in this system is based on a technical-rational approach to teaching, and largely ignores social, political, and philosophical understandings. The present paper provides an analysis of SBTE and its shortcomings, as well as suggesting an alternative vision for the preparation of teachers.     

Market-Driven Education Reform and the Racial Politics of Advocacy

What is the landscape of the racial politics of public education in the age of Obama? To what factors can we attribute the seeming educational policy consensus from Washington, DC, to the states and from philanthropies and policy entrepreneurs in urban school districts? How should we understand opposition to the policy menu? This article examines commonsense understandings in education reform, which are supported by assertions that market-based schooling options are superior for children of color, and argues that a primary reason for the popularity of such reforms is an underexamined advocacy coalition, formed nominally around school choice, while also encompassing several other entrepreneurial educational reforms. The article describes the structure of this network, arguing that its dominance has precluded an understanding of counter advocacy against school choice and related reforms. It then describes several past and current movements that challenge commonsense understandings of the reforms’ currency, as a way of pushing back against the reforms’ expansion. The article also discusses the activities of grassroots community groups in response to market-based reforms and argues that these efforts can help to expand public deliberation on complex matters of educational policy. The article concludes with recommendations for further examination of these efforts to highlight the concerns, strategies, and solutions to educational inequality being articulated within communities of color and with their allies.     

思想政治教育现代价值的思考

促进人的人性的丰富和完善，促进人的全面发展是思想政治教育的最本质意义，也是它最重要的价值所在。人的全面发展主要体现在主体性的确立、创造性的发挥和可持续性的发展。思想政治教育培育人的主体性就要增强人的主体意识、培养人的主体精神、开发人的主体能力、塑造人的主体人格；思想政治教育培育人的创造性体现在价值观念的引导、创新精神的培养和意志品质的锤炼；思想政治教育培育人的可持续发展就要丰富人的精神世界、挖掘人的各种潜能、优化和协调各种关系。     

Religion, Politics and Civic Education

The proper role and influence of religion in the public sphere continues to be contested and has important implications for civic education in a liberal democracy. Paul Weithman and Michael Perry argue that religion makes valuable contributions to civic participation and that religiously grounded beliefs should be fully welcome in political decision-making. In response, this paper strives for a middle ground of preparing citizens to engage thoughtfully with a wide range of moral perspectives, religious and otherwise, while promoting a civic virtue that still honours a commitment to public reason.