漫话『民主平等的师生关系』

“民主平等的师生关系”,一直是关于师生关系的话题。至于它到底是事实判断还是价值判断,却难以断定,不过按照常理,只有在两种情况下,它才不再成为普遍议论的话题：一是师生之间事实上已普遍形成“民主”、“平等”的关系;一是人们对“民主”、“平等”理念已经不感兴趣。现在这两种情况都不存在,故它仍是经常议论的话题。议论归议论,既然客观上仍然存在这方面问题,就是该考虑如何议论了。如单以“民主”、“平等”理念硬套“师生关系”,虽也合乎逻辑,未必能解决思想认识问题,故须从“师生关系”特点出发,对这个问题进行考察。…     

仁而自由平等:徐复观的儒家民主论

当代新儒家基于人具有天命之仁而天下为公、自由平等之核心价值,在政治上坚决主张民主自由,认为只有民主自由才能实践儒家政治理想,含具儒家价值的民主政治才能生根发展,发挥其最高的价值;主张民主政治除了吸纳西方体制,亦须以道德自觉、淑世利他和中庸均平的价值精神相互充实。迩近西方学界反思民主共和的危机,恰正呼应儒家民主在西方经验之外亦讲求道德自觉的主张。徐复观的儒家民主论谈及儒家义理为民主自由之依据、中道之政治观、人格人权相依不离之民主观,并藉此反思中国传统与西方民主政治,及儒家思想转进民主政治之关键,对儒家普世价值的阐发作出了重要贡献,值得今人审思与继承。     

构建课堂中民主平等的师生关系

师生关系在教育过程中的地位至关重要。在社会转型时期 ,传统的师生关系需要调适 ,以适应新时代发展的要求。构建课堂中民主平等的师生关系 ,理应关注三个方面 :重构课堂生活 ;淡化教师权威 ;实施“对话式教学”。     

Democracy, citizenship education and inclusion: a multi-dimensional approach

Both democratic citizenship education and inclusion share a common ethos and language based on concerns for human rights, social justice, and a sense of community. Both aim at the building of democratic relationships. But it is fair to say that for a long time citizenship educators and advocates of inclusion have either spoken past each other, or have not communicated or articulated their arguments. This essay offers a multi-dimensional framework under which citizenship educators and advocates of inclusion can share a common agenda, seeking socially just and democratic schools.

近十年来国内外研究生教育质量管理研究述评

国内外研究生教育以及研究生教育质量管理研究现状分析结果表明:国内研究侧重于研究生教育质量的影响因素、管理措施和工具研究,而国外则比较侧重于研究生教育不同方面、不同教育形式和评价研究。研究生教育质量管理的研究主要集中在全面质量管理、ISO9000标准和企业流程再造的应用。从国外自我评估研究来看,面向高校自主性、独立性与多样性的研究生教育质量管理框架以及相关评价工具,必将成为研究生教育质量管理研究新的关注点。     

我国高等教育大众化十年盘点与省思

我国高等教育自1999年大幅扩招并由此步入大众化之路以来,至今已走过十年的历程。这十年进程可分为提速扩张、调整结构和提高质量三个发展阶段,呈现出精英大众化、跨越式发展等特点,初步满足了公众对高等教育的基本需求,一定程度上改善了社会公平与教育机会均等的状况,促进了民办高等教育的发展与繁荣,实现了高等教育大国的发展战略。与此同时,我国高等教育也存在着经费投入不足、教育质量下滑、学生就业形势渐趋紧张、专业设置趋热趋同、布局失衡等问题,应通过加大政府拨款力度等途径予以解决。     

The road to collaborative and integrated education: Success and struggle in a university classroom

Abstract

Although much of the contemporary discourse on collaborative teaching is positive, there is a dearth of information about and research on the practical issues of undertaking such an endeavor at the university level. The authors of this article team taught a course that combined three educational methods classes (Instruction in Elementary Language Arts, Instruction in Elementary Reading, and Instruction in Elementary Social Studies). This undertaking evoked positive experiences for the instructors and students but also evinced areas that caused conflict and concern, including conflicts regarding student assessment, amount of time required, and lack of administrative support. As we continue to incorporate and refine collaborative teaching at the university level, economics, recognition, and status issues also need to be examined.     

Ethics before Equality: Moral education after Levinas

Emptiness, indeed nihilism, is a characteristic of so much contemporary discourse regarding morality and moral education. This is found in facile notions of teaching right and wrong but also in the prevalence of rights-talk, with its sacrosanct assumptions about equality. This article examines this discourse in the light of Levinas' account of the primacy of ethics - of my absolute responsibility in the face of the other, of the asymmetry of my relation to the other. It seeks an account of receptivity that releases the ethical from the limitations of moral reasoning.     

Virtuous mess and wicked clarity: struggle in higher education research

This article considers the value of clarity – of theory, method and purposes – in educational research. It draws upon the work of early critical theorist, Theodor Adorno, and particularly his notion of negative dialectics and his challenge to the traditional dichotomy of theory and practice. Using the notions of virtuous mess and wicked clarity, I argue that we need to accept the messy, contingent nature of the social world we research. I further suggest that it then follows that such research can and should influence and change that world. The researcher is necessarily part of the world she researches and, once one accepts that, it is hard to sustain ethical or political isolation; it is hard to ignore the struggle.     

Equality of opportunities in Spanish higher education

In the past few decades, there has been a sharp increase in the number of students attending higher education institutions in Spain. Many commentators believe that this expansion is associated with greater equality of opportunities as more university places offer greater potential for the advancement of students from poorer backgrounds. Unfortunately, this argument is not always true. In fact, there is empirical evidence that the expansion in higher education system disproportionately benefits children from relatively rich and well educated families. In that context, the purpose of this paper is to analyse the possible effects of socioeconomic background on the decision to complete a degree before leaving the educational system in Spain. Taking the data from the Spanish module data on school to work transitions, I estimate several logit models in order to detect the influence of personal and regional characteristics on the educational decisions. The results show that, in spite of the disappearance of universities for only the elite, socioeconomic variables heavily influence the demand for university education, so the equality of opportunities in this educational level has not been completely achieved.

Ambitious and anxious:How Chinese undergraduates succeed and struggle in American higher education

With the global spread of the COVID-19 pandemic and the Trump administration's increasing hostility towards China over the past year,the book Ambitious and Anxi...     

Ambivalence and the politics of knowledge: The struggle for change in German higher education

This article argues (a) that universities are profoundly ambivalent institutions; (b) that this ambivalence explains a great deal about their behavior that would otherwise remain inexplicable; (c) that one of the most striking manifestations of this ambivalence can be found in universities’ attitudes towards change; and (d) that this ambivalence has its roots in a fundamental tension in modern society about the university’s purposes. There is good reason to believe that this set of observations holds true for universities everywhere, albeit to different degrees and in different ways. As a case in point, this article focuses on the process of change (and non-change) in German higher education over the past ten years.     

Democracy,inclusive schooling and the politics of education

Drawing on a variety of social and political theories about the nature and future of democracy, this paper develops athesis about the politics of inclusive education. It concludes with a brief preliminary evaluation of the potential of the UK Labour Government's Education Action Zones policy for the development and governance of inclusive schools.     

评西方民主、自由、平等、人权的“普世价值”

普世价值的实质是什么?人们宣扬普世价值的目的何在?对于这些问题,只要坚持并运用马克思主义的阶段[F1]分析方法,就能看穿普世价值不过是一种罩上神圣光环的资产阶级的谎言,在学理上是一个不能自圆其说的伪概念。其实质就是宣扬早就失去其原有积极意义的资产阶级的民主、自由、平等、人权等等。宣扬普世价值的目的就是妄图用西方的民主、平等、自由、人权等所谓普世价值观取代社会主义民主、平等、自由和人权,取代社会主义核心价值体系,最终达到西化演变中国的目的。