制度主义视角下的国际制度与认同关系分析

制度主义认为,认同是国际交往中的一个重要因素,尤其是在国家参与国际制度的进程中,认同与制度化构成一个互动的关系.正向的国家间认同为制度化发展打下良好的基础,国际制度则为国家认同的塑造提供平台,高级制度化伴随着一个国家内化规范及认同建构的过程.探讨国家认同的含义和来源,分析认同与制度化的互动关系对于认识国家间关系的互动很有意义.第二次世界大战后的欧美关系的发展就是一个认同与制度化良好互动的典型例证.欧美在良好认同的基础上开始制度化进程,而在国际制度基础上的国家间交往,则进一步加深双方对彼此的认知程度,改变它们对安全、权力、利益和主导规范的认识,推动欧美关系朝着积极的方向发展,最终建立一个稳定有效的“跨大西洋安全共同体”.     

国家“三农”政策的制度化建设

政策的制度化是指政策规范的长期化、稳定化、明确化和法制化.近年来,国家"三农"政策对解决"三农"问题,建设社会主义新农村起到了非常重要的作用."三农"政策的制度化建设因而也成为人们关注的焦点."三农"政策的制度化旨在为政府对"三农"公共政策的供给行为提供一种必须遵循的长期稳定的制度安排模式.它对于构成农业和农村相对稳定的利益关系秩序,形成合理的政策预期,实现并巩固政策的目标和价值意义重大."三农"政策制度化建设应该进行的主要工作是提升政策制度化的价值;稳定政策的目标取向和行为导向;规范并优化政策制度化的基本举措;强化政策落实中的监控制度.推进国家"三农"政策制度化建设的基本条件和出路在于大力促进国家"三农"政策的社会认同,提高"三农"政策的合理性程度,加快推进"三农"政策的法制化进程.     

数字教科书制度化何以必要与可能：来自日本的经验镜鉴

制度化是推进数字教科书规范而有序进入学校场域的根本保障。日本数字教科书制度化的建构，是其因应新冠疫情影响的积极行动；顺应国际发展潮流的必然选择；响应国家教育改革的战略要求；承应师生教育教学的特殊需要。同时，从新制度主义理论视角看，日本数字教科书制度化具有鲜明的法律规制性、行为规范性和文化认知性要素特征。为此，借鉴日本经验，未来我国数字教科书制度化建设可在以下几个方面作出积极探索：加大强制性制度供给，完善数字教科书法律法规；强化规范性内容建设，研制数字教科书统一标准；注重认知性文化培育，提升数字教科书价值认同。     

国际政治视野的国家形象塑造策略

国家形象是一个国家对自己的认知及国际体系中其他行为体对它的认知的结合,是一系列信息输入和输出产生的结果,是一个"结构十分明确的信息资本"。国家形象与政府行为、社会景象、国民素质紧密联系在一起,与国际政治相互影响、相互作用。多极化的国际政治格局,要求中国应当基于提高政治法治认同而塑造法治政府形象,基于缓和国际政治矛盾而加快塑造和谐社会形象,基于多元国际交流、促进国际政治合作而塑造良好国民形象,进而构建良好的国际形象,参与新的国际竞争与合作。     

信任机制、契约互动与民主转型

从社会微观视角来看,契约型的互动机制与中产阶级的形成是以最初信任机制发展逻辑为前提的,只有从不同传统社会的最初信任机制及其演变路径进行分析才能对各个国家的契约型互动和民主模式的发展有着更为深入的理解和阐释.传统社会的信任机制在现代化进程中的演变推动着社会结构分化和流动的走向,它影响着一个国家的制度化、法制化和民主化的发展路径.     

地区间主义:从地区间合作到全球治理

当今世界,全球化进程日益加快的同时,地区化的趋势也越发明显,地区间关系的探讨成为国际政治新的研究领域。地区间主义是促进不同地区内国家之间对话与合作的制度或组织,它作为全球治理的一个层面,通过其自身功能,如制衡、认同构建和议程设定等方面,促进了全球治理的发展。     

论“地位——权力情感理论”视域中的师生关系

师生关系是一种特殊的人际关系。从社会学"地位—权力情感理论"的视角来看,师生关系是基于教育内容的情感互动关系,是基于平等地位的对话关系,是基于情感认同的相互促进关系。当下学校教育中师生关系存在的问题有:师生专注于知识,缺少情感互动;师生地位不平等,忽视学生主体地位;师生间存在代沟,缺乏情感认同等。可以从互动、平等、共游三个维度重构师生关系。     

浅析日澳安全合作迅速发展的原因

近年来,日本与澳大利亚的双边关系急剧升温,尤其是在安全合作方面,两国的频繁互动更是引起了相关国家的广泛关注。同时,就日澳两国接近的原因来看,也有着复杂深刻的国际、国内背景。本文在总结双方安全合作迅速发展表现的基础之上,从多个角度分析了形成目前日澳"准同盟"局面的原因。     

欧洲高等教育质量保障政策的变化与挑战——基于博洛尼亚进程的影响

博洛尼亚进程是欧洲对于全球化下社会经济变迁所做的响应,希望国家间的合作能提升欧洲高等教育的竞争力,以应对欧洲以外各国的挑战。在此趋势下,高等教育的质量成为不同国家国际合作交流的考虑要素。随着互动交流增多,相继发展出《欧洲高等教育区域质量保障标准与准则》和"欧洲高等教育质量保障机构注册处","学生参与"和"国际参与"亦成为质量保障政策评估中的重要指标。博洛尼亚进程中高等教育质量保障政策发展的这些经验值得我们在构建自身高等教育质量保障政策时加以借鉴。     

当前影响我国公民政治参与效度的因素分析

公民政治参与的效度是衡量国家民主化水平的重要尺度.对政治参与效度的整体考察与系统思考旨在推进我国的政治民主化进程,使公民权利和国家权力在互动博弈机制中实现中国民主政治的健康成长.当前影响我国公民政治参与效度的因素有:经济发展与市场化水平,公民的政治认知水平与参政能力,政治参与的制度化水平和公民结社的组织化程度.     

隐性的力量——国际关系中文化作用的思考

文化是一国综合国力的重要组成部分,也是国际关系研究中的一个传统变量。它对国家综合国力的发展、国际行为体对外政策的形成和内容、国际关系的制度化以及国际形势的变化都有着重要的影响。     

美国少数民族青少年认同的干预及对我国的启示

民族认同对在一个多民族、多文化的社会中,文化和人口占相对弱势的少数民族青少年的自我发展有着重要意义。在自我发展的关键期,对少数民族青少年认同方面给予恰当的引导将会对他们未来的文化适应起到事半功倍的作用。美国学者Carol Markstrom-Adams和Margret B.Spencer借助观点采择的理论,指出少数民族青少年认同过程中的三个阻碍因素,并根据E.Erikson,J.Marcia,M.Atkinson和Spencer等人的青少年认同发展理论,提出了少数民族青少年认同的五步干预模型,该模型可以为国内相关研究提供理论和方法上的借鉴。     

语言在建构文化认同中的作用

随着国际政治研究的语言学转向,语言慢慢进入了学者们的研究视野。而文化认同又是国际关系领域一个重要的议题。一个国家行为体在与其他行为体互动过程中,如何建构文化认同是全球化环境下一个重要研究课题,本文则是选取了语言的角度,结合后结构主义的理论来讨论语言在建构文化认同过程中所起到的作用。     

Flaunting one's academic pedigree? Self‐presentation of students from elite French schools

This article starts from the puzzle that although French elite institutions enjoy extremely positive and attractive images, students from these schools generally choose to conceal their academic pedigree in their daily interactions. We show that, in a context of growing inequalities of access to grandes écoles, the strategy of hiding one's student identity may be understood as the desire to avoid six core threats associated with declaring one's association with an elite school: not conforming to group norms, confirming a negative reputation, not living up to a positive reputation, reducing one's identity, losing control of one's identity, and threatening the identity of the other. The conclusions highlight the implications of this microsociological study on a host of much wider questions useful in better understanding the ambivalent relations that exist between French society and its elites issued from the grandes écoles.     

后危机时代我国民主的多元反思

后危机时代,政府主导的民主的推进将始终面临各种矛盾。从世界范围内来看,民主不是一帆风顺的,民主的演化是历史规律的反映,民主不可逾越规律之上。中国特色民主化之前进尤其引以为戒。民族文化的认同,铸就了中华文明延续的奇迹。这一语境下,中国模式民主的成长受到生物基因演化、家本位的世界观、地理环境因素、各种社会规范、民主意识的多重影响。我国民主化目标的实现应从战略高度兼收并蓄,从文化主义达到民族国家的认同,理性对待民主基本的议题,党内民主宜吸纳社会营养,回应发展观念的流变,协调不同社会规范的关系。     

Hail to Thee, Our Alma Mater: Alumni Role Identity and the Relationship to Institutional Support Behaviors

With the decline in state and federal support for higher education continuing to plague colleges and universities across the U.S., many institutions are looking to increase the levels of support annually received from alumni and other constituencies. Research on alumni relations in American colleges and universities has historically focused on different factors related to charitable giving. Although this study has resulted in some valuable information for institutions to use for alumni involvement purposes, most of the research has not been able to produce a meaningful look into how alumni identify with their college or university after graduation. The purpose of this study is to assess how college and university alumni view their role with these institutions after graduation and how that perception relates to behaviors of support. An online survey was constructed to assess three dimensions of alumni role identity based upon previous research on the identification process of blood donation. This study took place through the alumni association at a large, public research university in the Midwest and found that those who displayed increased alumni role identity were more likely to support the university through joining the alumni association, attending university sponsored events and charitable giving. This study breaks ground for a new method of measuring the role of alumni within colleges and universities in efforts to increase support and ease the financial pressures of today’s institutions.     

冷战后亚太地区秩序的变革

与欧洲地区秩序不同,冷战后亚太地区秩序的变革具有明显的渐进性特征.推动亚太地区秩序变革的基本动力包括:美国主导地位的加强和联盟体系的演变;中国、日本、印度等地区权力中心的崛起;主要大国关系的变迁;地区化的发展与多边安全制度的兴起;非传统安全问题重要性的日益凸显与国际规范的改变.以美国为中心的双边联盟体系、由中国参与的多边安全制度、经东盟开创的规范共同体、民间层次的地区性复合相互依赖,作为冷战后亚太地区秩序变革趋势的不同层面,一并构成多元变动中的亚太地区秩序.     

Benefits,limitations and measures concerning the development of cooperation between higher education institutions and external entities

Cooperation between higher education institutions and external entities is a prerequisite for the success of all economic entities and society as a whole in any knowledge-based economy. The aim of the study was to identify, analyze and evaluate the benefits of, and factors limiting, cooperation between higher education institutions and external entities, and identify measures that would contribute to the development of this cooperation from the perspective of managers of public, state and private higher education institutions carrying out activities in the Czech Republic. The study shows that higher education managers consider the contribution to the development of knowledge and experience of students, academics and researchers to be the most important benefit of cooperation. From their point of view, the most significant limiting factors are the limited time availability of faculty/staff, insufficient financial resources and the administrative demands of cooperation. The development of cooperation would be most enhanced by financial support from national public sources or the EU, or through the use of contacts with graduates working for external entities.

     

影响我国民族关系的国际因素论析

多种国际因素影响着我国民族关系的和谐发展。发端于美欧的全球化进程,来自超级大国的霸权主义和强权政治以及境外民族分裂主义、宗教极端主义、恐怖主义势力,成为影响我国民族关系和谐发展的三大国际因素。     

Teachers in retreat: The teacher as a dialogical self and the risks of an excessive formalization of its role

The aim of this paper is to explore the identity of the teacher as a dialectical being that is in permanent construction, to identify some obstacles teachers might find in this process while operating in an institutional framework, and the effects these could have upon the teacher and the goals she pursues with her students. By ruling out the idea of identity as an autonomous self that can be constructed with no ties with its context, we propose that identity is dialogical and is built through the relationships we establish with others. This fact situates the relationship between the student and the teacher at the center of pedagogical practices and allows us to establish the ideas of teacher presence and integrity as central elements for the moral development of students. In this context, we identify the excessive institutionalization of the role of the teacher as a cause for the reduction of identity and a defensive retreat to the possible outcomes of being judged by strictly formal criteria, which in turn can hinder the relation between student and teacher and risks possible negative consequences in the moral growth of both.