Between ethos and practice: are Ireland’s new multi-denominational primary schools equal and inclusive?

This article explores the ethos of multi-denominational primary schools in the context of increasing cultural and religious diversity in the Republic of Ireland. In particular, it investigates how the official ethos is played out in day-to-day school interactions. The mixed-methods study draws on data collected from 11 community national schools focussing on the perspectives of principals, teachers and pupils. The data indicates while schools’ formal ethos sets out guiding principles and standards, a closer look reveals the specific identity of each individual school within the broader formal framework. The article presents a new perspective on school ethos research by exploring the extent to which it guides the promotion of diversity and tolerance in a multi-faith context. While the study is carried out in Ireland, it is also of interest to other jurisdictions where schools are faced with increasing religious diversity among their student population.     

The integrated school in a conflict society: a comparative analysis of two integrated primary schools in Northern Ireland

The purpose of this paper is to compare the approach to promoting positive relationships between Catholics and Protestants in two types of integrated primary school in Northern Ireland. Drawing on qualitative interviews with teachers, governors and parents in one transforming school and one grant maintained integrated school, i.e. one representative of each of the two types, the paper shows that whilst there are distinctions in the ways that the schools promote their image and ethos, the ‘lived reality’ of the schools, as reported by the research participants, is almost indistinguishable. The paper suggests that both schools tend not to refer to or explore cultural difference and that this tendency to ‘minimise difference’ seems to have the potential to silence school members who do wish to explore their own and other cultures. It is argued that such practices are likely to impede rather than facilitate the progress of good inter‐community relations.     

学术职业精神气质的遗传印记

学术职业的精神气质是学术职业的灵魂所在、血脉所依,体现了学术职业以学术为生为业的生命内在需求和神圣召唤。追溯学术职业精神气质的遗传印记必须考察学术职业最初、最久远的起源,剖析其生长的第一个生命细胞。本文从中世纪大学生成的最初胚胎开始追溯,沿着修道院、经院哲学、科学学院化、学术的社会责任担当等学术职业发展的几个重要时期,探寻学术职业在千年发展中精神气质的遗传印记:沉潜与寂寞、怀疑与批判、自由与激情、学术与责任。     

民族精神面临全球化挑战

民族精神是一个足以在历史中永久持续的部分。是民族所创造的最高价值,因而只要民族精神和民族文化保持良好,国家与民族就保持良好。相反,只要民族精神衰退。国家就会处于危险之中。越南的历史清楚地证明,民族精神与文化的稳固发展几次激起越南人民反对那些军事与经济实力远胜于自己的外国强敌的统治与侵略,从而将自己的国家从其同化的邪恶意图中解救出来。越南民族精神与文化的强烈生命力保证了其民族的长存。     

“行风监督员”制度改革浅谈

现行行风监督员在履行监督职责时存在着许多问题：人员组成没有代表性、监督员工作热情不高、所聘部门疏于管理等。要使行风监督工作真正行之有效,行风监督员制度必须改革。在社会开放程度越来越高的形势下,用行风监督志愿者替代行风监督员不失为一种好方法。搞好行风监督志愿者队伍建设,关键是要制定好行之有效的措施。     

Democracy and Social Studies Education at the Junior Secondary School Level in Botswana

This paper briefly examines the concept of democracy, its relationship to education and its African context. The meaning and value of democracy in African society is discussed and it is suggested that traditional political systems represented a particular kind of democracy. It then focuses on the extent to which the concept of democracy is covered in the junior secondary school social studies syllabus in Botswana. Finally the authors make some recommendations for curricular improvement in education for democracy at the junior secondary level in Botswana as part of the continuing attempt to produce the effective citizen for the new millennium.     

Reforming education in post-partition Northern Ireland: state control and churches’ interference

ABSTRACT

After the partition of Ireland, the newly established parliament in Belfast was given control over education. The unionist government, mainly representing the majoritarian Protestant population, embarked on a reform of the pre-existing denominational education system and tried to persuade all the churches to transfer their schools to state control in exchange for public funding. Despite the sincere efforts of the first Minister of Education, the Catholic Church rejected interference in education from a government that its followers perceived as hostile, while the Protestant churches became increasingly intransigent in their demands for more control over state schools. In order to ensure their support, the government met their requests, ignoring the instances of teachers and principals who called for independence from clerical managers. The result was a segregated education system that contributed to maintain the deep divisions of the Northern Irish society.     

民族精神的现代性处境

民族精神是在现代性条件下突显为问题意识的。现代性是在近代西方形成的,包含历史、哲学、社会学、美学以及西方性等多重维度。不同文化传统及民族在现代性及全球时代开始了新的文化自觉,但文化传统如何显现为肯定性的现代性要素,仍然是不同民族、特别是后发展民族的时代课题。民族国家是现代性的典型的社会形式,但是对于非西方社会而言又需要建立一种关于民族国家的新的理解模式。后现代性为民族性的多样化理解提供了一种可能性,但是,东方主义问题的提出表明,努力呈现后发展国家的真实的民族性仍然极其艰难。     

The Ethos of Critical Research and the Idea of a Coming Research Community

Critical educational research offers the researcher a position and an ethos of comfort. Even the declared recognition of the relativity of principles, norms or criteria so characteristic of much critical research does not prevent it from looking immediately for a way out of this uncomfortable situation i.e. to keep to the idea that comfort (for the researcher) is needed and desirable. However, we suggest that this uncomfortable condition is constitutive for critical educational research and may be even for education as such. Therefore the article can be considered as a genealogical analysis of this comfortable critical research, in which we show how the birth of the milieu of the modern school goes together with the instauration of two forms of a comfortable research ‘ethos’: a research ethos rooted in a pastoral milieu and a research ethos rooted in a bureaucratic milieu. In the last section of the article we indicate that another ‘experimental’ ethos of research is possible, including the acceptance of discomfort. This is the ethos of a critical researcher as an inhabitant of a coming research community and as being exposed to the present.     

论国家教育统一考试考风考纪建设

教育考试是国家培养选拔人才的重要制度和主要手段,是国家意志和政府行为的体现。考风考纪是国家教育统一考试的生命线,考风考纪的好坏,直接影响政府的形象,国家考试的威信和质量,招生考试的公平、公正,考生未来的发展。加强国家教育统一考试考风考纪建设,在当前新的形势下具有十分重要的意义。     

民族精神研究的人类学反思——兼议民族精神研究的方法论拓展

在对比了人类学"国民性"研究后,笔者认为目前国内对中华民族精神的研究,存在视野狭窄、方法单一、重抽象空谈轻具体生活过程探索、少跨学科比较等缺陷,强调对中华民族精神的研究要想取得突破,须多从跨文化、多学科整合的角度,多从事现实生活中的实证性研究,注意区分社会阶层、地域、族群等方面的差异,认为弘扬民族精神应有切实可行的具体途径,少喊口号.     

社会思潮评价指标体系的建构

社会思潮是一个社会的"信息库"和"气象图",具有"晴雨表"和"风向标"的功效。构建一个相对科学系统的社会思潮评价指标体系是当前社会思潮研究工作面临的一项重要任务。这一体系是根据社会思潮研究的目的、要求和社会思潮的特征,把客观上存在联系的综合说明社会思潮状况、反映一个社会中社会群体对社会思潮的认知与态度的若干指标,科学地加以分类和组合而形成的统计指标体系。研究者从指标选取的原则、选取过程中的主要问题以及社会思潮概念的操作化等几个方面,建构了以社会心态、社会行为、观念文化和学术理论四个基本测量维度为基础的评价指标体系。     

楚民族精神略议

楚民族是中国先秦时期长江中游地区的一个勤劳、睿智、勇敢的民族，在长期的生存与发展中，形成了特征鲜明的民族精神。本充分运用献记载和考古资料并将二相互参验，对楚民族精神进行了系统深入的考察，这对我们弘扬和培育民族精神．加强“三个明”建设，乃至实现中华民族的伟大复兴，都具有十分重要的历史价值和现实意义。     

论全球化对中华民族精神的挑战

全球化是当今世界发展的重要特征和趋势,它深刻地影响着世界历史的进程,也对中华民族精神产生了巨大挑战,主要表现为对爱国主义的挑战和对民族文化的侵蚀。     

国家示范性建设对高职学风建设的推动——以广州番禺职业技术学院为例

开展学生活动、进行学风建设是高校工作的两项重要内容,两者的关系应该是辩证统一的。如何让学生活动成为学风建设的突破口,避免学生活动对学风建设造成负面影响,促使两者形成良性互动关系,是值得我们思考和探究的重要课题。     

党风建设若干问题的思考

重视党的作风建设,是中国共产党的鲜明特色和优良传统。党的作风建设的首要问题是解放思想、实事求是、与时俱进,核心问题是保持党同人民群众的血肉联系,关键问题是领导干部作风建设。党的先进性靠加强和改进党的作风建设来保持,加强和改进党的作风建设,是党永远立于不败之地的重要保证。     

Social,Moral and Religious Attitudes of Secondary School Students

In Australian schools, inclusion is a term that is used to challenge a previously narrow focus on students with disabilities and their integration within and distribution amongst mainstream schools and classrooms. Nevertheless, this article argues that, as a concept, inclusion requires further broadening and deepening, particularly in arenas of practice, if it is to serve the interests of all students. Informed by notions of recognitive justice, the paper advocates rethinking inclusion to accommodate student differences in more socially just ways - emphasising students' contributions rather than their disabilities - and what this means for the organisation of classrooms and schools. Within the article, research data are focused primarily on students with learning disabilities and draw on twenty semi-structured interviews conducted with parents and teachers across six Australian state primary and secondary schools. Three sets of conditions are proposed as necessary for inclusive classroom and school processes: specifically, those that promote self-identity and respect, self expression and development and selfdetermination and decision-making.