当代中国转型时期社会心理失调与调适

随着当代中国社会由传统农业社会向现代工业社会、传统计划经济体制向社会主义市场经济体制、封闭型社会向开放型社会的转型，公众社会心理中存在的一系列深层次的问题，以极为深刻和尖锐的形式暴露出来。积极探索缓解和消除社会心理问题的有效途径，要建立有效的心理疏导社会机制；建立社会心理支持系统；规范市场经济秩序与社会生活秩序，实现社会公正；加强制度创新，促进利益平衡；充分发挥主导价值观的作用，强化理想信念；塑造现代人格，提高社会成员的适应能力。     

家长送幼儿上艺术兴趣班的心理分析

一、问题的提出随着素质教育的深入发展，人们普遍认识到艺术教育对开发幼儿潜能的重要性，于是幼儿艺术教育开始受到前所未有的重视。由此以培养艺术兴趣为目的的幼儿艺术兴趣班如雨后春笋般兴起。其有利因素不可否认，但其中也出现了许多不利因素，如过于重视艺术技能技巧的培养，不注重幼儿审美情感、艺术创造力、想像力及个性的培养等。为此，许多幼教专家对由艺术兴趣班引起的不合理现象提出了强烈的批判，如批判其不当的举办意图：盲目办班求经济效益、打着艺术特色的旗号求生源；批判其与先进教育观念的背离现象：只重技能技巧的训练…     

教育督导中的防卫心理及诊治原则

文饰、投射、责任推诿等防卫心理是影响教育督导效能提高的几种消极心理。对它的诊治，需以下面几种社会心理原则为根本：１、心理认同原则；２、民主性原则；３、心理动力原则；４、客观公正原则     

弱势群体的社会管理浅析

弱势群体的存在具有客观性、相对性和动态性，其生存状态极为恶劣，是社会安全与稳定的潜在危机。解决这一问题需要社会管理主体的通力合作，充分发挥政府的主导性作用；大力发展第三部门，发挥其扶助作用和组织依托功能；改变弱势心理，加强社会与弱者的互动。     

论伪科学产生的社会基础及对策

本文分析了伪科学产生的四种社会基础：人类对科学的过高期望是伪科学泛滥的社会需要基础；从众心理是伪科学产生的社会心理基础；相关法律制度不健全是伪科学泛滥的社会制度基础；社会整体科学水平低下是伪科学产生的社会文化基础。防止伪科学的产生有两点对策：一是划清科学与宗教的活动范围；二是深入理解科学，坚持辩证唯物论。     

浅析榜样教育有效性的心理条件

榜样教育是品德心理和品德教育中经常使用的概念和采用的方法，怎样才能使榜样教育更加有效呢?一方面是正确认识榜样与榜样教育的关系；另一方面是了解有效发挥榜样教育作用的心理条件。     

改革中攀比心理的特性及其成因

攀比心理是一种普通的社会心理现象；改革中攀比心理的加剧，对改革的深化特产生不利的影响，探讨改革中攀比心理加剧的原因，有利于给改革创造一种良好的社会心理氛围，以促进改革的顺利进行。     

从五个量化研究看加强舆论监督的必要性

本文在五个有关舆论监督的量化研究的成果的基础上，结合相关理论，从四个方面来阐释我国舆论监督的实施情况：舆论监督报道具有广泛的社会基础；舆论监督报道的批评力度有待加强；新闻从业人员的主体意识逐渐增强；执行舆论监督报道的一些障碍。论文在此基础上认为：我国的新闻媒介还没有承担起它应该承担的舆论监督的责任；舆论监督的困难主要在于某些地方权力机构的冷漠和地方保护主义的干扰；要加强舆论监督，需要正确看待社会心理承受力和社会稳定问题。     

汉语新词新语的文化考察

新词新语是新时期以来语言生活中的重要现象，新词新语主要通过扩展、吸收、引进、创造和起用等方式而产生；新词新语具有丰富的化含蕴，即人们对指称现象所表现出来的思想观念、化心理、审美趋向、生活情趣等；社会主义市场经济的迅猛发展所促发的民众的开放心理、求富心理和重生心理，以及当今社会整个化环境的稳态因素和动态因素，对新词新语中现象的存在与发展起着决定性的作用。     

后进生的心理矛盾与教育转化对策

“后进生”这一教育概念的提出包含两层含义：一是其相对性，二是其发展性。相当一部分后进生的处理是极为不利的，造成了一些与众不同的特殊心理，主要表现为：自尊与自卑，蛮横与畏惧、合群与孤独、进取与意志薄弱的矛盾的心理并存。适应这些心理特点的教育转化对策是：鼓励他们自尊自信，开发其心理潜能；根据他们的个性特征，化解其人格矛盾；优化教育环境，改善后进生的处境不利地位；利用他们的进取心理，培养坚强的意志品质。     

The historical context of science and education at the American Museum of Natural History

In this article I critically examine the historical context of science education in a natural history museum and its relevance to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education department in a natural history museum to demonstrate the historical constitution of current practices of the education department. Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation and association with a museum-based professional education program.

The rise and attenuation of the basic education programme (BEP) in Botswana: A global–local dialectic approach

Using a global–local dialectic approach, this paper traces the rise of the basic education programme in the 1980s and 1990s in Botswana and its subsequent attenuation in the 2000s. Amongst the local forces that led to the rise of BEP were Botswana's political project of nation-building; the country's dire human resources situation in the decades following Independence in 1966; and its propitious economic climate in the late 1970s and early 1980s. Global forces included the global circulation of the World Bank's educational discourse on the primacy of primary education as a public ‘investment’ option and Botswana's desire to be a member of the influential transnational social structure. BEP's attenuation can similarly be traced back to both local and global forces. Local forces included the growth of youth unemployment, and a sluggish economy. Global forces included the globalization of neo-liberalism which called for cost-sharing/recovery measures, and, ironically, Botswana's ‘promotion’ to a ‘middle income status’ country. While conceptually the attenuation represents a case of policy reversal and in some ways a sense of ‘loss’, empirically, the attenuation has not been of material consequence to access to ‘basic’ education. This is attributed to the ambiguous position (best captured by the term ‘doublethink’) the Botswana government¹ has adopted in relation to the issue of school fees.     

A tale of two narratives: student voice—what lies before us?

As the last century closed, and a bright new millennium dawned, the concept of ‘student voice’ within education emerged as something to be ‘identified’ and ‘captured’. In effect, it became reified and driven by a raft of government and institutional policies and strategic initiatives; initially within the compulsory sector, but soon followed by the post-compulsory sector as the 2000s moved on. In an increasingly quasi-consumerist environment, a mechanism had emerged with potential to ‘measure’ student satisfaction. Institutions quickly took up the ‘call to arms’, assigning responsibilities to ensure there was evidence of ‘student voice’ engagement; but there was no conversation with the ‘students’ about how this was experienced by them. This concept had become a ‘portmanteau’ term; a ‘catch all’ competing between two narratives—student voice as democratic and transformational; and student voice as ‘policy’ and strategic initiative. Formal research that could contribute to this discussion has been sparse and this paper takes a critical stance to the literature and policy, exploring the current status of student voice and proposing a research focus that has the potential to involve students in a discussion about how their voice is heard, and for what purpose.     

Beacons of light,rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times

This paper reports on a case study of a “lead literacy teacher” initiative in one Canadian province. This initiative is related to a “minority world” trend in teacher in-service that seeks to develop “experts” in a field with the intent that such experts can help other teachers to raise student achievement for the betterment of the economy. Using a post-colonial theoretical framework that advocates for professional development premised on teacher knowledge production, the study finds that the initiative instead forwards a “train-the-trainer” model of information transmission that negates teachers' prior knowledge, experience, and practices. The study argues that for teachers to become critically reflective in their practice, they need material supports (e.g., time) to share with one another and knowledge must be allowed to flow in all directions within the educational hierarchy.     

Facing and managing dilemmas as a clinical educator

Although clinical educators make an important and irreplaceable contribution to the education of students undertaking qualifications that will enable them to practise as health professionals, little is known about the day‐to‐day experiences of clinical educators and the complexities of clinical education that may contribute to the problems or to the successes of clinical educators. This paper reports on one aspect of a study that sought to increase the understanding and appreciation of the roles and responsibilities of being a clinical educator. The lived experiences of clinical educators in speech pathology ¹ 1. Also known as speech‐language pathology in North America and speech‐language therapy in the UK. View all notes were explored in depth, over a sustained period of time, in an attempt to understand what it is like to be a clinical educator. This paper uses narrative data to illustrate dilemmas faced by clinical educators in our study, and discusses implications pertinent to clinical educators in a range of health disciplines in higher education.     

Makerspace in STEM for girls: a physical space to develop twenty-first-century skills

Makerspace has been lauded as a new way forward to create communities, empower students and bring together enthusiasts of all ages and skill levels “to tinker” and create. Makerspace education has been touted as having the potential to empower young people to become agents of change in their communities. This paper examines how a Makerspace approach can capture the imagination and creativity of female primary school students, and engage them in integrated STEM-based projects. The study scaffolded female tertiary undergraduate students to mentor small groups of girls to complete a project in a STEM Makerspace situated in classrooms. The data generated and analysed from this study were used to determine how Makerspace STEM-based projects were enacted, how they engaged and supported the girls’ learning, and considers the future of a Makerspace approach as a way to progress integrated STEM education.     

私人投资办学的可营利性思考

从经济学的角度，认为私人投资办学具有四个动因：对价值增值和利润的追求；对教育产业市场前景的看好；对教育事业的偏好；通过控制权获得预期收益。触发对私人投资办学的可营利性思考：教育作为一种产业，可以营利；投资办学理应营利；投资教育不能急功近利；走联合办学的道路；提高教育质量、创造社会效益、营利可产生互动效应。     

Developing a template for National Child Protection Index Reports

Objectives

What impact does the strengthening of child rights have on the experience and circumstances of children? CRC General Comment 13 emphasizes that defining measurable targets for improvements in child protection is a key element of efforts to strengthen child rights and well-being across the world. This paper describes an attempt to identify key domains relevant to such mapping of child protection indicators, and the feasibility of collecting data—from existing data sources or otherwise—to complete a “National Child Protection Index Report” summarizing achievements and concerns at a national level.

Methods

A process of inter-agency consultation was facilitated by the CPC Learning Network to establish a template for the Index Report. The template was modeled on that used for the “Countdown to 2015” maternal, neonatal and child health initiative, aiming to capture indices not only of key protection risks but also implementation and coverage of key protection measures. The work drew on indicator development and policy initiatives by a number of international child protection agencies. The template developed was used as a basis to pilot national data collection in Indonesia and, at a sub-national level, in northern Uganda.

Findings

The template provides a concise summary of protection issues of relevance to a broad range of constituencies, global and national. However, in the pilot settings, existing routine data collection was inadequate to effectively populate a large proportion of indicators. Mechanisms of collating findings from discrete assessments—another potential source of data for completion of the index report—were also generally underdeveloped.

Practice implications

In settings where state infrastructure allows the collection and analysis of routine data in such domains as health and economic activity, such efforts should be extended to the child protection sector. Discrete assessments by governmental or non-governmental agencies also provide significant potential for more effective sharing and collation of information. National Child Protection sub-clusters or equivalent structures can play an important role in facilitating both of these processes.     

Learning to work with the black box: Pedagogy for a world with artificial intelligence

Artificial intelligence (AI) is increasingly integrating into our society. University education needs to maintain its relevance in an AI-mediated world, but the higher education sector is only beginning to engage deeply with the implications of AI within society. We define AI according to a relational epistemology, where, in the context of a particular interaction, a computational artefact provides a judgement about an optimal course of action and that this judgement cannot be traced. Therefore, by definition, AI must always act as a ‘black box’. Rather than seeking to explain ‘black boxes’, we argue that a pedagogy for an AI-mediated world involves learning to work with opaque, partial and ambiguous situations, which reflect the entangled relationships between people and technologies. Such a pedagogy asks learners locate AI as socially bounded, where AI is always understood within the contexts of its use. We outline two particular approaches to achieve this: (a) orienting students to quality standards that surround AIs, what might be called the tacit and explicit ‘rules of the game’; and (b) providing meaningful interactions with AI systems.

Practitioner notes

What is already known about this topic

• Artificial intelligence (AI) is conceptualised in many different ways but is rarely defined in the higher education literature.
• Experts have outlined a range of graduate capabilities for working in a world of AI such as teamwork or ethical thinking.
• The higher education literature outlines an imperative need to respond to AI, as underlined by recent commentary on ChatGPT.

What this paper adds

• A definition of an AI that is relational: A particular interaction where a computational artefact provides a judgement about an optimal course of action, which cannot be easily traced.
• Focusing on working with AI black boxes rather than trying to see inside the technology.
• Describing a pedagogy for an AI-mediated world that promotes working in complex situations with partial and indeterminate information.

Implications for practice and/or policy

• Focusing on quality standards helps learners understand the social regulating boundaries around AI.
• Promoting learner interactions with AI as part of a sociotechnical ensemble helps build evaluative judgement in weighting AI's contribution to work.
• Asking learners to work with AI systems prompts understanding of the evaluative, ethical and practical necessities of working with a black box.